Bright Start Preschool PoliciesPlease speak to a member of staff if there is a policy which you cannot find below. (A hard copy of all policies are kept on the Brightstart premises).
It is the intention of Bright Start to make our setting accessible to children and families from all sections of the local community. We aim to ensure that all families have access to the setting through open, fair and clearly communicated procedures.
- We ensure that the existence of our setting is widely advertised in places accessible to all sections of the community
- We ensure that information about our setting is provided in written and spoken form. We will provide translations wherever possible.
- We arrange our waiting list in birth order, in addition we may take into account:-
Siblings already attending the setting
The vicinity of the home to the setting
- We describe how our setting and its practices treat each child and their family, having regard to their needs arising from their gender, special educational needs, disabilities, social background, religion, ethnicity or from English being an additional language.
- We make Valuing Diversity and Promoting Equality Policies well known.
- We consult with families about the opening times of the setting to ensure that we accommodate a broad range of families needs.
- We are flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the setting that provides stability for all the children, whilst also maintaining the safety of all children when attending the setting.
- We offer up to 15, 30 hour funded places each session, subject to availability. These places are offered in a first come, first served basis, allocation of these places will be reviewed termly and will be withdrawn if funding ceases.
Accident & Incident Policy
The procedure for reporting accidents and incidents to the HSE under RIDDOR requirements.
Bright Start follow the guidelines of the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) for the reporting of accidents and incidents. Child protection matters or behavioural incidents between children are not regarded as incidents and there are separate procedures for this.
Our Accident Book
- Is kept in a safe and secure place
- Is accessible to staff and volunteers, who all know how to complete it; and
- Is reviewed at least half termly to identify any potential/actual hazards
Reporting accidents and incidents
Ofsted is notified as soon as possible, but at least within 14 days, of any instances which involve:
- Food poisoning affecting two or more children looked after on the premises
- A serious accident/injury to, or serious illness of, a child in our care and the action we take in response; and
- The death of a child in our care
Local child protection agencies are informed of any serious accident or injury to a child, or the death of any child, while in our care and we act on any advice given by those agencies.
Any food poisoning affecting two or more children or adults on our premises is reported to the local Environmental Health Department.
We meet our legal requirements in respect of the safety of our employees and the public by complying with RIDDOR. We report to the Health & Safety Executive:
- Any work related accident leading to an injury to a child/adult, for which they need hospital treatment
- Any work related injury to a member of staff, which results in them being unable to work for 7 consecutive days
- When a member of staff suffers from a reportable work related disease or illness
- Any death, of a child or adult that occurs in connection with activities relating to our work; and any dangerous s occurrences. This may be an event that causes injury or fatalities or an event that does not cause an accidence but could have done eg a gas leak.
Our Incident Book
- We have access to telephone numbers for emergency services, including the local police. Where we rent the premises we ensure that we have access to the person responsible and that there is a shared procedure for dealing with emergencies.
- We keep an incident book fore recording major incidents, including those that are reportable to the H&SE
- These incidents include:
- Break in, burglary, theft
- An intruder gaining unauthorized accessed to the premises.
- A fire, flood, gas leak or electrical failure
- Attack on a member of staff or parent on the premises nearby
- Any racist incident involving staff/family on the premises
- A notifiable disease/illness, outbreak of food poisoning affecting 2 or more children
- The death of a child/adult
- A terrorist attack or threat of one
Behaviour Management Policy
Our setting believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour.
Children need to learn to consider the views and feelings, needs and rights of others and the impact that their behaviour has on people places and objects. This is a developmental task that requires support, encouragement, teaching and setting the right example. The principles that underpin how we achieve positive and considerate behaviour exist within the programme for promoting personal, social and emotional development.
EYFS Key themes and commitments.
A Unique Child
Learning and Development
1.1 Child development
1.2 Inclusive Practice
1.3 Keeping safe
2.2 Parents as partners
2.3 Supporting learning
3.2 Supporting every child
3.3 the learning environment
4.4 personal social and emotional development
We have a named person, Nicky Thompson, who has overall responsibility for our programme of supporting personal, social and emotional development, including issues concerning behaviour.
Nicky Thompson is responsible for;
- Keeping up to date with legislation, research and thinking on promoting positive behaviour and on handling children’s behaviour where it may require additional support;
- Accessing relevant sources of expertise on promoting behaviour within the programme for supporting personal, social and emotional development; and
- Check that staff have relevant in service training on promoting positive behaviour.
The setting expects all staff to;
- Recognise that codes for interacting with other people vary between cultures and require staff to be aware of – and respect – those used by members and children of the setting.
- Provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.
- Familiarise themselves with the setting’s behaviour policy and its guidelines
- Keep to the guidelines within this policy and apply them consistently.
- Work in partnership with children’s parents/carers. Parents/carers are regularly informed about their children’s behaviour by their key person. We work with parents to address recurring inconsiderate behaviour, using our observation records to help us understand the cause and decide jointly how to respond appropriately.
- We require all staff to use positive strategies for handling any inconsiderate behaviour, by helping children find solutions in ways which are appropriate for their age and stage of development. For example; acknowledgement of feelings, explanation as to what is acceptable, and supporting children to gain control of their feelings so they can learn a more positive response.
- We ensure there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns.
- We acknowledge considerate behaviour
- We support each child in developing self esteem, confidence and feelings of competence.
- We support each child in developing a sense of belonging in our group, so they feel valued and welcome
- We avoid creating situations in which children receive adult attention only in return for inconsiderate behaviour.
- When children behave in inconsiderate ways, we help to understand the outcomes of their action and support them in learning how to cope more appropriately.
- We never use physical punishment.
- We do not use techniques intended to single out and humiliate individual children.
- We use physical restraint only to prevent physical injury to children or adults and/or serious damage to property.
- Details of such an event are brought to the attention of Nicky Thompson and recorded in the children’s personal file. The child’s parent/carer is informed on the same day.
- In cases of racist or other abuse, we make clear immediately the unacceptability of the behaviour and attitudes, by means of explanation rather than personal blame.
- We do not raise our voices in a threatening to respond to children’s inconsiderate behaviour.
Children under three years
- When children under three years behave in inconsiderate ways we recognise that strategies for supporting them will need to be developmentally appropriate and differ from those of older children.
- We recognise that young children are unable to regulate their emotions such as fear, anger or distress and require sensitive adults to help them do this.
- Common examples of this include tantrums, biting or fighting. Staff are calm and patient, offering comfort to intense emotions, helping children to manage their feelings.
- If tantrums, biting or fighting are frequent we try to find out an underlying cause.
- We focus on ensuring a child’s attachment figure in the setting, their key person, is building a strong relationship to provide security to the child.
Rough and Tumble Play and Fantasy Aggression
Young children often engage in play that has aggressive themes – such as superhero and weapon play; this behaviour is not a precursor to hurtful behaviour, although it may need addressing using strategies as above.
- We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits. We regard these kinds of play as pro-social and not as problematic or aggressive.
- We will develop strategies to contain play that are agreed with the children, and understood by them, with acceptable behavioural boundaries to ensure children are not hurt.
- We are able to tune in to the content of the play, perhaps to suggest alternative strategies for heroes and heroines, making the most of ‘teachable moments’ to encourage empathy and explore alternative scenarios and strategies for conflict resolution.
- We recognise that young children behave in hurtful ways towards other because they have not yet developed the means to manage intense feelings.
- We do not engage in punitive responses to a young child’s rage.
- We help a child to understand the effect that their hurtful behaviour has had on another child; we do not force children to say sorry, but encourage this where it is clear that they are genuinely sorry.
- When hurtful behaviour becomes problematic we work with parents/carers to identify the cause and find a solution together.
Child Protection Policy
Child Protection Statement & Policy
The Bright Start Preschool Child Protection Policy has been developed in accordance with the principles established by The Children Act 1989 and 2004, The Early Years Foundation Stage 2012 Welfare Requirements, Sections 175 and 176 Education Act 2002 and related guidance including The Framework for the Assessment of Children in Need and their Families (1999), Working Together to Safeguard Children (2010) and What to do if you’re worried a child is being abused (2006).
The staff and members of Bright Start take seriously our responsibility to promote the welfare and safeguard all the children and young people entrusted to our care. We recognise that children learn best when they are healthy, safe and secure, and their individual needs are being met, alongside having positive relationships with the adults caring for them. We ensure that our setting is a welcoming, safe and stimulating environment where all our children can enjoy learning and grow in confidence.
The designated person for Child Protection who has overall responsibility for child protection practice in the Setting is Nicky Thompson
The setting has 3 designated safeguarding officers – Nicky Thompson, Ellie Thompson and Rebecca Brett
As part of the ethos of the setting we are committed to:
- Maintaining children’s welfare as our paramount concern.
- Providing an environment in which children feel safe, secure, valued and respected, confident to talk openly and sure of being listened to
- Providing suitable support and guidance so that children have a range of appropriate adults who they feel confident to approach if they are in difficulties
- Using learning at the setting to provide opportunities for increasing self awareness, self esteem, assertiveness and decision making so that young children have a range of contacts and strategies to ensure their own protection and understand the importance of protecting others.
- Working with parents to build an understanding of the setting’s responsibility to ensure the welfare of all children including the need for referral to other agencies in some situations.
