Purpose and Aims

You must make sure this policy is consistent with the guidance and procedures of your local safeguarding partners (LSP) by reviewing against that guidance regularly.

 

At Nursery Moksliukas we 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, be helped to thrive and to be safe from any abuse in whatever form.

 

We support the children within our care, protect them from harm and we have robust procedures in place to prevent the impairment of children’s health and development. In our setting we strive to protect children from the risk of radicalisation, and we promote acceptance and tolerance of other beliefs and cultures (please refer to our Prevent duty policy and our inclusion and equality policy for further information). Safeguarding children is everybody’s responsibility. All staff, students, any supply staff, and visitors are made aware of and asked to comply with, the policy.

 

Safeguarding is a much wider subject than could ever be covered within this policy, and so, this document should be read with the setting’s other policies and procedures including:

• Online safety
• Prevent Duty and Radicalisation
• Domestic Abuse, Honour Based Abuse (HBA) and Forced Marriage
• Modern slavery and human trafficking
• Looked After Children
• Monitoring staff behaviour
• Social networking
• Mobile phone and electronic device use
• Safe recruitment of staff
• Disciplinary
• Grievance
• Promoting positive behaviour

 

Legal framework informing this Policy

• Children Act 1989 and 2004
• Childcare Act 2006 (amended 2018)
• Safeguarding Vulnerable Groups Act 2006
• Children and Social Work Act 2017
• The Statutory Framework for the Early Years Foundation Stage (EYFS) 2021
• Working Together to Safeguard Children 2018
• Keeping Children Safe in Education 2022
• Data Protection Act 2018
• What to do if you’re worried a child is being abused 2015
• Counter-terrorism and Security Act 2015.
• Inspecting Safeguarding in Early years, Education and Skills settings 2021
• Prevent Duty 2015
• Domestic Abuse Act 2021

 

Definition of safeguarding

Safeguarding and promoting the welfare of children, in relation to this policy is defined as:

• Protecting children from maltreatment
• Preventing the impairment of children’s health or development
• Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care
• Taking action to enable all children to have the best outcomes.

(Definition from the HM Government document ‘Working together to safeguard children 2018).

Policy Aims

To safeguard children and promote their welfare we will:

• Create an environment to encourage children to develop a positive self-image
• Encourage children to develop a sense of independence and autonomy in a way that is appropriate to their age and stage of development
• Provide a safe and secure environment for all children
• Promote tolerance and acceptance of different beliefs, cultures, and communities
• Help children to understand how they can influence and participate in decision-making
• Help our children know how to promote British values through play, discussion, and role modelling
• Always listen to children
• Provide an environment where practitioners are confident to identify where children and families may need intervention and seek the help they need
• Provide positive role models and develop a safe culture where staff are confident to raise concerns about professional conduct
• Ensure all staff can identify the signs and indicators of abuse, and know what action to take
• Share information with other agencies as appropriate.

 

 

Practitioners are aware that abuse does occur in our society, and we are vigilant in identifying signs of abuse and reporting concerns. Our practitioners have a duty to protect and promote the welfare of children. Staff understand that working on the frontline with children and families often means they are the first people to identify a concern, observe changes in a child’s behaviour or receive information relating to indicators of abuse. They may well be the first people in whom children disclose information that may suggest abuse or toto spot changes in a child’s language or behaviour which may be an indicator of abuse.

 

Our prime responsibility is the welfare and well-being of each child in our care. We therefore believe we have a duty to the children, their parents, and staff to act swiftly and appropriately in any incident that comes to our attention. Sharing information with any relevant agencies such as local authority services for Children’s Social Care, family support, health professionals or the police when the need arises, is of the utmost importance.  Staff will work with external agencies where needed to bring about the best outcomes for that child.

 

We endeavour to:

• Keep the child at the centre of all we do, providing quality interactions from staff, and peers that develops and builds children’s well-being, confidence, and resilience.
• We will support children to develop an awareness of how to keep themselves safe, healthy and develop positive relationships
• Ensure staff are highly trained to understand the safeguarding and child protection policy and procedures and can identify possible signs of abuse (including the signs known as softer signs of abuse). Staff understand what is meant by child protection and are aware of the different ways in which children can be harmed, including by other children (peer on peer) through bullying or discriminatory behaviour.
• Be aware that children with Special Educational Needs and Disabilities (SEND), in isolated families and those in vulnerable families can be more vulnerable to abuse.
• Ensure that all staff feel confident and supported to act in the best interest of the child to share information and seek the help that the child may need swiftly.
• Ensure that all staff receive regular training to be kept informed of changes to local/national procedures. Updates are also brought at regular staff meetings.
• Keep the setting safe online, and to use appropriate filters, checks and safeguards, monitoring access always and maintaining safeguards around the use of technology by staff, parents, and visitors in the setting.
• Ensure that staff can make thorough risk assessments while caring for children.
• Identify changes in staff behaviour and act on these accordingly
• Ensure parents are fully aware of our Policies and procedures when they register with the setting and are kept informed of all updates when they occur.
• Take any appropriate action relating to allegations of serious harm or abuse against any person working with children or living or working on the setting premises including reporting such allegations to Ofsted and other relevant authorities including the local authority.
• Make any child protection referrals in a timely way, sharing relevant information as necessary in line with procedures set out by the Local Borough of Newham.
• Ensure that information is kept confidential and is shared only with those people who need to know to protect the child and act in their best interest.

Designated Safeguarding Lead

We have named staff within the setting who take lead responsibility for safeguarding and co-ordinate child protection and welfare issues. They are known as the Designated Safeguarding Leads (DSL) and Deputy DSL. There is always at least one designated person on duty during the opening hours of the setting. The designated persons will receive comprehensive training at least every two years and update their knowledge on an ongoing basis, but at least once a year.

 

The Setting’s DSL’s:

• Liaise with the local authority children’s social care team
• Attends specific training, including a child protection training course,
• Receives regular updates to developments within this field. They in turn support the ongoing development and knowledge of the staff team with regular safeguarding updates.

 

The Designated Safeguarding Lead and Deputy’s (DSL & DDSL) in the setting are: Irma Cernychiene and Irma Cameron.

 

The role of the Designated Safeguarding Lead:

• Ensure that the settings safeguarding policy and procedures are reviewed and developed in line with current guidance; and develop staff understanding of the settings safeguarding policies
• Take the lead on responding to information from the staff team relating to child protection concerns
• Provide advice, support, and guidance on an on-going basis to staff, students, and volunteers.
• To identify children who may need early help or who are at risk of abuse
• To help staff to ensure the right support is provided to families
• To liaise with the local authority and other agencies about child protection concerns
• Ensure the setting is meeting the requirements of the EYFS statutory requirements
• To ensure policies are in line with the local safeguarding procedures and details
• Manage legislation updates to ensure all staff are kept up to date with safeguarding practices
• To manage and monitor accidents, incidents, and existing injuries; ensuring accurate and appropriate records are kept
• Attend meetings with the child’s key person
• Attend case conferences and external safeguarding meetings, as requested, by external agencies.

 

Staff and volunteers

Our policy is to provide a secure and safe environment for all children. To do this, we follow safer recruitment practices, (see Safer Recruitment Policy).  All staff employed to work with children will have enhanced criminal record checks from the Disclosure and Barring Service (DBS) before being able to carry out intimate care routines or have unsupervised contact with children. We will follow the requirements of the EYFS and any Ofsted guidance in respect to obtaining references and suitability checks for staff, students, and volunteers, to ensure that all personnel working in the setting are suitable to do so.

 

We will obtain Enhanced Criminal Records Checks (DBS) for volunteers in the setting.  Volunteers and visitors will never have unsupervised access to children.

 

All staff will receive initial basic child protection training during their induction period and will complete a full child protection course as soon as possible afterwards. This basic training will include the procedures for spotting signs and behaviours of abuse and abusers/potential abusers, recording and reporting concerns and creating a safe and secure environment for the children in the setting. During induction staff will be shown how to access contact details for the local authority children’s social care team’s, the local safeguarding children partnership and Ofsted to enable them to report any safeguarding concerns, independently, if they feel it necessary to do so.

 

Ongoing suitability of staff is monitored through:

• regular supervisions
• peer observations
• annual declaration of staff suitability
• safeguarding competencies
• regular review of DBS using the online update service.