- Ensuring all staff are able to recognise the signs and symptoms of abuse and are aware of the setting’s procedures and lines of communication.
- Monitoring children who have been identified as ‘in need’ including the need for protection, keeping confidential records which are stored securely and shared appropriately with other professionals.
- Developing effective and supportive liaison with other agencies.
- Being alert to issues of concern in the child’s life at home or elsewhere.
This policy is in line with The Kent & Medway Safeguarding Children Procedures (2007) (The “Purple Book”) and the KSCB and Eligibility & Threshold criteria.
Bright Start staff’s role and responsibility in Child Protection
Everyone involved in the care of young children has a role to play in their protection. As a member of staff in Bright Start you are in a unique position to observe any changes in a child’s behaviour or appearance. If you have any reason to suspect that a child in your care is being abused, or is likely to be abused, you have a ‘duty of care’ to take action on behalf of the child by following the setting’s Child Protection Policy.
Bright Start Designated Person for Child Protection
The Setting Designated Person for Child Protection is responsible for:
- Co-ordinating child protection action within the setting
- Liaising with other agencies
- Ensuring the locally established procedures are followed including reporting and referral processes. These are in line with the guidance and procedures of the LSCB.
- Acting as a consultant for other setting staff to discuss concerns
- Making referrals as necessary
- Maintaining a confidential recording system, including an explanation of the action to be taken where there is a safeguarding concern about a child
- Representing or ensuring the setting is represented at inter-agency meetings in particular Strategy Discussions and Child Protection Conferences.
- Managing and monitoring the setting’s part in child care and child protection plans
- Ensuring all setting staff have received appropriate and up to date child protection training.
- Liaising with other professionals.
In the event the designated person is unavailable, staff should talk to Nicky Thompson, Ellie Thompson or Rebecca Brett without delay.
All Child Care Providers
All childcare providers are trained to understand the safeguarding requirements placed upon them. To ensure they have up to date knowledge of safeguarding issues, policies and procedures training is compulsory.
- Being able to identify any significant changes in children’s behavior
- Record and report the deterioration in a child’s well being
- Record and report any signs of unidentified bruising, marks or signs that would suggest abuse or neglect
- Record and report any child’s comments that may give cause for concern
- Record and report any reason to suspect neglect or abuse our side the setting eg FGM
- Report to the DSL any inappropriate behavior displayed by other members of staff or any person working within the setting.
- All staff are required to undergo the ‘Prevent Duty Guidance”
What is child abuse?
The Children Act 1989 refers to “Significant Harm” rather than abuse. However, abuse is any behaviour, action or inaction, which significantly harms the physical and/or emotional development of a child. A child may be abused by parents, other relatives or carers, professionals and other children, and can occur in any family, in any area of society, regardless of social class or geographical location.
Abuse falls into four main categories (The following definitions are from Working Together to Safeguard Children 2010):
Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.
Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations, being included in interactions that are beyond the child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), 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.
Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (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 (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to:
- provide adequate food, clothing and shelter (including exclusion from home or abandonment);
- protect a child from physical and emotional harm or danger;
- ensure adequate supervision (including the use of inadequate care-givers);
- ensure access to appropriate medical care or treatment.
It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
The leaflet “Child Protection Guidelines for Early Years” which describes signs and symptoms of abuse should be distributed to all staff and displayed on (the staff notice board?).
What may give cause for concern?
- Bruising on parts of the body which do not usually get bruised accidentally, e.g. around the eyes, behind the ears, back of the legs, stomach, chest, cheek and mouth (especially in a young baby), etc.
- Any bruising or injury to a very young, immobile baby.
- Burns or scalds
- Bite marks
- Any injuries or swellings, which do not have a plausible explanation.
- Bruising or soreness to the genital area.
- Faltering growth, weight loss and slow development.
- Unusual lethargy.
- Any sudden uncharacteristic change in behaviour, e.g. child becomes either very aggressive or withdrawn.
- A child whose play and language indicates a sexual knowledge beyond his/her years.
- A child who flinches away from sudden movement.
- A child who gives over rehearsed answers to explain how his/her injuries were caused.
- An accumulation of a number of minor injuries and/or concerns.
- A child who discloses something which may indicate he/she is being abused.
Understanding the child’s world
As a Bright Start member of staff, you are familiar with the many factors, which can affect how children learn, how they react, and how they develop. When you are concerned about any child, it is helpful to be familiar with government guidance to help agencies to work together in taking a common approach to assessment and service planning: the Framework for the Assessment of Children in Need and their Families (1999). A child’s developmental needs are affected in different ways by the parenting capacity of carers, and by the family and the environmental situation of the child.
How to share your concerns
Keep a factual note of any concerns, i.e. what you have observed and heard. Discuss your concerns with Nicky Thompson, Ellie Thompson or Rebecca Brett. If there are serious concerns and the designated person is not available but immediate advice is needed then contact:
County Duty Team at the Central Referral Unit– 03000 41 24 45
Sign and date your records for future reference.
If appropriate, share any initial concerns with the child’s parents, as there may be a perfectly innocent explanation for changes which you have observed, for example:
- A sudden change in behaviour could be due to the death or illness of a close family member or a pet.
- Weight loss and/or failing to thrive could be a symptom of an illness.
- A sibling or another child could have inflicted an injury accidentally.
- You suspect sexual abuse,
- You do not get an explanation which you feel is consistent or acceptable from the parents/carer
- You feel that discussing the issue with parents may put the child at further risk of significant harm.
- You think a criminal offence has been committed.
Then you must discuss your concerns with Nicky Thompson, Elle Thompson or Rebecca Brett without delay.
Concerns or uncertainties
There may be occasions when you have concerns about a child, which do not appear to justify a referral of suspected child abuse, but nonetheless leave you feeling uncomfortable. In these circumstances, following consultation with Nicky Thompson you must telephone either:
- 03000 41 24 45 (North Kent Team) – 03000 41 57 88 (Headquarters)
- Children’s Social Services Central Duty Team for advice, (08458 247102) and ask for “A consultation with the Duty Social Worker on a child protection issue” to talk through your concerns.
You do not need to give the child’s name at this point, although it may be helpful to ascertain if there is a previous social services history. The Duty Social Worker will advise you whether or not your concerns do justify making a child protection referral.
The Social Worker may consider the child to be ‘a child in need’ rather than ‘a child at risk of significant harm’. In this case, a referral to Children’s Social Services should be made but only with the parent’s agreement.
Families sometimes have a negative perception of the role of Children’s Social Services, and are reluctant to contact them, fearing that their children may be taken into care. The reality is that Children’s Social Services can offer a lot of help, both directly and through other agencies, to families who are experiencing difficulties, so your influence and support in the referral process will be very important. Children’s Social Services will assess the family, probably along with other agencies, and put in a support package if appropriate, of which Bright Start may well be part.
If the family concerned is reluctant for Children’s Social Services to be contacted and following a discussion with Nicky Thompson you could ask the parents’ permission to contact another relevant agency on their behalf such as the Health Visitor. It is important to document that parental consent had been obtained.
If you are reasonably confident that the child concerned is likely to be at risk, you must immediately discuss this with Nicky Thompson, Ellie Thompson or Rebecca Brett. She will then telephone the Central Duty Team immediately, and ask to speak to the Duty Social Worker stating that he/she has serious concerns about a child in our care. If Nicky Thompson is not available you should contact the Central Duty Team on 03000 41 57 88
Children’s Social Services, open 9-5pm Mondays to Fridays (03000 411111). (Ask for duty and assessment team for children and families stating that you want “A consultation with the duty social worker on a child protection issue”.
Out of Hours Social Services: 08458 247247
When making a referral, Nicky Thompson will need to provide the following information, and will have it to hand when telephoning:
- The name, address, date of birth, ethnic origin and gender of the child.
- The names and contact telephone numbers of parents, and other carers or close family members if known.
- The name, address and telephone number of the child’s Doctor, and Health Visitor if applicable.
- The incidents which gives rise for concern with dates and times
- The nature of the injuries observed, and/or the reason for your concerns.
Following a telephone referral, it will be expected to follow this up in writing, within 24 hours by completing a inter-agency referral form. These are available from the Kent Safeguarding Children Board Website (www.kscb.org.uk) or within the Bright Start Safeguarding Children’s file, which is located in the filing cabinet.
Under Section 47 of the Children Act 1989, Local Authorities have a statutory duty to make enquiries, where they have “reasonable cause to suspect that a child is suffering, or is likely to suffer significant harm”. The Children’s Social Services Department carries this responsibility on behalf of the Local Authority. Once we have made a referral, we have fulfilled our responsibility to the child. It is at this point that Children’s Social Services will take over and a decision will be made on what happens next. All referrals are taken seriously, and the needs of the child and family will be assessed, so that appropriate enquiries are followed up and support can be put into place where relevant. Enquires will be made to other professionals and the child’s family. Brightstart may be included in these enquiries, and we may be part of any on-going support for the child. Under Section 47(9) all staff at Brightstart has a duty to co-operate” with these enquiries if required to do so.
What will be the outcome?
Having made a referral about a child, you will probably want to know the outcome of the investigation. You should receive some information, but for reasons of confidentiality, this will be on a ‘need to know’ basis. Emily Rees should be invited to participate in any meetings set up for the child.