 

The setting safeguards children and staff by;

• Ensuring staff Ratios are adequate and appropriate to meet the needs of all children.
• Informing applicants for posts within the setting that the positions are exempt from the Rehabilitation of Offenders Act 1974. Candidates are informed our 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.
• Giving staff members, volunteers, and students regular opportunities to declare changes that may affect their suitability to care for the children. This includes information about their health, medication or about changes in their home life which may affect their suitability to work with children.
• All staff are required to subscribe to the DBS update service annually so that Checks for any changes can be made with their permission.
• Following the requirements of the EYFS and any Ofsted guidance in respect to obtaining references and suitability checks for staff, students, and volunteers, to ensure that all staff, students, and volunteers working in the setting are suitable to do so. We will wait to receive at least two written references BEFORE a new member of staff commences employment with us.
• Ensuring all students will have enhanced DBS checks completed BEFORE their placement starts.
• Volunteers, including students, do not carry out any intimate care routines and are never left to work unsupervised with children.
• Complying with the requirements of the Safeguarding Vulnerable Groups Act 2006 and the Childcare Act 2006 (amended 2018) in respect of any person who is dismissed from our employment or resigns in circumstances that would otherwise have led to dismissal for reasons of child protection concern will be reported to the Disclosure and Barring Services (DBS).
• Recording the details of visitors to the setting and take security steps to ensure that that no unauthorised person has unsupervised access to the children.
• Staying vigilant to safeguard the whole Setting environment and be aware of potential dangers on the setting boundaries, by undertaking regular Risk assessments.
• Making sure all staff comply with the Staff Behaviour Policy that enables us to monitor changes in behaviours that may cause concern. This policy allows us to support the individual staff member and ensure the safety and care of the children is not compromised. We will make sure all staff are aware of the signs to look for of inappropriate staff behaviour, this may include inappropriate sexual comments; excessive one-to-one attention beyond the requirements of their usual role and responsibilities; or inappropriate sharing of images. Any concerns must be reported immediately.
• Ensuring that staff are aware not to contact parents and children through social media on their own personal social media accounts and that any relationships they have/had with any parents and their children prior to commencing employment is disclosed before starting at the setting.
• Ensuring that all staff know how to access, and comply with, the whistleblowing policy, which provides information on how they can share any concerns that may arise about their colleagues in an appropriate manner. We encourage a culture of openness and transparency, and all concerns are taken seriously.
• Ensuring all staff will receive regular supervision meetings where opportunities will be made available to discuss any issues relating to individual children, child protection training, safeguarding concerns and any needs for further support or training.
• Having peer on peer and manager observations regularly to ensure that the care we provide for children is the highest quality and any areas for development are quickly identified. Peer observations allow us to share constructive feedback, develop practice and build trust so that staff can share any concerns they may have. Concerns are raised with the DSL and dealt with appropriately.
• Ensuring staff deployment within the setting allows for constant supervision and support. Where children need to spend time away from the rest of the group, safeguards will be put into action to ensure the safety of the child and the adult.

      

Types of abuse

Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, 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 more rarely, a stranger. This could be an adult or adults, another child, or children.

 

Information is taken from ‘What to do if you’re worried a child is being abused, advice for practitioners (2015) and Working Together to Safeguard Children (2018)’

 

The signs and indicators listed below may not necessarily indicate that a child has been abused but will help us to recognise that something may be wrong, especially if a child shows a number of these symptoms or any of them to a marked degree.

 

Indicators of child abuse

• Failure to thrive and meet developmental milestones
• Fearful or withdrawn tendencies
• Unexplained injuries to a child or conflicting reports from parents or staff
• Repeated injuries
• Unaddressed illnesses or injuries
• Significant changes to behaviour patterns.

 

Softer signs of abuse as defined by National Institute for Health and Care Excellence (NICE) include:

 

Emotional states:

• Fearful
• Withdrawn
• Low self-esteem.

Behaviour:

• Aggressive
• Oppositional habitual body rocking.

Interpersonal behaviours:

• Indiscriminate contact or affection seeking
• Over-friendliness to strangers including healthcare professionals
• Excessive clinginess, persistently resorting to gaining attention
• Demonstrating excessively ‘good’ behaviour to prevent parental or disapproval
• Failing to seek or accept appropriate comfort or affection from an appropriate person when significantly distressed
• Coercive controlling behaviour towards parents
• Lack of ability to understand and recognise emotions
• Very young children showing excessive comforting behaviours when witnessing parental distress.

 

Peer-on-peer abuse

We are aware that peer-on-peer abuse does take place, so we include children in our policies when we talk about potential abusers. This may take the form of bullying, physically hurting another child, emotional abuse, or sexual abuse. We will report this in the same way we do for adults abusing children and will take advice from the appropriate bodies on this area; to support for both the victim and the perpetrator, as they could also be a victim of abuse. We know that children who develop harmful sexual behaviour have often experienced abuse and neglect themselves.

 

Physical abuse

A form of abuse which 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 fabricates the symptoms of, or deliberately induces, illness in a child. This is fabricated or induced illness or FII.

 

All children can suffer injuries during their early years as they explore and develop. If an explanation of how a child received their injury doesn’t match the injury itself or if a child’s injuries are a regular occurrence or there is a pattern to their injuries, then we will report our concerns.

 

Fabricated illness

Physical harm may also be caused when a parent fabricates the symptoms of, or deliberately induces, illness in a child. The parent may seek out unnecessary medical treatment or investigation; they may exaggerate a real illness and symptoms or deliberately induce an illness through poisoning with medication or other substances or they may interfere with medical treatments. Fabricated illness is a form of physical abuse, and any concerns will be reported, in line with our safeguarding procedures.

 

Female genital mutilation (FGM)

FGM can also be known as Female Genital Cutting.  FGM is a procedure where the female genital organs are injured or changed and there is no medical reason for this. It is frequently a very traumatic and violent act for the victim and can cause harm in many ways. The practice can cause severe pain and there may be immediate and/or long-term health consequences, including mental health problems, difficulties in childbirth, causing danger to the child and mother; and/or death (definition taken from the Multi-Agency Statutory Guidance on Female Genital Mutilation).

 

The procedure may be carried out shortly after birth and during childhood as well as adolescence, just before marriage or during a woman’s first pregnancy and varies widely according to the community.

 

FGM is child abuse and is illegal in the UK. It can be extremely dangerous and can cause:

• Severe pain
• Shock
• Bleeding
• Infection such at tetanus, HIV and hepatitis B and C
• Organ damage
• Blood loss and infections
• Death in some cases

 

Any concerns about a child or family, will be reported to the children’s social care team in the same way as other types of physical abuse. We have a mandatory duty to report to police any case where an act of female genital mutilation appears to have been carried out on a girl under the age of 18.

 

Breast ironing/flattening

Breast ironing also known as “breast flattening” is the process where young girls’ breasts are ironed, massaged and/or pounded down using hard or heated objects for the breasts to disappear, or delay the development of the breasts entirely. It is believed that by carrying out this act, young girls will be protected from harassment, rape, abduction, and early forced marriage.

 

Breast Ironing/Flattening is a form of physical abuse and can cause serious health issues such as:

• Abscesses
• Cysts
• Itching
• Tissue damage
• Infection
• Discharge of milk
• Dissymmetry of the breasts
• Severe fever.

Any concerns about a child or family, will be reported to the children’s social care team in the same way as other types of physical 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 the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, 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. Sexual abuse can take place online and technology can be used to facilitate offline abuse. Adult males do not solely perpetrate sexual abuse; women can also commit acts of sexual abuse, as can other children.

 

Action must be taken if a staff member witnesses an occasion(s) where a child indicates sexual activity through words, play, drawing, has an excessive preoccupation with sexual matters; or has an inappropriate knowledge of adult sexual behaviour, or language, for their developmental age. 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.

 

If a child is being sexually abused staff may observe both emotional and physical symptoms.

 

Emotional signs:

• Being overly affectionate or knowledgeable in a sexual way inappropriate to the child’s age
• Personality changes such as becoming insecure or clingy
• Regressing to younger behaviour patterns such as thumb sucking or bringing out discarded cuddly toys
• Sudden loss of appetite or compulsive eating
• Being isolated or withdrawn
• Inability to concentrate
• Lack of trust or fear of someone they know well, such as not wanting to be alone with a carer
• Becoming worried about clothing being removed
• Suddenly drawing sexually explicit pictures or acting out actions inappropriate for their age
• Using sexually explicit language.

 

Physical Signs:

• Bruises
• Bleeding, discharge, pains, or soreness in their genital or anal area
• Sexually transmitted infections
• Pregnancy

Any concerns about a child or family will be reported to the children’s social care team.

 

Child sexual exploitation (CSE)

Keeping Children Safe in Education (2022) describes CSE as: where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. CSE does not always involve physical contact; it can also occur using technology. CSE can affect any child or young person (male or female) under the age of 18 years, including 16- and 17-year-olds who can legally consent to have sex. It can include both contact (penetrative and non-penetrative acts) and non-contact sexual activity and may occur without the child or young person’s immediate knowledge (e.g. through others copying videos or images they have created and posted on social media).

 

Signs and indicators may include:

• Physical injuries such as bruising or bleeding
• Having money or gifts they are unable to explain
• Sudden changes in their appearance
• Becoming involved in drugs or alcohol, particularly if you suspect they are being supplied by older men or women
• Becoming emotionally volatile (mood swings are common in all young people, but more severe changes could indicate that something is wrong)
• Using sexual language that you wouldn’t expect them to know
• Engaging less with their usual friends
• Appearing controlled by their phone
• Switching to a new screen when you come near the computer
• Nightmares or sleeping problems
• Running away, staying out overnight, missing school
• Changes in eating habits
• Talk of a new, older friend, boyfriend, or girlfriend
• Losing contact with family and friends or becoming secretive
• Contracting sexually transmitted diseases.

 

Child Criminal Exploitation (CCE)

CCE is where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into any criminal activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial or other advantage of the perpetrator or facilitator and/or (c) through violence or the threat of violence. The victim may have been criminally exploited even if the activity appears consensual. CCE does not always involve physical contact; it can also occur using technology.

 

CCE can include children being forced to work in cannabis factories, being coerced into moving drugs or money across the country forced to shoplift or pickpocket, or to threaten other young people. Some of the following can be indicators of CCE:

• Children who appear with unexplained gifts or new possessions.
• Children who associate with other young people involved in exploitation
• Children who suffer from changes in emotional well-being
• Children who misuse drugs and alcohol
• Children who go missing for periods of time or regularly come home late; and
• Children who regularly miss school or education or do not take part in education.

If staff have any concerns regarding CSE or CCE, they will be reported following our safeguarding reporting procedures.

 

Emotional abuse

Working Together to Safeguard Children (2018) defines emotional abuse as ‘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 a child 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 a 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.

 

Signs and indicators may include:

• Physical, mental, and emotional development lags
• Sudden speech disorders
• Overreaction to mistakes
• Extreme fear of any new situation
• Neurotic behaviour (rocking, hair twisting, self-mutilation)
• Extremes of passivity or aggression
• Appear unconfident or lack self-assurance.

 

Action will be taken if the staff member has reason to believe that there is a severe, adverse effect on the behaviour and emotional development of a child, caused by persistent or severe ill treatment or rejection. Children may also experience emotional abuse through witnessing domestic abuse and alcohol and drug misuse by adults caring for them. In England, The Domestic Abuse Act 2021 recognises in law, for the first time, that children are victims if they see, hear, or otherwise experience the effects of domestic abuse.

 

Neglect

Working Together to Safeguard Children (2018) defines Neglect as ‘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 because of maternal substance abuse. Once a child is born, neglect may involve a parent failing to:

1. Provide adequate food, clothing, and shelter (including exclusion from home or abandonment)
2. Protect a child from physical and emotional harm or danger
3. Ensure adequate supervision (including the use of inadequate caregivers)
4. Ensure access to appropriate medical care or treatment.

It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

 

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 the setting in the same nappy they went home in, or a child having an illness or identified special educational need or disability that is not being addressed by the parent. A child may also be persistently hungry if a parent is withholding food or not providing enough for a child’s needs.

 

Neglect may also be shown through emotional signs, e.g. a child may not be receiving the attention they need at home and may crave love and support at the setting. In addition, neglect may occur through pregnancy because of maternal substance abuse.

 

Action will be taken if the staff member has reason to believe that there has been any type of neglect of a child.

 

County Lines

The National Crime Agency (NCA) describe county lines as a term used to describe gangs and organised criminal networks involved in exporting illegal drugs from big cities into smaller towns, using dedicated mobile phone lines or other form of ‘deal line.’ Customers will live in a different area to where the dealers and networks are based, so drug runners are needed to transport the drugs and collect payment.

 

Offenders will often use coercion, intimidation, violence (including sexual violence) and weapons to ensure compliance of victims. Children can be targeted and recruited into county lines in several locations including schools, further and higher educational institutions, pupil referral units, special educational needs schools, children’s homes, and care homes.

 

Signs and indicators to be aware of include:

• Changes in the way young people you might know dress
• Unexplained, sometimes unaffordable new things (e.g. clothes, jewellery, cars etc.)
• Missing from home or schools and/or significant decline in performance
• New friends or relationships with those who don’t share any mutual friendships with the victim or anyone else
• May be carrying a weapon
• Receiving more texts or calls than usual
• Sudden influx of cash, clothes, or mobile phones
• Unexplained injuries
• Significant changes in emotional well-being
• Young people seen in different cars/taxis driven by unknown adults
• Young people seeming unfamiliar with your community or where they are
• Truancy, exclusion, disengagement from school
• An increase in anti-social behaviour in the community
• Unexplained injuries
• Gang association or isolation from peers or social networks.

 

Cuckooing

Cuckooing is a form of county lines crime in which drug dealers take over the home of a vulnerable person to criminally exploit them as a base for drug dealing, often in multi-occupancy or social housing properties. Signs that this is happening in a family property may be an increase in people entering or leaving the property, an increase in cars or bikes outside the home; windows covered, or curtains closed for long periods, family not being seen for extended periods; signs of drug use or an increase in anti-social behaviour at the home. If we recognise any of these signs, we will report our concerns as per our reporting process.

 

If staff have any concerns regarding county lines/cuckooing, they will follow our safeguarding reporting procedures.

Contextual safeguarding–

As young people grow and develop, they may be vulnerable to abuse or exploitation from outside their family. These extra-familial threats might arise at school and other educational establishments, from within peer groups, or more widely from within the wider community and/or online.

 

As part of our safeguarding procedures, we will work in partnership with parents and other agencies to work together to safeguard children and provide the support around contextual safeguarding concerns.

 

These areas below are all a child protection concern.  Please read the appropriate policy for more information on them.

Domestic Abuse / Honour Based Abuse / Forced Marriages

Extremism – the Prevent Duty and Radicalisation

Online Safety

Modern Slavery and Child Trafficking

Adult sexual exploitation

Up skirting

 

Child abuse linked to faith or belief (CALFB)

Child abuse linked to faith or belief (CALFB) can happen in families when there is a concept of belief in:

 

• Witchcraft and spirit possession, demons or the devil acting through children or leading them astray (traditionally seen in some Christian beliefs)
• The evil eye or djinns (traditionally known in some Islamic faith contexts) and dakini (in the Hindu context)
• Ritual or multi murders where the killing of children is believed to bring supernatural benefits, or the use of their body parts is believed to produce potent magical remedies
• Use of belief in magic or witchcraft to create fear in children to make them more compliant when they are being trafficked for domestic slavery or sexual exploitation.

 

This is not an exhaustive list and there will be other examples where children have been harmed when adults think that their actions have brought bad fortune.

 

Reporting Procedures

All staff have a responsibility to report safeguarding/child protection concerns and suspicions of abuse. These concerns will be discussed with the designated safeguarding lead (DSL) as soon as possible.

• Staff will report their concerns to the DSL Irma Cernychiene (in the absence of the DSL they will be reported to the Deputy DSL) Irma Cameron
• Any signs of marks/injuries to a child or information a child has given will be recorded and stored securely
• For children who arrive at the setting with an existing injury, a form will be completed along with the parent’s explanation as to how the injury happened. Staff will have professional curiosity around any explanations given, any concerns around existing injury’s will be reported
• If appropriate, any concerns/or incidents will be discussed with the parent and discussions will be recorded. Parents will have access to these records on request in line with GDPR and data protection guidelines.
• If there are queries/concerns regarding the injury/information given, then the following procedures will take place:

 

The designated safeguarding lead will:

• Contact the Local Authority children’s social care team to report concerns and seek advice immediately, or as soon as it is practical to do so. If it is believed a child is in immediate danger, we will contact the police. If the safeguarding concern relates to an allegation against an adult working or volunteering with children, then the DSL will follow the specific procedure outlined below
• Report the incident to the NI and Early Years Operations Manager (EYOM) – Grace Saalmans – saalmans@elim.org.uk or her deputy if she is unavailable – Elaine Cowley – elaine.cowley@elim.org.uk
• Record the information and action taken relating to the concern raised
• Speak to the parents (unless advised not do so by LA children’s social care team)
• The DSL will follow up with the Local Authority children’s social care team if they have not contacted the setting within the timeframe set out in Working Together to Safeguarding Children (2018). We will never assume that action has been taken and will follow up promptly if we are not satisfied with the outcome.

 

Keeping children safe is our highest priority and if, for whatever reason, staff do not feel able to report concerns to the DSL or deputy DSL they should call the Local Authority children’s social care team, the Police or the NSPCC and report their concerns anonymously.

 

These contact numbers are contained with this policy and are also displayed in every room (info boards for staff) and on outside board for parents.

 

Responding to a spontaneous disclosure from a child

If a child starts to talk openly to a member of staff about abuse, they may be experiencing, 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 freely, and disclosure is not forced, or words put into the child’s mouth. Staff will then:

 

• Give full attention to the child or young person
• Keep body language open and encouraging
• Be compassionate, be understanding and reassure them their feelings are important using phrases such as ‘you’ve shown such courage today’
• Take time and slow down: show respect, pause, and will not interrupt the child – let them go at their own pace
• Recognise and respond to their body language
• Show understanding and reflect back
• Make it clear you are interested in what the child is telling you
• Reflect what they have said to check your understanding – and use their language to show it’s their experience
• Reassure the child that they have done the right thing in telling you. Make sure they know that abuse is never their fault
• Never talk to the alleged perpetrator about the child’s disclosure. This could make things a lot worse for the child.

(Information taken from NSPCC)

 

Any disclosure will be reported to the manager or DSL and will be referred to the local authority children’s social care team immediately, following our reporting procedures as outlined above

 

Recording Suspicions of Abuse and Disclosures

As soon as possible after the disclosure details must be logged accurately. It is not the practitioner’s or setting’s role to investigate, it is the role of statutory services.