How to respond to a child who discloses something to you.
If a child tells you something, it is important that you respond appropriately:
- Do listen to the child and avoid interrupting except to clarify.
- Allow the child or young person to make the disclosure at their own pace and in their own way.
- Do not interrogate the child. It is alright to ask for clarification, but you should not ask leading questions. Misguided or inappropriate questioning in the first instance can do more harm than good, and may contaminate evidence, which could be needed in an investigation. The interviewing of children must be undertaken by the trained Social workers or Police Officers.
- Do not make any promises to the child about not passing on the information – the child needs to know that you have to talk to someone who will be able to help them.
- Record the information as accurately as you can, including the timing, setting and those present, as well as what was said. Do not exaggerate or embellish what you have heard in any way.
- Inform the Designated person.
Staff can play a vital role in helping children in need or at risk by effective monitoring and record keeping. Any incident or behavioural change in a child or young person that gives cause for concern should be recorded on an incident sheet, copies of which are kept in the Safeguarding Children’s File. It is important that records are kept factual and reflect the words used by the child or young person. Records must be signed and dated with timings if appropriate.
Information to be recorded:
- Child’s name and date of birth
- Child in normal context
- The incident with dates and times
- A verbatim record of what the child or young person has said
- If recording bruising/injuries indicate position, colour, size, shape and time on body map.
- Action taken.
Please also refer to the setting Recording guidelines policy.
What to do if you need to take emergency action to protect a child
On very rare occasions, it may be necessary to act quickly, for example, to protect a child from a drunken or violent parent. In these circumstances, it would be appropriate to discuss this with Nicky Thompson, or person in charge immediately who should telephone the police.
In an unlikely event that a child is brought to the setting with serious injuries, it would be appropriate to discuss this with Nicky Thompson, Ellie Thompson or Rebecca Brett, or person in charge immediately who should telephone for an ambulance.
However, it is important to remember that these types of scenarios are very unlikely to happen.
What support is available to you?
Any member of the team affected by issues arising from concerns for children’s welfare or safety can seek support from their Designated Person for Child protection. In addition, regular supervision is provided for all staff on a half termly basis.
The designated person for child protection can put staff and parents in touch with outside agencies for professional support if they wish so.
Monitoring and Review
All setting personnel and visiting staff will have access to a copy of this policy and will have the opportunity to consider and discuss the contents prior to approval. The policy will also be available to parents.
This policy has been written in April 2018 to reflect the new guidance and legislation issued in relation to safeguarding children and promoting their welfare.
The policy forms part of our Setting development plan and will be reviewed annually.
All staff should have access to this policy and sign to the effect that they have read and understood its contents.
Data Protection Policy
The General Data Protection Regulation 2018 is the law that protects personal privacy and upholds individual’s rights. It applies to anyone who handles or has access to people’s personal data.
This policy is intended to ensure that personal information is dealt with properly and securely and in accordance with GDPR. It will apply to information regardless of the way it is used, recorded and stored and whether it is held in paper files or electronically.
Scope of the Policy
Personal information is any information that relates to a living individual who can be identified from the information. It also applies to personal data held visually in photographs or video clips (including CCTV) or as sound recordings.
Brightstart collects a large amount of personal data every year including: staff records, names and addresses of those requesting prospectuses, Child Development assessment, references, fee collection. In addition, it may be required by law to collect and use certain types of information to comply with statutory obligations of Local Authorities (LAs), government agencies and other bodies.
The Six Principles
The Act is based on 6 data protection principles, or rules for ‘good information handling’.
- Data must be processed fairly and lawfully.
- Personal data shall be obtained only for one or more specific and lawful purposes.
- Personal data shall be adequate, relevant and not excessive in relation to the purpose(s) for which they are processed.
- Personal data shall be accurate and where necessary kept up to date.
- Personal data processed for any purpose(s) shall not be kept for longer than is necessary for that purpose.
- Appropriate technical and organisational measures shall be taken against unauthorised or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data.
- The Pre-school must:
Manage and process personal data properly
Protect the individuals right to privacy
Provide an individual with access to all personal data held on them.
- The Pre-school has a legal responsibility to comply with the Act. The Pre-school has designated Emily Rees as the named Data Controller Officer under the Act.
Data Controllers are people or organisations who hold and use personal information. They decide how and why the information is used and have a responsibility to establish workplace practices and policies that are in line with the Act.
- The Pre-school is required to ‘notify’ the Information Commissioner of the processing of personal data.
- Every member of staff that holds personal information has to comply with the Act when managing that information.
- The school is committed to maintaining the six principles at all times. This means that the school will:
- Inform Data Subjects why they need their personal information, how they will use it and with whom it may be shared. This is known as a Privacy Notice.
- check the quality and accuracy of the information held
- apply the records management policies and procedures to ensure that information is not held longer than is necessary
- ensure that when information is authorised for disposal it is done appropriately
- ensure appropriate security measures are in place to safeguard personal information whether that is held in paper files or on a computer system
- only share personal information with others when it is necessary and legally appropriate to do so
- set out clear procedures for responding to requests for access to personal information known as subject access in the Data Protection Act.
- train all staff so that they are aware of their responsibilities and of the Pre-school’s relevant policies and procedures
This policy will be updated as necessary to reflect best practice or amendments made to the General Data Protection Regulation 2018.
A new General Data Protection Regulation (GDPR) is coming into effect on 25 May 2018 and will replace the current Data Protection Act 1998. Personal information that Bright Start Preschool uses and holds is now covered by the General Data Protection Regulation. This note is to make sure you are fully aware of how we may collect, use and share your personal information should you send your child to Bright Start Pre-School.
The categories of pupil information that we collect, hold and share include:
- Personal information (such as name, address, email & telephone number – so that we can contact you should there be an emergency and to keep you informed of upcoming events or important information)
- Characteristics (such as ethnicity, language, nationality & country of birth – used for government funding purposes)
- Attendance information (such as sessions attended, number of absences and absence reasons – used for working out invoices)
- Assessment information (such as progress trackers, summative assessment charts, targeted plans, personalized plans, best practice guidance tables, next steps, my unique story reports and two year checks – to ensure children are on age appropriate targets and to identify if any further help is needed)
- Medical information (such as hospital reports, medical book, speech and language reports, speech and language flow charts, hearing assessments and reports – so that we can aid any additional needs)
- Accident information (such as accidental book – detailing information about your child’s accident and treatment given)
- Special Educational Needs information (such as targeted plans, personalized plans, best practice guidance tables, speech and language flow charts, monitoring charts, meetings with outside agencies and LIFT meetings – so that we can facilitate help with special educational needs)
- Transition information (such as My Unique Story, progress trackers and profile sheets – to provide Reception teachers with a brief glimpse of the child and where they should start their planning levels)
- Funding Forms (such as funding data collected to support government claims for 15 hours, 30 hours or FF2 funding)
Why we collect and use this information
We use the pupil data:
- to support pupil learning
- to monitor and report on pupil progress
- to provide appropriate pastoral care
- to assess the quality of our services
- to comply with the law regarding data sharing
- to aid transitions into primary school
- to move children forward developmentally and provide additional support if necessary which involves outside agencies help
- to work alongside other agencies in providing the best possible care and support for the children and families who attend the setting
The lawful basis on which we use this information
We collect and use pupil information under Article 6 of the GDPR ensuring:
- the data subject has given consent to the processing of his or her personal data and that it is used appropriately and in order to facilitate the best possible outcomes and care for the child/family
and under Article 9 ensuring:
- that procedures are in place to ensure data breaches are identified promptly and notified to the ICO within 72 hours of discovery.
Collecting pupil information
Whilst the majority of pupil information you provide to us is mandatory, some of it is provided to us on a voluntary basis. In order to comply with the General Data Protection Regulation, we will inform you whether you are required to provide certain pupil information to us or if you have a choice in this.
Storing pupil data
We hold personal pupil data in line with the GDPR guidelines for a period of 6 months after the date of the child leaving the setting, providing fees have been settled and no other contact needs to be made. For medical or accident report documents will be held for a period of 21 years. All documentation provided is held on site in locked filing cabinets at all times.
Who we share pupil information with
We routinely share pupil information with:
- schools that the pupil’s attend after leaving us
- our local authority
- the Department for Education (DfE)
- outside agencies involved in the child’s care ie. LIFT meeting, TAC meetings, Speech and Language departments, Social Services
Why we share pupil information
Generally we only use your information within Bright Start Preschool. Although there are some occasions when we need to share personal information about you/your child with third parties, however consent will always be gained prior to this occurring. These are:
Sharing pupils’ data with the Department for Education (DfE) on a statutory basis. This data sharing underpins school funding and educational attainment policy and monitoring.
- If you chose to pay for Bright Start using vouchers (e.g. Childcare vouchers) we will share the minimum amount of your personal information necessary with the voucher scheme operator so they can identify you and make the appropriate payments to Bright Start on your behalf.
- Sharing pupils’ data with the Department for Education (DfE) on a statutory basis. This data sharing underpins school funding and educational attainment policy and monitoring.
- If your child is entitled to Government funding we are required to share your personal data with Kent County Council on a statutory basis in order to identify your child and prove entitlement to funding. This data sharing underpins school funding and educational attainment policy and monitoring.