Staff should make an objective record of any observation or disclosure, supported by the manager or designated safeguarding lead (DSL). This record should include:

• Child’s name
• Child’s address
• Age of the child and date of birth
• Date and time of the observation or the disclosure, location
• Exact words spoken by the child (word for word) and non-verbal communication
• Exact position and type of any injuries or marks seen
• Exact observation of any incident including any concern was reported, with date and time; and the names of any other person present at the time
• Any discussion held with the parent(s) (where deemed appropriate).

 

These records should be signed by the person reporting this and the Manager/ *DSL, dated and kept in a separate confidential file. The EYOM should be informed.

 

Staff involved in a safeguarding case may be asked to supply details of any information/concerns they have about a child. The setting expects all members of staff to co-operate with the local authority children’s social care, police, and Ofsted in any way necessary to ensure the safety of the children.

 

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 authority children’s social care team/police does not allow this to happen. 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 in line with guidance from the local authority. All staff, students and volunteers are bound by confidentiality and any information will not be discussed out of work, or this will become a disciplinary matter.

 

We have due regard to the data protection principles as in the Data Protection Act 2018 and General Data Protection Regulations (GDPR)[1]. These do not prohibit the collection and sharing of personal information, even without consent if this would put the child at further risk. We will follow the principles around data collection and information sharing, and ensure any information is recorded and shared in an appropriate way.

 

Support to families

We value the trusting and supportive relationships we build over time with families, staff, students and volunteers within the setting and we will continue 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 to provide continuity of care which is in the best interest of the child.

 

Record Keeping

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 and in line with guidance of the local authority with the proviso that the care and safety of the child is paramount. We will do all in our power to support and work with the child’s family.

 

We keep appropriate records to support the early identification of children and families that would benefit from support. Factual records are maintained in a chronological order with parental discussions. Records are reviewed regularly by the DSL to look holistically at identifying children’s needs.

 

Allegations against adults working or volunteering with children

If an allegation is made against a member of staff, student or volunteer or any other person who lives or works on the setting premises regardless of whether the allegation relates to the setting premises or elsewhere, we will follow the procedure below:

 

An allegation against a member of staff/student/volunteer/supply staff or any other person may relate to a person who has:

• behaved in a way that has harmed a child, or may have harmed a child
• possibly committed a criminal offence against or related to a child
• behaved towards a child or children in a way that indicates he or she may pose a risk of harm to children; or
• behaved or may have behaved in a way that indicates they may not be suitable to work with children.

 

The allegation should be reported to the Manager on duty. If this person is the subject of the allegation, then this should be reported to the EYOM or her deputy instead.

We will follow our own local safeguarding partner’s website information about how to report an allegation and we would also inform Ofsted immediately for this to be investigated by the appropriate bodies promptly. This includes:

 

• If, as an individual you feel this will not be taken seriously or are worried about the allegation getting back to the person in question then it is your duty to inform the local authority children’s social care team yourself directly
• The local authority children’s social care team will be informed immediately for advice and guidance
• A full investigation will be carried out by the appropriate professionals (local authority children’s social care team, Ofsted) to determine how this will be handled
• The setting will follow all instructions from the local authority children’s social care team and Ofsted and ask all staff members to do the same and co-operate where required
• Support will be provided to all those involved in an allegation throughout the external investigation in line with local authority children’s social care team support and advice
• The setting reserves the right to suspend any member of staff during an investigation, Legal advice will be sought to ensure compliance with the law.
• All enquiries/external investigations/interviews will be documented and kept in a locked file for access by the relevant authorities.
• Founded allegations will be passed on to the relevant organisations including the local authority children’s social care team and where an offence is believed to have been committed; the police will also be informed.
• Founded allegations will be dealt with as gross misconduct in accordance with our disciplinary procedures and may result in the termination of employment, Ofsted will be notified immediately of this decision along with notifying the Disclosure and Barring Service (DBS) to ensure their records are updated.
• All safeguarding records will be kept until the person reaches normal retirement age or for 21 years and 3 months if that is longer. This will ensure accurate information is available for references and future DBS checks and avoids any unnecessary reinvestigation
• The setting retains the right to dismiss any member of staff in connection with founded allegations following an inquiry
• Unfounded allegations will result in all rights being reinstated
• A return-to-work plan will be put in place for any member of staff returning to work after an allegation has been deemed unfounded. Individual support will be offered to meet the needs of the individual staff member and the nature of the incident; this may include more frequent supervisions, coaching and mentoring and external support.

 

Monitoring children’s attendance

As part of our requirements under the statutory framework and guidance documents we are required to monitor children’s attendance patterns to ensure they are consistent and no cause for concern.

 

We ask parents to inform us prior to their children taking holidays or days off, and all incidents of sickness absence should be reported to the setting the same day, so the management are able to account for a child’s absence.

This should not stop parents taking precious time with their children but, by keeping us informed parents can help us to meet our statutory requirements and let us know that children are safe.

 

If a child has not arrived at the setting within one hour of their normal start time the parents will be called to ensure the child is safe and healthy. If the parents are not contactable then the emergency contacts numbers listed will be used to ensure all parties are safe. Staff will work their way down the emergency contact list until contact is established and we are made aware that all is well with the child and family. It is a parent’s responsibility to keep their emergency contact details updatedIf contact cannot be made, then we would assess if a home visit were appropriate to establish all parties are safe.  If contact is still not possible, we would assess if it would be appropriate to contact relevant authorities for them to investigate further.

 

Where a child is part of a child protection plan, or during a referral process, any absences will immediately be reported to the local authority children’s social care team to ensure the child remains safe and well.

[1] https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/721581/Information_sharing_advice_practitioners_safeguarding_services.pdf

Looked after children

As part of our safeguarding practice we will ensure our staff are aware of how to keep looked after children safe. To do this we ask that we are informed of:

• The legal status of the child (e.g. whether the child is being looked after under voluntary arrangements with consent of parents or on an interim or full care order)
• Contact arrangements for the biological parents (or those with parental responsibility)
• The child’s care arrangements and the levels of authority delegated to the carer by the authority looking after him/her
• The details of the child’s social worker and any other support agencies involved
• Any child protection plan or care plan in place for the child in question.

 

Further details are in our Looked After Children policy.

 

Personal mobile phones and other electronic devices are not allowed in the setting at any time. Please see the Mobile Phone and Other Electronic Device Use Policy and Social Media policy. This also links to our Online Safety policy.

 

Early help services

When a child and/or family would benefit from support but do not meet the threshold for Local Authority Social Care Team, a discussion will take place with the family around early help services.

 

Early help provides support as soon as a concern/area of need emerges, helping to improve outcomes and prevent escalation onto local authority services. Sometimes concerns about a child may relate more to their individual family circumstances. The setting will work in partnership with parents to identify any early help services that would benefit the child or the family’s individual circumstances. this may include family support, foodbank support, counselling, or parenting services.

 

Nursery Moksliukas 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 Manager/DSL/EYOM at the earliest opportunity.

 

Contact telephone numbers

Newham Children’s Triage – 0203 373 4600

Local authority Designated Officer (LADO) Nick Pratt, 0203 373 3803

Local Authority referral team-  CPRT.DUTY@newham.gov.uk

Local Authority Out of Hours Team (after 5pm)- 0208 430 2000

NSPCC 0808 800 5000

Local Safeguarding Partner’s-  Early Help partnership Co-ordinator/Service lead: Dawn Henry- 0203 373 7031

Local Early Help Services

Support and advise (the non-emergency number) 101

Police – anti-terror hotline – 0800789321

 

 

Ofsted 0300 123 1231

Emergency police 999

Non-emergency police 101

Government helpline for extremism concerns 020 7340 7264

Child exploitation and Online protection command (CEOP) https://www.ceop.police.uk/safety-centre/

 

 

 

This policy was adopted on	Signed on behalf of the setting	Date for review
27/01/2023		01/09/2023

 

Whistle Blowing Policy

 

The designated safeguarding and prevent duty officer is Irma Cernychiene.

 

Under the guidance of the Local Safeguarding Children’s Board

The purpose of this policy is to ensure that all members of staff at nursery Moksliukas feel confident and are encouraged to reveal any concerns that they may have about the conduct and behaviour of the management team or other members of staff.

 

Who is responsible?

All members of staff have a responsibility to ensure that they and their colleagues are working to good standards and that they and their colleagues are working within the policies and procedures of Nursery Moksliukas.

 

How will the policy be implemented?

This policy should be used for dealing with major concerns over the conduct of other members of staff that are out with the scope of all other nursery policies.

The policy should not be used to report personal grievances relating to an employee’s terms and conditions of employment, harassment, disciplinary matters, bullying, or any other matters that can be dealt with under the setting grievance procedure.

The policy should only be used for reporting the following:

• A criminal offence
• The breach of a legal obligation
• A miscarriage of justice
• A danger to the health and safety of any individual
• Malpractice
• Fraud
• Improper conduct or unethical behaviour
• Attempts to suppress or conceal any information relating to any of the above

 

Who can raise a concern?

• Any member of staff who has a concern about the actions of a colleague or member of management relating to any of the issues above can raise a concern.
• Concerns must be factual, made without malice and in good faith, the member of staff who raises the concern must reasonably believe that any information disclosed and any allegations made are true. Members of staff will be obliged to demonstrate that there are reasonable grounds for their concern although they will not be expected to provide proof beyond reasonable doubt
• If a member of staff makes an allegation in good faith which is not confirmed by investigation, no action will be taken against them
• If a member of staff makes an allegation for malicious or frivolous reasons or for personal gain, then appropriate disciplinary or legal action may be taken against you.
• All concerns will be treated with the utmost confidentiality and every effort will be made to ensure the anonymity of the person making the allegation, however, at an appropriate time, the person making the allegation may need to be identified as a witness.
• Any member of staff raising a concern will be protected from any possible reprisals or victimisation. Where this occurs the individual should report it through the settings grievance procedure.

 

Raising a Concern

Any concerns should be reported to the manager of the setting. If the allegation concerns the manager then the member of staff should raise the concern with another member of the management team, or if this is not possible, with the LADO officer for their setting.

 

Concerns should be raised both verbally and in writing; in both instances the member of staff will be required to state:

• The background to the concern
• The reason for the concern
• The extent to which they have personally witnessed or experienced the problem
• The manager will decide whether the concern falls within the scope of other policies or procedures such as child protection, the concern will be considered with those policies or procedures in mind
• The manager will consider the information that has been disclosed and decide whether or not to investigate
• if a decision is made not to investigate the concern the reasons for this will be fully explained to the person making the allegation
• The manager will make a decision as to who will conduct the investigation. Some investigations may involve external agencies such as the Care Commission or the local authority development officer for the setting. If an investigation is to take place the manager will inform the person who raised the concern and they may be asked to give further information
• The manager will inform the person about whom the concern was made, giving them the details of the concern but not informing them of who made the concern, the person will be given the opportunity to respond to the concern
• The manager will decide after the investigation if there is a need for external involvement from organisations such as the police and the action, if any, which is to be taken against the person whom the concern was raised about
• The manager will keep accurate records of every stage of the investigation, the evidence provided and the outcome.

It should be noted that the individual who raised the concern will be informed of the outcome of any investigation.

 

Local Authority Designated Officer (LADO)- Nick Pratt

02082273934

NSPCC whistle blowing helpline- 08000280285

LADO referrals email address: CPRT.DUTY@newham.gov.uk

 

 

EFGA (Childcare & Education)

Safeguarding Policy Appendix

Context:

As a member of Elim Foursquare Gospel Alliance, each church, and its associated ministries, are required to have and adhere to the EFGA model safeguarding policy. As an early years, childcare or education setting we recognise that the statutory frameworks in which settings operate have a different requirement. This policy appendix is additional information, to be added to all EFGA (Childcare & Education) settings registered with Ofsted.

 

EYFS framework link: 3.4 Providers must have and implement a policy, and procedures, to safeguard children. These should be in line with the guidance and procedures of the relevant Local Safeguarding Children Board (LSCB).

 

Aim: To ensure that all providers are aware of and adhere to the specific safeguarding requirements of Elim Foursquare Gospel Alliance.

 

Key Contacts

Nominated Individual Grace.Saalmans – Grace.Saalmans@elim.org.uk   07718 479086

National Safeguarding Coordinator:  Sarah Bale – sarah.bale@elimhq.net  01684 588913

Assistant Administrator (Safeguarding): Abi Thomas – abigail.thomas@elimhq.net 01684 588917

 

Safeguarding Children

The majority of safeguarding concerns will be dealt with within the setting, following the policies and procedures laid out in the setting’s safeguarding policy. The nominated individual is available to support and advise where required. The Nominated Individual and National Safeguarding Coordinator must be informed where:

• A notification to Ofsted is required
• Regulatory actions are or may be taken (e.g. Ofsted involvement)
• Legal action is or may be taken against the setting or individuals within the setting

 

Allegations against adults

All allegations against adults (staff, volunteers, students) connected with the setting must be reported to the Nominated Individual and National Safeguarding Coordinator (notification to these people should not delay LADO notification)

 

Notifications to Ofsted

Notifications to Ofsted should be done with the knowledge of the Nominated Individual. Where a setting makes its own notification, a copy of the notification, along with the reference number should be forwarded to the nominated individual. Any further emails updating Ofsted of the progress of the investigation should have the NI copied in.

 

Responsibilities

The registered person for this setting is Elim Foursquare Gospel Alliance (EFGA) RP520159. Nominated Individual Grace.Saalmans – Grace.Saalmans@elim.org.uk   07718 479086

Responsibility for safer recruitment, in line with the Statutory Framework for the EYFS has been delegated to Irma Cernychiene for Nursery Moksliukas, E16

 

 

Date adopted:	October 2019	Signed by:	J.Maslen (NI)
Date for review:	October 2023	Manager/Leadership Signature:	Sarah Bale (National Safeguarding Coordinator – EFGA)
Underpinning policies:		Safeguarding (locally agreed policy)

 

 

Prevent Duty Policy

 

The designated safeguarding and prevent duty officer is Irma Cernychiene.

Policy statement

From 1 July 2015 all settings, registered early years childcare providers and registered later years’ childcare providers (referred to in this advice as ‘childcare providers’) are subject to a duty under “Revised Prevent Duty guidance for England and Wales” (July, 2015) and section 26 of the Counter-Terrorism and Security Act 2015, in the exercise of their functions, to have “due regard to the need to prevent people from being drawn into terrorism”  and must take actions to protect children from harm and should be alert to harmful behaviour by other adults in child’s life.

This duty is known as the Prevent duty.

 

The early Years Foundation Stage (EYFS)framework supports early years providers to do this in an age appropriate way, through ensuring children learn right from wrong, mix and share with other children and value other’s views, know about similarities and differences between themselves and others, and challenge negative attitudes and stereotypes.

 

What is Radicalism?

Radicalism refers to the process by which a person comes to support terrorism and forms of extremism. Protecting children from the risk of radicalisation is seen as part of Nursery Moksliukas wider safeguarding duties, and is similar in nature to protecting children from other forms of harm and abuse. During the process of radicalisation, it is possible to intervene to prevent vulnerable people being radicalised. There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. It can happen in many different ways and settings. Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group may appear to provide an answer.

The internet and the use of social media in particular has become a major factor in the radicalisation of young people.

 

What is Extremism?

Extremism is vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas.

 

Policy, procedure and practice

At Nursery Moksliukas it is essential that staff are able to identify children who may be vulnerable to radicalisation, and know what to do when they are identified.

Protecting children from the risk of radicalisation should be seen as part of our wider safeguarding duties, and is similar in nature to protecting children from other harms whether these come from within their family or are the product of outside influences.

We can also build children’s resilience to radicalisation by promoting fundamental British values and enabling them to challenge extremist views. All staff are instructed to challenge extremist and radical views. In the setting we emphasise this in daily work such as assisting the children’s personal, social and emotional development and understanding of the world.

 

Risk assessment

All the setting staff, particularly the staff who work directly with the children are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology.

This means being able to demonstrate both a general understanding of the risks affecting children and young people in the area and a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them.

As with managing other safeguarding risks, staff should be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection.

Staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately which may include making a referral to the Channel program. This programme focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. It provides a mechanism for settings and schools to make referrals if they are concerned that an individual might be vulnerable to radicalisation. An individual’s engagement with the programme is entirely voluntary at all stages.

 

Working in partnership with Local Authorities

Section 36 of the CTSA 2015 places a duty on local authorities to ensure Channel panels are in place. The panel must be chaired by the local authority and include the police for the relevant local authority area. Following a referral, the panel will assess the extent to which identified individuals are vulnerable to being drawn into terrorism, and, where considered appropriate and necessary consent is obtained, arrange for support to be provided to those individuals.

 

        Working in partnership with parents

Effective engagement with parents/the family is also important as they are in a key position to spot signs of radicalisation. It is important to assist and advise families who raise concerns and be ablke to point them to the right support mechanism.

 

Procedure for reporting concerns

If a member of staff has a concern about a particular child, they should follow the settings normal safeguarding procedures, including discussing with the Prevent Duty and Safeguarding officer, who will, where necessary will ask support and advice Prevent Lead officer in Newham – Ghaffar Hussain.

 

Useful contacts for Prevent Duty in Newham:

 

Prevent Lead for Newham

– Ghaffar Hussain. Email: Ghaffar.hussain@newham.gov.uk , tel: 07813633250

Training related enquires

– Ross Paton. Email: Ross.Paton@newham.gov.uk, tel: 020 3373 7166

Newham Children’s Triage – 02033734600

Support and advise (the non-emergency number) 101

Police – anti-terror hotline – 0800789321

 

 

Child Missing from Education

 

A child going missing from education is a potential indicator of abuse or neglect. Nursery staff should follow the nursery’s procedures for dealing with children that go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect, including sexual exploitation, and to help prevent the risks of their going missing in future.