- In case of an emergency, we may need to share with the emergency services details of your child including details of any medical conditions as provided to us by you.
- To contact you when we want to inform you about events at Bright Start.
- We may on occasion use your personal information for the purposes of recovery of overdue fees.
Data collection requirements:
To find out more about the data collection requirements placed on us by the Department for Education (for example; via the school census) go to https://www.gov.uk/education/data-collection-and-censuses-for-schools.
Brightstart Commitment to you:
We will process your personal information in line with the GDPR. This means that we will:
- only collect and hold information about you/your child which we need for some reason
- keep your personal information up to date and accurate (to help us do this, please let us know if any of your details change. A letter will be sent home alongside your child’s Unique story/2 year check (3 times per year) in which we will ask that you amend your details if anything has changed/or if you wish to change anything)
- take appropriate steps to protect your personal information from being used without permission, or illegally, and to safeguard your rights
destroy your personal information in a secure way once we no longer need it.
If you would like to discuss anything in this privacy notice, please speak to Emily Rees our Data Protection Officer or Nicky Thompson, Manager on the contact details above.
Ill or Infectious Child Policy
We provide care for healthy children through preventing cross infection of viruses and bacterial infections and guard against allergic reactions through identifying allergies and preventing contact with the allergenic substance.
Procedures for Children who are sick or Infectious
- If children appear unwell during the day – have a temperature, sickness, diarrhoea or pains particularly in the head or stomach – the key person calls the parent and asks them to collect the child, or make arrangements for a known carer to collect the child on their behalf.
- If a child appears to have a temperature this is checked using a strip thermometer which is kept in the first aid box. If a temperature is recorded the child is kept cool by removing top clothing and sponging their head with cool water. In extreme cases the setting will administer Calpol and take the child to the nearest hospital and the parent informed immediately.
- The setting can refuse admission to children who have a temperature, sickness and diarrhoea or a contagious condition.
- After sickness or diarrhoea parents are asked to keep their child home for at least 48 hours after the last bout.
- The setting has a list of excludable diseases and current exclusion times.
- Please see our separate Covid-19 policy for procedures on what to do if suspected Coronavirus becomes apparent in the setting
Reporting of Notifiable diseases
- if a child or adult is diagnosed as suffering from a notifiable disease under the Health Protection (Notification) Regulations (2010), the GP will report it to the Health Protection Agency.
- When the setting has been officially made aware of the notifiable disease the manager informs Ofsted and acts immediately upon any advice given by the HPA.
Procedures for children with allergies
- When parents start their child at the setting they are asked if the child suffers from any known allergies. This is recorded on the registration form.
- If a child has an allergy a risk assessment is completed to consider the following.
- The allergen
- The nature of the allergic reaction and severity
- What to do in the case of a reaction i.e medication and how to administer it.
- Control measures i.e. how can contact be prevented.
This information is kept in the child’s file and all staff made aware of it.
The insurance will automatically include children with any disability or allergy, but certain procedures must be strictly adhered to as set out below. For children suffering life threatening conditions or requiring invasive treatments; written confirmation to extend setting’s insurance will be obtained.
At all times the administration of medication will be compliant with Safeguarding and Welfare Requirements of the EYFS, the setting’s Administering Medicines Policy and follow procedures given in Managing Medicines in Schools and Early Years Settings (DfES2005)
Mobile Phone Policy
The welfare, safety and protection of every child in our acre is of paramount importance, we take our responsibility to safeguard children seriously. We have procedures in place which we ask everyone to respect and to help promote the safety of children in our care.
Bright Start Pre-school has a no use of mobile devices policy whilst the children are on the premises. It is our intention to provide an environment in which children, parents and staff are safe from images being recorded and inappropriately used, also from staff being distracted from their work with children.
We believe staff should be completely attentive during their working hours to ensure all children receive good quality care and attention. Mobile phones must not be used during working hours and should be kept away from children and on silent.
Under no circumstances should a member of staff use their personal mobile to contact a parent/carer. Users bringing personal devices into the setting should ensure there is no inappropriate or illegal content on the device.
It is the responsibility of all staff to be vigilant and report any concerns to the setting manager.
The manager/owner reserves the right to check images of a member of staff’s mobile device should there be any concerns over inappropriate use. Should any inappropriate material be found then our LADO will be contacted immediately as will the police. Guidance will be followed with regards to dismissal.
Parents and Visitors
Parents or visitors who arrive using a mobile or taking a call on a mobile should be asked to end the call immediately or leave the premises. Visitors should be asked to leave their mobile phones in a safe area.
Cameras and Capturing Images and videos
Photographs taken for the purpose of recording a child participating in activities or celebrating their achievements is an effective form of recording their progression in the EYFS. All parents are asked permission for this in writing. However it is essential that photographs are taken and stored appropriately as required by the GDPR.
- Only the designated setting’s camera are to be used to take photos of the children
- All staff are responsible for the location of the camera; this should be kept locked away when not in use
- Images stored on the camera should be downloaded as soon as possible and then deleted from both the camera and the computer on which they have been downloaded to
- At gatherings such as sports day, parties and shows we will always ask parents not to upload any photos they take to any social media site.
This policy is in place to protect and safeguard both children and staff
Settling in Policy
We believe that children settle best when they have a key person to relate to, who knows them and parents well, and who can meet their individual needs. We want children to feel safe, stimulated and happy in the setting. We also want parents to have confidence in both their children’s well-being and their role as active partners with the setting.
The key person role is set out in the welfare requirements of the Early Years Foundation Stage. Each setting must offer a key person for each child.
EYFS Key Themes and Commitments
A Unique Child
Learning and Development
1.2 Inclusive Practice
1.3 Keeping Safe
1.4 Health and Wellbeing
2.2 Parents as Partners
2.3 Key Person
3.2 Supporting Every Child
3.3 The Learning Environment
4.4 Personal, Social and Emotional
- The Key Person works with the parents to plan and deliver a personalised plan for the child’s wellbeing, care and learning.
- The Key Person acts as the key contact for the parents.
- A Key Person is responsible for developmental records and for sharing information on a regular basis with the child’s parents to keep those records up to date, reflecting the full picture of the child in our setting.
- The Key person encourages positive relationships between children in her group, spending time with them as a group.
- We provide a back up key person so the child and the parents have a key contact in the absence of the child’s key person.
- The key person is responsible for speaking to the family and offering a home visit from themselves
- During the half term before the child starts, we provide opportunities for the child and his/her parents to visit the setting.
- We use pre-start visits and the first session the child attends to explain and complete the child’s registration records.
- When a child starts to attend, we explain the process of settling in with his/her parents and jointly decide on the best way to help the child settle into the setting.
- We have an expectation that the parent/close relative will stay with the child at first, gradually taking time away from the child, increasing this as the child becomes able to cope.
- Younger children may take longer to settle in, as may children who have not spent time away from home before. Children who have had a period of absence may also need their parent to be on hand to re-settle them.
- When parents leave we ask them to say goodbye to their child and explain they will be coming back and when.
- We do not believe that leaving a child to cry will help them settle. We believe that a child’s distress will prevent them from learning and gaining the best from the setting.
- We reserve the right not to accept a child without a parent of the child finds it distressing to be left.
- Within the first four to six weeks of starting we discuss and work with the child’s parents to start to create their child’s record of achievement.
- Stay and play sessions are available once per week, and are good way of building relationships with the child and family prior to the starting date, enabling the child to familiarize themselves with the setting, staff and routines before their parent starts to leave them at the setting.
Uncollected Child Policy
In the event that a child is not collected at the end of a session, the setting puts into practice agreed procedures. These ensure the child is cared for safely by an experienced and qualified practitioner who is known to the child. We will ensure the child receives a high standard of care in order to cause as little distress as possible.
EYFS Key Themes and Commitments
A Unique Child
Learning and Development
1.3 Keeping Safe
1.4 Health and Wellbeing
2.2 Parents as Partners
3.4 The Wider Context
Parents of children starting at the setting are asked to provide the following specific information which is recorded on our Registration Form:
- Home address and telephone number.
- Place of work telephone number (If applicable)
- Mobile telephone number (if applicable)
- Names addresses and telephone numbers of adults who are authorized by the parents to collect their child from the setting.
- Who has parental responsibility for the child.
- Information about any person who does not have legal access to the child.
- On occasions when parents or the persons normally authorized to collect the child are not available they will provide us with details of the person who will be collecting their child. We agree with parents how this person will identify themselves.
- We inform parents that we apply our child protection procedures as set out in our child protection policy in the event that their children are not collected from setting by an authorized adult within one hour after the setting has closed and the staff can no longer supervise the child on our premises.
- If a child is not collected at the end of a session, we follow the following procedures;
- All reasonable attempts are made to contact the child’s parents/carers
- If this is unsuccessful, the adults who are authorized by the parents to collect the child are contacted.
- The child does not leave the setting with anyone other than those named on the registration form, unless specifically authorized by the parents/carers.
- If no-one collects the child after one hour and there is no-one who can be contacted to collect the child, we apply the procedures for uncollected children:
- We contact the local authority children’s social services care team:
- The child stays at the setting in the care of two fully vetted workers until the child is safely collected either by the parents or by a social care worker.