 

 

 

Anti-Bullying Policy

 

We believe that every child has the right to expect an environment which:

• Is safe and caring
• Provides challenges but is non-threatening
• Encourages children to feel secure
• Values children’s opinions
• Shows an awareness of children’s individual needs and attempts to meet them.
• Allows them to develop to their full potential.

 

We will not permit any form of bullying in our setting.

The Nursery believes that bullying is action taken by one or more children with the deliberate intention of hurting a child, either physically or emotionally. Although most of the children in our care are very young and may not understand their actions, we do all we can to prevent it, by developing a Nursery ethos in which this behaviour is regarded as unacceptable.

 

Bullying can be:

• Physical: pushing, kicking, hitting, biting etc
• Verbal: name-calling, sarcasm, rumour spreading and teasing
• Emotional: excluding, ridicule, humiliation, tormenting
• Racist: taunts, graffiti and gestures
• Social- unwanted physical contact or abusive or abusive comments
• Homophobic- any hostile or offensive action against lesbian, gay males or bisexuals or those perceived to be these above.

 

Being bullied can result in the victim having depression, low self-esteem, shyness, poor academic achievement, isolation and in extreme cases threatened or attempted/actual suicide. If a bully is left unchecked they will learn that they can get away with violence and aggression. A bully has a higher chance of acquiring a criminal record and being unable to form positive relationships when they become an adult.

 

If we have any concerns that a child in our care is being bullied in our setting or is bullying, we will discuss the matter with parents/carers immediately. We will work with parents to support their child to resolve the problem.

 

The Manager will:

• Implement the anti-bullying policy, and ensure that all staff is aware and knows how to deal with incidents of bullying.
• Ensure that all staff and children know that bullying is wrong, and that it is unacceptable behaviour. An explanation will be given to the children as to why the behaviour was unacceptable, and why sanctions are being imposed.
• Ensure that all staff receive sufficient training to be equipped to deal with any incidents of bullying.
• Set a climate of mutual support and praise of success; so making bullying less likely. When children feel, they are important and belong to a friendly and welcoming environment, bullying is far less likely to be part of their behaviour.

 

Staff will:

• Take all forms of bullying seriously, and intervene to prevent incidents from taking place. All forms of bullying will be recorded.
• Deal with incidents of bullying as soon as they become aware of them. This may involve counselling, an action plan and support for the victim of the bullying.
• Spend time talking to the child who has bullied, and endeavour to help the child change their behaviour in future.

 

We ask Parents/Carers to:

• Contact their child’s Key Worker immediately if they are concerned that their child is being bullied, or suspect that their child may be the perpetrator of bullying.
• Support the Nursery’s anti-bullying policy, and actively encourage their children to be a positive member of the group.

 

If the child is being bullied:

• we will reassure them that the bullying is not their fault
• we will tell them that we care about them and that we are 100% on their side
• we will give lots of praise, encouragement and responsibilities to help them feel valued
• we will work with you to help your child to deal with the bully – assertiveness, walking away etc.

 

If a child is the bully:

• we will reassure your child that we still care about them but that it is their behaviour that we don’t like and that we will work with them to help change this
• we will work with your child to find ways to make amends for their actions
• we will develop a reward structure for good behaviour
• we will discuss the matter with parents, not in front of a child, to see if there are any problems that may have triggered the bullying

 

Message for the parents:

If you have any concerns regarding your child please discuss them with your child’s key person, the setting manager or setting owner as soon as possible. It is much better to deal with these problems before they become major issues.

 

Peer-on-peer abuse:

• features physical, emotional, sexual and financial abuse of young people by their peers,
• can impact any young person, although the characteristics/experiences of some can be exploited by their peers, or missed by services, making them more vulnerable to abuse than others
• is influenced by the nature of the environments in which young people spend their time – home, school, peer group and community – and is built upon notions of power and consent. Power imbalances related to gender, social status within a group, intellectual ability, economic wealth, social marginalisation etc., can all be used to exert power over a peer.
• can affect any child/young person, sometimes vulnerable children are targeted. For example:
  • Those living with domestic abuse or intra-familial abuse in their histories
  • Young people in care
  • Those who have experienced bereavement through the loss of a parent, sibling or friend
  • Black and minority ethnic children are under identified as victims but are over identified as perpetrators
  • Those with SEND
• hinges upon young people’s experiences of power, and ultimately the notion of consent
• concepts of abuse are built upon notions of ‘power’ and therefore ‘consent’, not to be confused with the age of consent to sexual activity
• abuse is abuse and should never be tolerated or passed off as “banter” or “part of growing up”
• both girls and boys experience peer on peer abuse however they are likely to experience it differently i.e. girls being sexually touched/assaulted or boys being subject to homophobic taunts/initiation/hazing type (rituals and other activities involving harassment, abuse or humiliation used as a way of initiating a person into a group) violence
• involves someone who abuses a ‘vulnerability’ or power imbalance to harm another, and have the opportunity or be in an environment where this is possible.
• While perpetrators of peer on peer abuse pose a risk to others they are often victims of abuse themselves.

Above information is based on information in Practitioner Briefing: What is peer on peer abuse? Misunderstood Partnership (2015)

Rough and Tumble Play

The Nursery Moksliukas acknowledges and highlights the need to recognise rough and tumble play as distinct from inappropriate or aggressive behaviour. Television or films, which include superheroes, often influence young children or weapon play and they will mimic this behaviour through their play. We endorse the following strategies to manage this kind of play:

• Recognise that this is prosocial play rather than aggressive
• Set boundaries for the games to be set out in
• Use planning opportunities to discuss the concept of ‘good’ and ‘bad’.
• Support the play to find alternative solutions to weapon play, exploring different scenarios.

Hurtful Behaviour

Very young children are ‘egocentric’ which means that they put their own feelings before others, and even the most considerate child will have the occasional outburst due to frustration, anger or over exuberance. We acknowledge that this is a developmental area that needs to be nurtured and supported and that very young children do not intentionally wish to cause hurt. If hurtful comments are made, our strategies are:

• To recognise that very young children are not always able to manage their own feelings and deliver them appropriately
• Assist in this management to support their biological and cognitive development.
• Offer support to both parties and to discuss the issues through play, story times and circle time activities.

 

Actions the nursery will take

The nursery deals with a wide continuum of children’s behaviour on a day to day basis and most cases will be dealt with via nursery based processes. These are outlined in the following policies:

• Behaviour & Anti-Bullying Policy
• E-Safety Policy
• Attendance Policy

 

The nursery will also act to minimise the risk of peer on peer abuse by ensuring the establishment provides a safe environment, promotes positive standards of behaviour, has effective systems in place where children can raise concerns and provides safeguarding through the curriculum via PSED and other curriculum opportunities. This may include targeted work with children identified as vulnerable or being at risk and developing risk assessment and targeted work with those identified as being a potential risk to others.

Action on serious concerns

The nursery recognises that children may abuse their peers physically, sexually and emotionally; this will not be tolerated or passed off as ‘banter’ or ‘part of growing up’. The nursery will take this as seriously as abuse perpetrated by an adult, and address it through the same processes as any safeguarding issue. We also recognise that children who abuse others are also likely to have considerable welfare and safeguarding issues themselves.

Peer to peer abuse may be a one off serious incident or an accumulation of incidents. Staff may be able to easily identify some behaviour/s as abusive however in some circumstances it may be less clear. In all cases the member of staff should discuss the concerns and seek advice from the Designated Safeguarding Lead (DSL).

When an allegation is made by a child against another child, members of staff should consider if the issues raised indicate that the child and /or alleged perpetrator may have emerging needs, complex/serious needs or child protection concerns.

Any suspicion or allegations that a child has been sexually abused or is likely to sexually abuse another child (or adult) should be referred immediately to Children’s Social Care or the Police.

Particular considerations for cases where peer on peer abuse is a factor include:

• What is the nature, extent and context of the behaviour including verbal, physical, sexing and/or online abuse. Was there coercion, physical aggression, bullying, and bribery or attempts to ensure secrecy? What was the duration and frequency? Were other children and /or adults involved?
• What is the child’s age, development, capacity to understand and make decisions (including anything that might have had an impact on this i.e. coercion), and family and social circumstances?
• What are the relative chronological and developmental age of the two children and are there are any differentials in power or authority?
• Is the behaviour age appropriate or not? Does it involve inappropriate sexual knowledge or motivation?
• Are there any risks to the child themselves and others i.e. other children in school, in the child’s household, extended family, and peer group or wider social network?

The nursery will use resources on such issues to address these matters in PSED.

Resources on peer-on-peer pressure can be found at:

http://www.msunderstood.org.uk/assets/templates/msunderstood/style/documents/MSUPB01.pdf

 

Online Safety, Social Media and Acceptable IT Use Policies

E-safety

 

We believe that Information Communication Technology (I.C.T.) and computing are important aspects of education. They help pupils prepare for later life, developing key transferable skills and understanding of the uses and limitations of I.C.T. As well as being an important curriculum requirement, the ability to use I.C.T. effectively is a vital life skill. At our nursery we use I.C.T. as a resource for learning and it is an important tool to raise standards.

We offer a mix of different systems within the nursery to consolidate and extend computer skills and to expand the awareness of technology and its place in the modern world. We recognise that computer and technology skills are crucial if children are to raise their achievement and general competence in the use of I.C.T. systems.

 

Aims

• That we build on each child’s previous experience.
• Cultivate the skills that are essential for the children to gain access to developing technologies.
• Promote the children’s enjoyment of ICT, building on their experience in everyday life as a basis for learning.
• Evaluate resources and update and add to them as necessary.
• Undertake ICT training (onsite) and opportunities for all staff.
• To take into account issues relating to inclusion and to allow for differentiation with pupils that need additional help to access learning.
• Use initiative from central and local government, authorities and other bodies to support ICT in the school.
• To ensure the health and safety of pupils, staff and visitors with regard to using ICT.
• To use ICT for effective and appropriate communication.
• To apply the children’s ICT skills and knowledge to their learning in other areas of the curriculum.
• To develop children’s understanding of everyday uses of information and communications technology.
• To develop technological literacy through a range of products which children will be familiar with and which will be easily understood and accessed.
• To encourage children to work collaboratively, sharing knowledge, skills and enjoyment.
• To develop a skills-based approach to computer use this puts the child in control of the equipment rather than the other way round.
• To encourage children and staff to use the Internet to gain knowledge and support learning.
• To use technology as a means of additional communication with families and the community.

 

Teaching and learning

Curriculum Using the EYFS Framework as a basis, children are exposed to a variety of ICT and technological equipment to enhance their knowledge and understanding. Where possible, this is coherently linked with other curriculum areas ensuring meaningful links are made, and children can see tangible outcomes of the application of skills. Children are able to use ICT and other technologies in the child initiated provision as well as during focused learning.

Cross Curricular Use of Information Communication Technology (I.C.T.)  is a powerful tool which can be used to enhance teaching and learning across the curriculum, challenging the most able while supporting those children who find the technology difficult to use. Pupils will be taught and given opportunities to consolidate skills through highly motivating cross curricular activities.

Resources Nursery Moksliukas has an array of different resources to help facilitate the learning of ICT and technology. These include:

• Staff use tablets and laptops in order to record observations and assessment on the children and the children have access to those as part of the provision (with time limits).
• CD players
• Recoding pegs
• Walkie-talkies
• Torches

We have an ICT technician twice a year for advice and support.

 

Leisure screen time policy

 

“Screen time” refers to the amount of time a person/child spends staring at the digital displays of computers, tablets and smart phones. World Health Organization (WHO) guidelines issued in early 2019 recommend no screen time for children under 3  and screen time of no more than 1 hour for children ages 3 and 4. “Less is better,” the WHO recommendations say.

On rare occasions (no more than 2 times per day. E.g. non-sleepers and/or in transitions between routines) and for the short periods of time (10-15min) , children may allowed to watch leisure films with:

• Children or children’s characters.
• Popular children’s programming or animated characters.
• Play-acting or stories using children’s toys.
• Child characters engaging in common natural play patterns such as play-acting and/or imaginative play.
• Popular children’s songs, stories or poems.

Higher preference is for films where children may actively participate in action: answer characters’ questions, dance and exercise.

How to avoid inappropriate videos on YouTube

The YouTube Kids app filters out most – but not all – of the disturbing videos. YouTube suggests turning on “restricted mode” which can be found at the bottom of YouTube pages:

 

We recommend practitioners to watch the video themselves first, to see if there is not disturbing parts, promotion of unacceptable behaviour, bullying or discriminations.

 

Advised list of shows and films on YouTube

 

TV that promotes self-control:

• Puffin Rock (~2-60 min)
• Daniel Tiger’s Neighbourhood: Tiger family Trip (~10 min)
• Veggie Tales in the City (5+) (~50 min)

 

TV that promotes communication:

• The Busy World of Richard Scarry (~8 min)
• Clifford the Big Red Dog (~2-20 min)
• Dora the Explorer (~20-30 min)
• Little People (~10-30 min)
• Peg + Cat (~15-25 min)
• Pinky Dinky Doo (~20 min)

 

Back to School TV:

• Daniel Tiger’s Neighbourhood (~10 min)
• Peg + Cat (~15-25 min)

 

TV for girls:

• Astroblast (~10 min)
• Ben and Holly’s Little Kingdom (~1h)
• Kate & Mim-mim (#10-20 min)
• Ella the Elephant (~10-15 min)

 

Best You Tube Channels and Videos for preschool kids:

• Chu-chu TV (songs)
• Littler baby Bum (songs, attention, too many advertisement)
• StoryBots Super Songs (~10-15min)
• Super Simple Songs

 

TV that inspire gratitude:

• Guess how much I love you (~10-20 min)

 

TV that inspire curiosity:

• Timmy Time b(~10 min)
• Ask the Storybots (music, no video)(4+)
• Blue’s Clues (~2-30 min)
• Blue’s Clues & You (~2-30 min)
• Busy town Mysteries
• Caillow (~20-60 min)
• Curious George (~5-50 min)
• Dinosaur Train (~10-15 min)
• Dora the Explorer (~20-30 min)
• Mitty’s Adventures Big and Small (~18 min)
• Musti (~30-40 min)
• Peep ant the Big Wide World (~10-20 min)
• Puffin Rock (~2-60 min)
• Super Why! (~25 min)
• Toots and Puddle (~10 min)
• Wibby Pig (~10 min)
• Zou (~10 min)

 

TV that promotes tolerance and diversity (read aloud story):

• The snowy day (~5 min)
• Last stop on market Street (~7 MIN)
• Mixed Me (4+) (~3min)
• We’re all Wonders (4+) (~5 min)
• Princess hair (5+) (~2 min)

 

TV that promotes perseverance:

• Ben and Holly’s Little Kingdom (~1h)
• Charlie’s Colorforms City (~3-5 min)
• Oswald (~20-25 min)
• Per & Cat (~15-25 min)
• Thomas & Friends: the Adventure begins( ~12-30 min)

 

E-safety- mobile Phone and Electronic Device Use Policy

All forms of abuse can occur on a face-to-face basis, although this is not always the case. We recognise that the use of information technology is an essential part of all our lives; it is involved in how we as an organisation gather and store information, as well as how we communicate with each other.

Misuse includes accessing internet sites which contain unsuitable material and adults preparing a young person to be abused using chat rooms, social networking sites and mobile phones (grooming).

We aim to:

• Protect children and families who receive Nursery Moksliukas services and who make use of information technology (such as Internet) as part of their involvement with us
• Provide staff and volunteers with the overarching principles that guide our approach to e-safety
• Ensure that, as an organisation, we operate in line with our values and within the law in terms of how we use information technology

We will seek to promote e-safety by:

• Ensuring that staff and volunteers are aware of and follow our Mobile Phone and Social Media Policy
• Ensuring that each member of staff takes responsibility for overseeing e-safety in their area of responsibility
• Supporting and encouraging all members of staff and clients using our service to use the opportunities offered by mobile phone technology and the internet in a way that keeps themselves safe and shows respect for others
• Supporting and encouraging parents and carers to do what they can to keep children safe online and when using their mobile phones and game consoles at home too
• Using our procedures to deal firmly, fairly and decisively with any examples of inappropriate ICT use, complaints or allegations, whether by an adult or young person (these may include breaches of filtering, illegal use, cyberbullying, or use of ICT to groom a young person or to perpetrate abuse)
• Informing parents and carers of incidents of concern as appropriate
• Reviewing and updating the security of our information systems regularly
• Ensuring that usernames, logins and passwords are used effectively
• Using only official email accounts provided via the organisation, and monitoring these as necessary
• Ensuring that the personal information of staff, volunteers and service users are not published on our website (names will be used with appropriate consent)
• Ensuring that images of children and families are used only after their written permission has been obtained, and only for the purpose for which consent has been given
• Risk assessing, in advance, any social media tools used in the course of our work with young people
• Providing effective management for staff and volunteers on ICT issues, through supervision, support and training
• Risk assessing any emerging new technologies before they are used within the organisation

 

 

Camera Policy

Camera Photographs taken for the purpose of recording a child or group of children participating in activities or celebrating their achievements is an effective form or recording their progression in the Early Years Foundation Stage. However, it is essential that photographs are taken and stored appropriately to safeguard the children in our care.

Only the designated nursery camera is to be used to take any photo within the setting or on outings. Images taken on this camera must be deemed suitable without putting the child/children in any compromising positions that could cause embarrassment or distress.

All staff are responsible for the location of the camera; this should be placed in the designated area in every room. Images taken and stored on the camera must be downloaded as soon as possible, ideally once a week.

Images must only be stored on the nursery computers.

Under no circumstances must cameras of any kind be taken into the bathrooms without prior consultation with the Manager or Deputy Manager. If photographs need to be taken in a bathroom, i.e. photographs of the children washing their hands, then the Manager or Assistant manager must be asked first and staff be supervised whilst carrying out this kind of activity.

At all times the camera must be placed in a prominent place where it can be seen. Failure to adhere to the contents of this policy will lead to disciplinary procedures being followed.