- Social Care will aim to find the parent or relative, if they are unable to do so, the child will become looked after by the local authority.
- Under NO circumstances do staff go to look for the parent, nor do they take the child home with them.
- A full written report of the incident is recorded in the child’s file.
- In some circumstances, Ofsted may be informed.
List of Policies
Administrating Medicines Policy
Behaviour Management Policy
Childrens Safety & Security on Premises Policy
Child Protection Statement and Policy
Code of Contact Policy
Data Protection Policy
Employment & Staffing Policy
Fire Safety & Emergency Evacuation Policy
Health & Safety Policy
Ill or Infectious Child Policy
Intimate Care & Nappy Changing Policy
Looked After Children Policy
Missing Child Policy
Mobile Devices Policy
No Smoking Policy
Record Keeping Policy
Risk Assessment Policy
Safer Recruitment Policy
Settling In Policy
Social Networking Policy
Special Educational Needs and Disability Policy
Student Placement Policy
Uncollected Child Policy
Prospectus & Terms and Conditions
TERMS AND CONDITIONS
I am delighted to introduce you to Bright Start Pre-School and hope that the information provided in this prospectus will give you an idea of the quality of care we have to offer.
We are committed to maintaining high standards and ensuring that each child receives a developmentally appropriate curriculum enabling them to have the best possible start to their pre-school education.
Feel free to visit us any time in our busy, happy environment to ascertain the high quality of care we have to offer.
We are open from 8.00 am until 3 pm, Monday to Friday. We hold a ‘Rising 5’ session on Monday afternoons each week, beginning in September and continuing until July.
Our free early education is offered throughout the following sessions 9-3, 9-12,9-1.15, 9-2 and 12-3, 5 days per week over the 38 weeks we are open.
Aims and Objectives
Our aim is to encourage each child to develop through a broad, balanced and well-defined curriculum with the support of mature, trained staff.
Our stimulating environment allows the learning experience to become both pleasurable and rewarding, allowing each child to reach their own personal level of achievement.
Our objective is to achieve good practice in every area of our work. We keep our program and policies under regular review in order to maintain and improve the quality of our provision.
At Bright Start Pre-School we are committed to the ethos of the Early Years Foundation Stage (2017). Our activities and equipment are carefully chosen, providing a framework for children to reach their full potential. Progress is regularly assessed and recorded with the results being communicated to parents, and eventually to the schools which the children will attend. These activities become more structured during our ‘Rising 5’ sessions, in preparation for the transition to Primary School. The Early Years Foundation Stage consists of seven areas of learning which are:-
- Personal, Social and Emotional Development
To give children the best opportunities to develop their personal, social and emotional skills and confidence we:-
- Help them form warm, caring attachments with peers and adults within the group
- Establish constructive relationships with parents and carers
- Act as positive role models valuing differences and expectations
- Allow children to play and learn both alone if they chose, and in groups of varying size
- Communication and Language
We place a high priority on children developing their language and communicative skills, and provide many opportunities for children to:-
- Learn to listen and respond in small and large groups
- Enjoy books, stories, poems and music
- Physical Development
All children are encouraged to enjoy a physical element during all our sessions with carefully chosen and properly supervised activities and equipment, both indoors and outdoors whenever possible. This gives them the opportunity to:-
- Develop spatial awareness, mobility and co-ordination
- Use a wide range of tools and equipment
Physical experience of mathematical concepts is provided through enjoyable activities where children learn to:-
- Match, sort, compare, sequence and count using everyday objects
- Recognize, use and write numbers up to 10, then begin to use larger numbers
- Become familiar with concepts of size, weight and quantity
- Develop an understanding of mathematical language
Giving children opportunities to develop their reading and writing skills by:-
- Encouraging and supporting children to develop a love for reading through a vast range of age appropriate resources
- Encourage an enjoyment in mark making activities in order to support emerging writing skills
- Expressive Arts and Design
Children are encouraged to develop their imaginative and creative skills by using a wide range of tools and materials available in each sessions, allowing them to:-
- Explore sand, colour, texture and shape
- Respond to what they see, hear, smell, touch and feel
- Use experiences in art, music and dance in their imaginative play
- Understanding the World
To enhance children’s understanding of the world around them we aim to provide many opportunities for them to observe their surroundings and the physical environment, to achieve this we:-
- Talk about where we live, the environment, our families and past and present events in our lives
- Explore features of living things, objects and events in the natural and man-made world
Bright Start Pre-School operates an Equal Opportunities Policy and believes that no child, individual or family should be excluded on the grounds of gender, family status, disability, colour, ethnic origin, religion or belief.
All our activities offer children opportunities to develop in an environment free from prejudice and discrimination, encouraging us to value similarities and differences between ourselves and others.
Special Educational Needs
We believe that children are special…………… some just need some extra help.
We aim to provide a caring environment which recognizes the importance of each child as an individual, and are happy to consider how we are able to meet the special educational needs of children and their families. Any parent wishing to discuss their child’s special needs are invited to contact the Manager or Deputy. The setting has two experienced Special Educational Needs Officers to support any child/family attending the setting.
Partnership with Parents
Parents are recognized as important and valued partners and respected in their role as their child’s first and most important educators. Parents are therefore encouraged to take an active interest in their child’s development whilst at Bright Start, through social and fundraising events held during the year. These include, social outings, Christmas and Leavers parties and the Christmas Nativity.
In accordance with Ofsted and the Early Years Foundation Stage (2017) recommendations, children’s progress is monitored closely and to facilitate this, regular observations are taken and a record kept of the child’s development. We operate a system where each child is allocated a ‘Key person’ who is a member of staff with special responsibility for a particular child. Parents are encouraged to liaise with their child’s key person, contributing their own opinions, ideas and of course any concerns they may have. Home visits are offered if the key person feels it would be beneficial to the child settling into the setting.
TERMS AND CONDITIONS
The fee is £4.95 per hour for 3 year olds, and £5.50 per hour for 2 year olds, this includes refreshments.
Once a place has been accepted and booked the full fee is to be paid – irrespective of the child being unable to attend due to sickness or holidays.
Free Early Education Funding – This scheme operates from the term after your child’s 3rd birthday and equates to 15 hours free each week, for a maximum of 570 hours over the 38 weeks we are open in the year. Any hours required after this amount must be paid for by the parent. This entitlement can be split between two or more settings if required. In some cases a family may qualify for ‘Free for 2 Funding’ or ’30 hours for a 3 year old’ but eligibility must be confirmed. Please speak to the manager for further details on how to apply for this.
Our free early education is offered throughout the following sessions:- 9-3, 9-12, 9-1.15, 9-2 and 12-3, 5 days per week over the 38 weeks we are open.
Late Payment – Bright Start Pre-School reserves the right to withdraw a child if accounts are not paid by the end of the current term and take relevant steps to recover the money.
- HEALTH AND SAFETY
If your child is ill please telephone us to let us know. Children suffering from sickness or diarrhea must not return to preschool until 48 hours after the last bout of sickness or diarrhea. Children with infectious diseases must remain at home for the quarantine period. Entry onto the premises will be at the discretion of the Pre-school leader or Deputy.
- LOSS AND DAMAGE
Bright Start Pre-School does not accept responsibility for loss or damage to a child’s or parent’s property or clothing.
Parents are required to arrive promptly to collect their child. Children will only be handed over to (a) the parents or (b) the named representative as given on the Child’s information sheet or (c) in the case of an emergency the person authorized by the parent.
All children attending our setting will be treated in accordance with our Behavior/Management policy. We reserve the right to exclude a child if their behavior is deemed unacceptable.
All information given by parents will be treated in the strictest of confidence and adhere to GDPR guidelines.
Hot dinners are cooked freshly on the premises and are available at an additional cost of £2.00 per day. A copy of the menu is displayed on the Bright Start Notice Board.
THE FOLLOWING POLICY LEAFLETS ARE AVAILABLE TO VIEW AND CAN BE FOUND ON THE BACK TABLE EVERY DAY – PLEASE FEEL FREE TO READ THEM AT ANY TIME
SPECIAL EDUCATIONAL NEEDS
HEALTH AND SAFETY SAFEGUARDING CHILDREN
COMPLAINTS PROCEDURE CONFIDENTIALITY
EQUIPMENT AND RESOURCES PARENTAL INVOLVEMENT
STUDENT PLACEMENT INCLUSION
FOOD AND DRINKS
SETTLING IN AND KEY PERSON
STAFFING AND EMPLYMENT
BRIGHT START PRE-SCHOOL IS A MEMBER OF THE PRE-SCHOOL LEARNING ALLIANCE AND IS REGISTERED WITH KCC AND OFSTED APPROVED
OUR MOST RECENT OFSTED INSPECTION IS RATED AS GOOD AND IS AVAILABLE ON THE OFSTED WEBSITE
Allegations Against Staff
- We ensure that all parents know how to complain about the behaviour or actions of staff or volunteers within the setting, which may include an allegation of abuse.
- We follow the guidance of the Local Safeguarding Children’s Board when responding to any complaint that a member of staff or volunteer has abused a child.
- We respond to any allegation by children or staff that a member of staff or volunteer may have taken, or is taking place, by first recording the details of any such alleged incident.
- We refer to any such complaint immediately to the local authorities social care department to investigate. We also report any such alleged incident to Ofsted and what measures we have taken. We are aware it is an offence not to do this.
- We cooperate entirely with any investigation carried out by the children’s social care in conjunction with the police.
- Where the manager and children’s social care agree it is appropriate, the member of staff will be suspended on full pay for the duration of the investigation. This is not an indication of admission that the alleged incident has taken place, but it is to protect the staff, children and families throughout the process.
Where a member of staff or volunteer has been dismissed due to engaging in activities that caused concerns for the safeguarding of children or vulnerable adults, we will notify the Independent Safeguarding Authority of relevant information so that individuals who pose a threat to children and vulnerable groups, can be identified and barred from working with these groups.
If you have a complaint about the preschool or a member of staff and wish to complain directly to Ofsted please provide them with as much factual information as you can, say what the problem is, and what you want to happen. Provide information on any relevant communication with them on the subject including any reference letters or emails, and the times and dates of any conversations. Address your complaint to the person responsible if you have their name.
The address is Ministerial and Public Communications Division, Department for Education, Piccadilly Gate, Store Street, Manchester, M1 2WD
or call on 0370 000 2288
Covid -19 Policy
It is the intention of Bright Start preschool to make our setting as safe as possible for children and families from all sections of the local community, and prevent the spread of Coronavirus. This policy is in line with guidance received from the Government, please see www.gov.uk for further details.
Fire and Lock Down Procedures
- Fire drills will take place but children will be kept to their segregated groups. 2 drills will take place on the same day but at different times.
- Children inside the hall will use the back exit and line up at the assembly point.
- Children outside will use the side gate and line up at the assembly point.
- Lock downs will take place with children again being kept in their segregated groups.
- Children inside the hall will follow the usual drill.
- Children outside will use the back door and go immediately to the disabled toilet. This will be disinfected prior to the groups switching.
- Supervise all hand washing
- Only 2 children to wash hands in either bathroom at any one time
- Wash hands on arrival and before leaving premises
- wash hands and use hand gel before any food is consumed
- hand wash station to only be used outside
- Disinfect hands at regular intervals throughout the day
- The door and windows will be open to the outside area all day to ensure ventilation
- Cleaning stations will be dotted around the setting, in lobby, in hall, at snack table, in kitchen hatch and outside – this will include hand sanitizing gel, paper towels, disinfectant spray and antibacterial wipes
- Use of all three toilets is permitted
- Children should be reminded to stringently wash their hands after toileting
- Children in the outside bubble to use the disabled toilet.
- Disabled toilet to be cleaned before adults use and after use
- All frequently touched surfaces eg books, toys, equipment, doors/door handles, toilets and sinks to be cleaned at 8, 10, 12 and 2
- Toys out to be cleaned and disinfected at lunchtime (or before any changeover of groups) and at the end of the day
- Remove any soft toys, furnishings, pillows, blankets and hard to clean toys
- No use of tea towels – use paper towels to dry hands and dispose of accordingly
- Ensure surfaces are wiped down in line with hygiene protocols when cooking and preparing food
- toilet and kitchen cleaning rota to be completed throughout the day with the member of staff cleaning to sign the form.
- Groups of no more than 15 children with one-two members of staff to be kept separate throughout the session (in line with EYFS ratios)
- A maximum of 15 children inside, 15 children outside or in key groups, or at separate ends of hall
- Groups use the same area of the setting – on changeover the area is cleaned thoroughly and all hands washed prior to moving to the next area
- Children will spend periods of the morning or afternoon outside with their group
- Children to sit at each end of the tables during food times (3 children per table)
- Staff to sit at a safe distance
- No child to bring toys in from home
- Reduce face to face contact with parents/carers at drop off and pick up times – these will be staggered, drop offs will now be from 8.45-9.15 am and pick up time will be from 2.30-3 pm each day
- No parents allowed into the setting
- Children to be collected at the door, with parents using social distancing whilst waiting
- Messages will be sent to ensure you know that your child has settled after handover
- Parents to arrange appointments if they wish to discuss their child’s progress or have any concerns
- No children allowed in the setting if they have any symptoms whatsoever
- A child’s temperature will be taken on entry to the setting daily
- Ensure that your child’s clothing is removed and washed after a day in the setting
- Staff are not to attend if they are symptomatic
- Frequent handwashing
- Frequent cleaning
- Social distancing between staff where possible
- Minimize contact and mixing
- Only permitted if strictly necessary and or deemed essential to the well being and health of a child
- Preschool visits of new children to be conducted where possible prior to, and after sessions end, or during lunch times when the children are sat down
- Staff will not be required to have any additional PPE above and beyond what is usually used for general duties ie. Gloves and aprons used for changing
- If a child becomes unwell, staff will be required to use PPE, mask, Apron, gloves and were possible sit in a well ventilated area and at a distance of two meters
Update to ill and infectious Children/Staff
- The above policy has been updated as follows:
Protocols for children with suspected Coronavirus
- Anyone who has any symptoms relating to Coronavirus will be sent home immediately and will need to follow the government guidelines on what to do
- If a child is waiting for a parent/carer to collect them they will be separated from the group and isolated with one member of staff who will be wearing a mask alongside gloves and an apron. If there is a risk of splashing to the eyes protective googles/glasses will also be worn
- Once the child has left the setting, the setting will be thoroughly cleaning and disinfected and the PPE disguarded safely
- Staff and children are able to access free testing if any symptoms of coronavirus occur, if this test is negative return to the setting is permitted and the whole household can end self isolation.
- If the child or staff member is positive, the rest of the group and staff member or anyone who came into contact with the child should be sent home and advised to self isolate only if symptoms occur
- If there are more than one incident of coronavirus at the setting PHO local health protection teams need to conduct an investigation as a precautionary measure
- There will be a designated safeguarding lead on site or contactable at all times
- There will be Senco available on site or by phone at all times
- There will be at least one 1st aider on site at all times.
- There will always be one senior member of staff on site to deal with any issues that may arise.
- The priority at this time is to help the children adapt to the new routines and support them back into the setting
- Continue to support early language and communication skills
- Daily physical activity and outside play
- reasonable endeavours to continue implementing the EYFS following the EYFS requirements in light of Coronavirus providing an environment that invites learning across all 7 areas as far as is practicable
- Emphasising how to keep themselves safe and hygiene routines through repetitions songs and games
- Malleable resources not to be shared between groups
- Sand pits should also not be used
Key Contact Personnel within the setting: Nicky Thompson
Contact person in their absence: Ellie Thompson
Contact details for LADO: 03000 41 08 88
Contact details for Education
Safeguarding Team: West Kent: Worrall House
30 Kings Hill Avenue
Kent, ME19 4AE
T: 03000 41 22 84
North Kent: Worrall House
30 Kings Hill Avenue
Kent, ME19 4AE
T: 03000 41 24 45
All staff should have access to this policy and sign to the effect that they have read and understood its content
The Bright Start Safeguarding Children Policy has been developed in accordance with the principles established by the Childrens Act 1989 and 2004 and related guidance. This includes:
- The Early Years Foundation Stage (2014)
- DfE Guidance Keeping Children Safe in Education (2015)
- Working together to Safeguard Children (2015)
- Framework for the Assessment of Children in Need and their Families (2000)
- Kent and Medway Online Safeguarding Children Procedures (2014)
What is Safeguarding?
Working Together to Safeguard Children (2015) defines safeguarding children as ‘the action we take to promote the welfare of children and protect them from harm’ including;
- Protecting children from maltreatment
- Preventing impairment of children’s health or development
- Ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and
- Taking action to enable all children to have the best outcomes
It also reminds us that safeguarding “is everyone’s responsibility. Everyone who comes into contact with children and families has a role to play” (WTSC 2015 p9)
“Every child deserves the best possible start in life and the support that enables them to fulfill their potential. Children develop quickly in the early years and a child’s experiences between birth and age five have a major impact on their future life chances. A secure, safe and happy childhood is important in its own right” (EYFS 2014 p5).
The proprietor of Bright Start considers all those directly involved within the setting having an essential role to play in making it safe and secure. Our setting aims to create the safest environment within which every child has the opportunity to achieve their full potential and we take seriously our responsibility to promote the welfare and safeguard all the children and young people entrusted to our care.
As part of the ethos of the setting we are committed to:
- Maintaining children’s welfare as our paramount concern
- Providing an environment in which children feel safe, secure, valued and respected, confident to talk openly and sure of being listened to
- Providing suitable support and guidance so that children have a range of appropriate adults who they feel confident to approach if they are in difficulties
- Using learning at the setting to provide opportunities for increase self awareness, self esteem, assertiveness and decision making. This is so that young children have a range of contacts and strategies to ensure their own protection and understand the importance of protecting others
- Working with parents to build an understanding of the settings responsibilities to ensure the welfare of all children including the need for referral to other agencies in some situations.
- Ensuring all staff have regular training and are able to recognize the signs and symptoms of abuse and are aware of the setting’s procedures and lines of communication
- Monitoring children who have been identified as ‘in need’ including the need for protection, keeping confidential records which are stored securely and shared appropriately with other professionals
- Developing effective and supportive liaison with other agencies
Bright Start adheres to the KSCB Safeguarding Children Procedures (2014). The KSCB procedures document and additional guidance relating specific safeguarding issues can be found on the KSCB website.