 

Images Taken by Visitors and Parents

We recognise that there are nursery events where parents desire to have a record of their child’s participation. Under these circumstances, we give them clear guidance that a time will be made for them at the end of the event to take a photograph of their own child in costume, but that photographs must not include any other child. Parents are informed not to put their child’s picture on Facebook or other social networks if there images of other children. Nursery Moksliukas, has a right to contact the parent who uploaded such pictures online and ask to remove or the picture will be banned.

Other nursery visitors will be asked not to take pictures of the children or areas where children present (usually, guests may have a tour around the nursery only out of nursery working hours or when children are in the garden or out of view).

 

Social Networking Policy

There are too many sites to mention them all by name. This policy covers them all.

It is important when using social networking sites such as Facebook or Twitter that staff maintain confidentiality and ensure proper practice at all times. This is to protect the children, parents & families of the setting along with the staff.

 

It is also to guard the nursery reputation and the staff’s own personal reputation.

 

Staff must act in the best interests of the children & the setting. Staff guidelines when using social media sites include but are not limited to:

• Staff must not mention any of the children from the nursery on their online profiles
• Staff must not write direct or indirect suggestive comments about work on their online profiles
• Staff must not publish photos of the children on their online profiles
• Staff must not publish photos of other staff while in the nursery on their online profiles
• Staff must not write anything about other staff members on their online profiles
• Staff must not use mobile phones to take photos in the nursery or to access social networking sites during their working hours
• Staff must not mention any of the companies that Nursery Moksliukas works with on their online profile
• In order to maintain professional boundaries staff should not accept personal invitations to be friends from parents of the nursery unless they know them in a personal capacity. Instead parents should be signposted to ‘like’ the official Facebook page.
• Be cautious & mindful when accepting friend requests from colleagues.
• Staff members are advised to set their online profiles to private so that only friends are able to see their information.
• Staff are responsible for adhering to the terms of service of each site they use
• Personal profiles should not contain any images or videos which may be perceived as inappropriate behavior for a childcare professional
• The nursery logo must not be used in social media apart from the official Facebook page.
• Staff must not put the settings contact details on social media. Parents should be signposted to the nursery web page.
• Any breaches of the Facebook & social networking policy could result in disciplinary action.
• Staff must use social media in a professional, safe, responsible & respectful way. You must comply with the law.
• Staff must not use social media to attack, insult, and abuse, defame or make negative or discriminatory comments about anyone.

Staff must be mindful that everything you post online is public, even with the strictest privacy settings. You must assume that everything is permanent & may be shared.

Nursery Moksliukas will treat ‘electronic behaviour’ as it would ‘non-electronic behaviour’

Nursery Moksliukas has a Facebook page available. This is a communication tool for the setting. We will use it to

• Promote certain events such as parent consultations, trips, social events & visitors
• Update parents on staff training & development
• Give hints and tips for activities the children have enjoyed and home learning ideas
• To give news
• To show photos of activities, trips or special events (with special agreement and consent from parents)

We also want to invite your thoughts & comments.

The nursery manager (including deputies and administrator) are the page administrators and will update the page on a regular basis.

The page administrators reserve the right to remove any comments at any time. The intent of the policy is to protect the privacy and rights of the nursery, staff & families.

We will remove any postings that

• Name specific individuals in a negative way
• Are abusive or contain inappropriate language or statements
• Use defamatory, abusive or generally negative terms about any individual
• Do not show proper consideration for others privacy
• Breach copyright or fair use laws
• Contain any photos of children without necessary parental consent.

If you would like to report an inappropriate comment, then please send an email to infoe16@nurserymoksliukas.co.uk

Other policies that relate to this are

• Photographic policy
• Safeguarding policy
• Confidentiality policy

 

 

* For the purpose of this publication the term ‘parents’ will be used to describe all types of primary caregivers, such as biological and adoptive parents, foster carers and guardians.

 

This policy refers to all electronic devices able to take pictures, record videos, send or receive calls and messages. This includes cameras, mobile telephones, tablets and any recording devices including smartwatches and should be read in conjunction with our Online Safety, Social Media and Acceptable IT Use Policies. This policy will be adapted and updated as needed in line with technological advances.

 

[Re Smart and/or fitness watches: It is recommended that you amend this policy at your discretion depending on what the device is capable of doing, e.g. ones that receive calls and messages are prohibited but ones that only have a capacity to count steps are allowed].

 

Mobile phones and other devices that accept calls, messages and video calling

 

At Nursery Moksliukas we promote the safety and welfare of all children in our care. To achieve this, we prohibit the use of personal mobile phones, smartwatches and/or fitness watches during working hours.

Only mobile phones supplied by the nursery to provide a means of contact in certain circumstances, such as outings, may be used and these must have the camera obscured at all times.

 

Staff must comply with the following safeguards:

• Mobile phones/smartwatches/fitness watches are either turned off or on silent and not accessed during your working hours. These must be kept in personal lockers.
• Mobile phones/smartwatches/fitness watches can only be used on a designated break and then this must be away from the children.
• Setting devices, such as tablets, must only be used for setting business e.g., recording of observations and other photos/videos direct to the child’s online learning journal.
• Social media or messaging apps will not be downloaded on any setting devices
• Only setting management will authorise any apps to be downloaded on setting devices. This will ensure only useful and age/content appropriate apps are accessible to staff, or children using them.
• Staff must not write down passwords for setting devices and these will be changed regularly.
• Photographs or videos must only be taken on setting devices and deleted once uploaded to appropriate storage or used for purpose (Website/advertising)
• Setting devices will be securely stored when the setting is closed and will not be taken home by staff.

 

Parent/carer use of mobile phones and smartwatches

We ask all Parents* to refrain from using their mobile phones whilst on the setting premises collecting or dropping off their children.  We appreciate your call may be important, so we will ask any parents to finish the call before coming in to collect their child.  This is in line with this policy’s statement about no personal mobiles permitted in the setting and ensures drop off and pick up times are a quality time for handover conversations about your child.

 

Children should not wear or bring in devices that may take photographs or record videos or voices. This includes smart watches with these capabilities, such as Vtech. This is to safeguard all children in the setting and prevents damage to, or loss of, personal property.

 

Visitors’ use of mobile phones and smartwatches

Visitors are prohibited to use their mobile phones or smart watches whilst in the setting and are asked to leave them in office for the duration of their visit.

 

Photographs and videos

Photographs and video recordings play an important part in several aspects of our setting, including documenting child development. Any photographs or recordings (including CCTV) taken of children in our setting are used solely within the setting unless specific permission is sought.  We will obtain permission from parents for observational/display photos/videos when each child is registered and update it on a regular basis to ensure that this permission is still valid.

 

From time to time we may ask for separate permission for photographs and video recordings to be taken for a range of purposes including: use for promotion materials including our nursery website, brochure and the local press; and for security in relation to CCTV and the different social media platforms we use. We ensure that parents understand that where their child is also on another child’s photograph, but not as the primary person, that may be used in another child’s learning journey. Photographs and videos will not be taken in areas where intimate care routines are carried out.

 

Parents reserve the right to refuse these permissions, and in these cases we will find alternatives ways to document their child’s progress

 

Staff are prohibited to take any photographs or recordings of a child on their own information storage devices e.g. cameras, mobiles, tablets or smartwatches and may only use those provided by the nursery (refer to above paragraph re safeguards in place).  The manager will monitor all photographs and recordings to ensure that the parents’ wishes are met and children are safeguarded. .

 

During special events, e.g. Christmas or leaving parties, staff may produce group photographs to distribute to parents on request. In this case we will gain individual permission for each child before the event. This will ensure all photographs taken are in line with parental choice. We ask that photos of events such as Christmas parties are not posted on any social media websites/areas without permission from parents of all the children included in the picture. If parents attend such events permission to take photos of their own child is at the managers discretion.

 

We also do routine checks to ensure that emails and text messages (where applicable) have not been sent from these devices and remind staff of the Whistleblowing policy if they observe staff not following these safeguarding procedures.

 

This policy was adopted on	Signed on behalf of the nursery	Date for review
27/01/2023		01/09/2023

 

Student Placement/Work Experience Policy

 

This policy represents the agreed principles for Student placement or Student work experience throughout the Nursery.

We recognise that the quality and variety of work, which goes on in a nursery, makes it an ideal place for students on placement from school or college child care courses.

Students are welcomed into the nursery on the following conditions:

The needs of the children are paramount.

Students will not be admitted in number which hinders the essential work of the nursery.

Students required to carry out child studies will obtain written permission from the parents of the child to be studied.

Students must be confirmed by their tutor as being engaged in a bona fide child care course, which provides necessary background understanding of children’s development and activities.

Students will never be left unattended with children.

If for any reason the staff, children or parents are unhappy with a student then it will be necessary for he or she to leave immediately.

Volunteers/ students under the age of 17 cannot count towards the ratio and should be supervised at all times.

Individuals aged 17 and over who are on long placement may be included in the ratios if the provider is satisfied they are competent and responsible.

Mobile phones may only be used during break time.