All Staff – The EYFS (2014) requires provides ‘to take all necessary steps to keep children safe and well’ and accordingly, everyone involved in the care of young children has a role to play in their protection. Any member of staff in Bright Start is part of the wider safeguarding system for children and is in a unique position to observe any changes in a child’s behavior or appearance.
All staff have a responsibility to identify children who may be in need of extra help or who are suffering, or are likely to suffer, significant harm. All staff then have a duty of care to take appropriate action, working with other services as needed.
The Early Years Designated Person (EYDP) – The EYFS (2014) states “a practitioner must be designated to take lead responsibility for safeguarding children in every setting” The proprietor, whose responsibility it is to ensure all legal requirements are met, has/have appointed an appropriately qualified and experienced EYDP to fulfill this role in our setting. Additionally, they are committed to ensuring the EYDP is properly supported in being able to carry out this role fully, including providing them with appropriate time and resources away from other job commitments.
The EYDP has overall responsibility for the day to day oversight of safeguarding and child protection systems in the setting, these responsibilities include:
- Liaising with other professionals in all agencies, including social services, police and health colleagues
- Keeping appraised of any updates in policy and practice as agreed by Kent Safeguarding Children Board (via safeguarding team)
- Being a source of support, advice and guidance to any other setting staff, both paid and voluntary. This is on an ongoing basis and on any specific safeguarding issue as required
- Coordinating child protection action within the setting, including making referrals as necessary and maintaining a confidential recording system
- Ensuring all staff, visitors and volunteers are aware of the setting policies and procedures and their responsibilities in relation to safeguarding children
- Ensuring all staff, both paid and voluntary, have received appropriate and up to date child protection training at least every 3 years (as stipulated by KCSB)
- Ensuring their training is kept up to date by attending appropriate designated person training every 2 years (as stipulated by KCSB)
- Representing or ensuring the setting is represented, by an appropriate senior member of staff, at inter agency meetings in particular Strategy Discussions, Child Protection Conferences and core groups
- Managing and monitoring the settings part in child in need and child protection plans
The welfare and safety of children, however, are the responsibility of all staff in the setting and ANY concern for a child’s welfare MUST be reported to the EYDP.
Bright Start’s EYDP is: Nicky Thompson
In their absence: Ellie Thompson or Rebecca Brett
Safeguarding and Child Protection Procedures
Bright Start adheres to the KSCB Safeguarding Children Procedures (2014). The full KSCB procedures document and additional guidance relating to specific safeguarding issues can be found on the KSCB website www.kscb.org.uk
Additional guidance including:
‘What to do if you are worried about a child being abused’ (DfES 2015)
Information sharing advice for safeguarding practitioners (2015)
Kent & Medway Interagency Threshold Criteria for Children in Need – The Assessment Framework for Children in Need and their Families (2000)
All can be found in the thick red file in the cupboard.
These provide guidance for professionals including when to make a referral to Specialist Children’s Services can also be found in the file.
It is the responsibility of the EYDP to receive and collage information regarding individual children, to make immediate and ongoing assessments of potential risk and to decide actions necessary (with parents/carers in most cases). This includes the need to make referrals to partner agencies and services. To help with this decision s/he may choose to consult with the Area Education Safeguarding Advisor. Advice may also be sought from the Early Help Coordination Team or Specialist Childrens Services, Duty Social Workers who offer opportunities for consultations as part of the Child in Need/Child Protection process.
Issues discussed during consultations may include the urgency and gravity of the concerns for a child or young person and the extent to which parents/carers are made aware of these.
New referrals to Services will be made using the agreed process ie. The Early Help Notification Form or interagency referral form for referrals to STS. These will be made with reference to the Kent Interagency Threshold Criteria for Children in Need. In situations where there are felt to be urgent or grave concerns, a telephone referral will be made prior to the form being completed and sent to the County Duty Team. Concerns for children who are already know to services will be passed to the allocated worker/team.
In all but the most exceptional circumstances, parents/carers will be made aware of the concerns felt for a child or young person at the earliest possible stage. In the event of a referral to Specialist Children’s Services being unnecessary, parents/carers will be informed and consent to this will be sought unless there is a valid reason not to do so.
In the absence of the availability of the EYDP to discuss an immediate and urgent concern, staff can seek advice from the Education Safeguarding Team (Tel: 03000 412284) or Specialist Children’s Services (Central Duty Team Tel: 03000 411111, Safeguarding in Education Tel: 03000 415792), Bright Start Preschool falls under West Kent Care – Gemma Wilson.
The role of the school in situations where there are children protection concerns is NOT to investigate but to recognize and refer.
On occasion, staff may pass information about a child to the EYDP, but remain anxious about action subsequently taken. Staff should feel able to clarify with the EYDP further progress, so that they can reassure themselves the child is safe and their welfare is being considered. If following this process, the staff member remains concerned that appropriate action is not being taken, it is the responsibility of the staff member to seek further direct consultation from either a member of the Education Safeguards Team or the local Specialist Children’s Services Team (numbers as above) who will be able to discuss the concern and advise on appropriate action to be taken.
Recognition and Categories of Abuse:
Working Together to Safeguard Children 2015 defines ‘abuse’ as ‘a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm’
All staff should be aware of the definitions and signs and symptoms of abuse. There are four categories of abuse:
- Physical abuse
- Sexual abuse
- Emotional abuse
The most up to date definitions and possible indicators and signs of abuse are found in Appendix 1 of this document. This also includes information on current safeguarding priorities relating to female genital mutilation, child sexual exploitation and the Prevent strategy.
Staff should refer to What to do if you are worried about a child is being abused which says:
“Staff need to remember that child welfare concerns may arise in many different contexts, and can very greatly in terms of their nature and seriousness. Children may be abused in a family or in an institutional or community setting, by those known to them or by a stranger, including, via the internet. In the case of female genital mutilation, children may be taken out of the country to be abused. They may be abused by an adult, or adults, or another child or children. An abused child will often experience more than one type of abuse, as well as other difficulties in their lives. Abuse and neglect can happen over a period of time, but can also be a one off event. Child abuse and neglect can have major long term impacts on all aspects of a child’s health, development and well being.
The warning signs and symptoms of child abuse and neglect can vary from child to child. Disabled children may be especially vulnerable to abuse, including because they may have an impaired capacity to resist or avoid abuse. They may have speech, language and communication needs which may make it difficult to tell others what is happening. Children also develop and mature at different rates so what appears to be worrying for a younger child might be normal behavior for an older child. Parental behaviours may also indicate child abuse or neglect, so staff should also be alert to parent-child interactions which are concerning and other parental behaviours. This could include parents who are under the influence of drugs or alcohol or if there is a sudden change in their mental health. By understanding the warning signs, we can respond to problems as early as possible and provide the right support and services for the child and their family. It is important to recognize that a warning sign doesn’t automatically mean a child is being abused.
Induction and Training
All setting staff, both paid and voluntary, will be expected to undertake an appropriate level of safeguarding training. Advice on appropriate training courses will be sought from the KCSB, but any training should ensure staff have an up to date knowledge of safeguarding issues. This will enable staff to identify signs of possible abuse and neglect at the earliest opportunity and to respond in a timely and appropriate way. It should also include an understanding of the settings own safeguarding policy and procedures including the action to be taken in the event of inappropriate behavior displayed by other members of staff, or any other person working with the children.
The proprietor will ensure the EYDP attend the require safeguarding training when they first take up the role and that they continue to update their knowledge on an ongoing basis at least every 2 years as required by KSCB guidance.
The EYDP will ensure that all new staff and volunteers are appropriately inducted in the settings internal safeguarding procedures and communication lines. A summary information sheet is available to be given to staff and volunteers to support this process.
Staff must record any welfare concern that they have about a child in the Setting’s safeguarding incident/concern book (with a body map where injuries have been observed) and pass this without delay to the EYDP. Records must be completed as soon as possible after the incident/event and must be signed and dated.
Incident/concern forms are kept in the safeguarding file.
Safeguarding records are kept separate from all other record relating to the child in the setting. They are retained centrally and securely by the EYDP and are shared on a need to know basis only.
Detailed guidance on Record Keeping is found in a separate document “early years record keeping guidelines’ – staff MUST familiarize themselves with the responsibilities outlined in this document.
All safeguarding records will be forwarded to a child’s subsequent setting or when they move to school at transition. The records should be sent under confidential and separate cover to the new EYDP or person with responsibility for child protection in the receiving school.
Confidentiality and Information Sharing
We recognize that all matters relating to child protection are confidential. The EYDP will disclose any information about a child to other members of staff on a need to know basis.
All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children. All staff must be aware that they cannot promise a child to keep secrets which might compromise the child’s safety or wellbeing. Further advice is available in the document Information Sharing advice for safeguarding practitioners (2015). “Child protection – dealing with disclosures in Early Years settings” provides advice on dealing with disclosures.
E – Safety
E-Safety (online) relates to specific challenges and risks presented by new technologies, including the internet, mobile phones and other mobile devices, for children and young people as well as adults, both within and outside of the setting.
Bright Start will seek to create an appropriate balance between controlling access to the internet and technology, setting rules and boundaries and educating children, parents/carers and staff about safe and responsible use. This will include a range of practices including undertaking appropriate risk assessments of technology, ensuring there is appropriate supervision of children, providing safe and suitable equipment/tools for staff and children and ensuring there is uptodate training/education in place for all members of the community regarding online risks and responsibilities.
Bright Start is aware that children and staff cannot always be prevented from being exposed to online risks and will therefore seek to empower and educate all members of the community so that they are equipped with the skills to make safe and responsible decisions as well as to feel able to report any concerns.
All members of staff will be made aware of the importance of good e-safety practice in order to educate and protect children in their care. Members of staff will be made aware of the professional risks associated with the use of electronic communication (email, mobile phones, texting, social network sites) and will be informed about how to manage their own professional reputation online and demonstrate appropriate online behaviours compatible with their role. Staff should familiarize themselves with advice and professional expectations outlined in Guidance for Safer Working Practice with Adults who Work with Children and Young People, the settings e-safety policy and acceptable use policy and the KSCB document – Safer Practice with Technology – Guidance for Adults who Work with Children and Young People.
More detailed information can be found in the setting’s E Safety Policy which can be found in the policy file.
Supervision and Support
The proprietor of Bright Start recognize regular, planned and accountable supervision, which is a two way process, offers support and develops the knowledge, skills and values of an individual, group or team. We see its purpose is to monitor the progress of professional practice and to help staff to improve the quality of the work they do, thus improving outcomes for children as well as achieving agreed objectives. Supervision also provides an opportunity to discuss sensitive issues including the safeguarding of children and any concerns raised about an individual or colleagues practice.
All our staff and volunteers are expected to have regular and planned supervision sessions. Uninterrupted time will be set aside to ensure any supervision sessions effective for both practitioner and management. Further guidance on supervision can be found in the Early Years Supervision booklet.
Bright Start is committed to ensuring all steps are taken to recruit staff and volunteers who are safe to work with our children and have their welfare and protection as the highest priority. It is the responsibility of the proprietor to ensure that effective systems are in place so that all staff and volunteers are properly checked to make sure that they are safe to work with the children who attend our setting. We do not allow people, whose suitability has not been checked, including through a Disclosure and Barring Scheme (DBS) check, to have unsupervised contact with the children being cared for.
Bright Start have signed up to the new DBS Update Scheme which enables staff to be checked annually to ensure that they are still suitable to work with children and that they details/circumstances have not altered.
We advise all staff that they are expected to disclose any reason that may affect their suitability to work with children including convictions, cautions and warnings. Additionally, we make all staff aware that they may also be disqualified because they live in the same household as another person who is disqualified.
Further information regarding disqualification of staff can be found in the setting’s Employment policy.
Allegations Against Members of Staff and Volunteers
Bright Start recognizes that it is possible for staff and volunteers to behave in a way that might cause harm to children and takes seriously any allegation received. Such allegations should be referred immediately to the EYDP who will first contact the Local Authority Designated Officer (LADO) to agree further action to take in respect of the child and staff member.
In the event the allegation concerns the EYDP, Nicky Thompson should be contacted on 01732 884248.
The proprietor also ensures we meet our responsibilities under Section 35 of Safeguarding Vulnerable Groups Act 2006. This includes the duty to make a referral to the Disclosure and Barring Service where a member of staff is dismissed (or would have been, had the person not left the setting first) because they have harmed a child or put a child at risk of harm.
All staff need to be aware of the setting’s Whistleblowing Policy procedure and that it is a disciplinary offence not to report concerns about the conduct of a colleague that could place a child at risk. When in doubt – consult.
For specific guidance on how to respond to allegations against staff, please refer to the “Early Years Allegations Against Staff Policy” which can be found in the Policy file.
Monitoring and Review
All setting staff and volunteers will have access to a copy of this policy and will have the opportunity to consider and discuss the contents prior to approval of the proprietor being formally sought. The policy will also be available to parents.
This policy has been written in April 2018 to reflect the new guidance and legislation issued in reflection to safeguarding children and promoting their welfare.
The policy forms part of our Setting development plan and will be reviewed annually.
All staff should have access to this policy and sign to the effect that they have read and understood its contents.
Setting Policies on Related Safeguarding Issues
(to be read and followed alongside of this document).
- E-safety policy
- Mobile Devices policy
- Behaviour Management policy
- Early Years Allegations Against Staff policy
- Guidelines for Safeguarding Record Keeping in Settings
- Safeguarding Children and Child Protection – Induction Leaflet Guidelines for EY
- Legal Contact guidance
- Best Practice Guidance – Young people visiting settings
- Advice notes – dealing with Disclosures in EY settings
- Health & Safety Policy
- Guidance for Safer Working Practice for Adults who Work with Children and Young People – Code of Conduct for Staff
- KSCB document – Safer Practice with Technology – Guidance for Adults who work with Children and Young People
- Guidance on the Use of Photographic Images
- Safer Recruitment Guidelines
- Whistleblowing policy
- Intimate care and toileting policy
- 1st Aid and Accident policy
- DOH (2009) Safeguarding Disabled Children – practice guidance
Abuse – A form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or another child or children. It should be noted that abuse can be carried out by both men and women or children.
Sexual Abuse – Involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical 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 (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
Signs that MAY INDICATE Sexual Abuse
- Sudden changes in behavior and school performance
- Displays of affection which are sexual and age inappropriate
- Self harm, self mutilation or attempts at suicide
- Alluding to secrets which they cannot reveal
- Tendency to cling or need constant reassurance
- Regression to younger behavior for example thumb sucking, playing with discarded toys, acting like a baby
- Distrust of familiar adults, anxiety of being left with relatives, a child minder or lodger
- Unexplained gifts or money
- Depression or withdrawal
- Fear of undressing for PE
- Sexually transmitted disease
- Fire setting
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 or carer fabricates the symptoms of, or deliberately induces, illness in a child.
Signs that MAY INDICATE Physical Abuse
- Bruises and abrasions around the face
- Damage or injury around the mouth
- Bilateral injuries such as two bruised eyes
- Bruising to soft area of the face such as the cheeks
- Fingertip bruising to the front or back of torso
- Bite marks
- Burns or scalds (unusual patterns and spread of injuries)
- Deep contact burns such as cigarette burns
- Injuries suggesting beatings (strap marks, welts)
- Covering arms and legs even when hot
- Aggressive behavior or severe temper outbursts
- Injuries need to be accounted for. Inadequate, inconsistent or excessively plausible explanations, or a delay in seeking treatment should sign concern
Emotional Abuse – The persistent emotional maltreatment of a child such as to cause severe and 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, although it may occur alone.
Signs that MAY INDICATE Emotional Abuse
- Over reaction to mistakes
- Lack of self confidence/esteem
- Sudden speech disorders
- Self harming
- Extremes of passivity and /or aggression
- Compulsive stealing
- Drug, alcohol, solvent abuse
- Fear of parents being contacted
- unwillingness or in ability to play
- Excessive need for approval, attention and affection
Neglect – the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to – provide adequate food, clothing and shelter (including exclusion from home or abandonment), protect a child from physical or emotional harm or danger, ensure adequate supervision ( including the use of inadequate caregivers), or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to a child’s basic emotional needs.
Signs that MAY INDICATE Neglect
- Constant hunger
- Poor physical hygiene
- Constant tiredness
- Inadequate clothing
- Frequent lateness
- Untreated medical problems
- Poor relationships with peers
- Compulsive stealing and scavenging
- Rocking, hair twisting and thumb sucking
- Running away
- Loss of weight or being constantly underweight
- Low self esteem
Further information on Child Sexual Exploitation (CSE)
Involves exploitative situations, contexts and relationships where young people receive something (eg food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities. Sexual exploitation can take many forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for affection of gifts, to serious organized crime by gangs and groups. What marks out exploitation is an imbalance of power in the relationship. The perpetrator always holds some kind of power over the victim which increases as the exploitative relationship develops. Sexual exploitation involves varying degrees of coercion, intimidation or enticement, including unwanted pressure from peers to have sex, sexual bullying including cyberbullying and grooming. However, it is also important to recognize that some young people who are being sexually exploited do not exhibit any external signs of abuse.
Further information on Female Genital Mutilation (FGM)
Professionals in all agencies, and individuals and groups in relevant communities need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM. There is a range of potential indicators that a child or young person may be at risk of FGM, which individually may not indicate risk but if there are two or more indicators present this could signal a risk to the child or young person. Victims of FGM are likely to come from a community that is know to practice FGM. Professionals should note that girls at risk of FGM may not yet be aware of the practice or that it may be conducted upon them, so sensitivity should always be shown when approaching the subject. Warning signs that FGM may be about to take place, or may have already taken place can be found on Pages 16/17 of the Multi-agency Practice Guidelines referred to above.
Staff should activate local safeguarding procedures, using existing national and local protocols for multi agency liaison with police and childrens social care.
Further information on Preventing Radicalisation under The Counter Terrorism and Security Act: Identifying cases of pupils at risk or involvement in extremist behavior.
Exposure of children to extremist ideology can hinder their social development and educational attainment alongside posing a very real risk that they could support or partake in an act of violence. Radicalisation of young people can be compared to grooming for sexual exploitation.
Every member of staff at Bright Start recognizes that children exposed to radicalization and extremism is not different to safeguarding against any other vulnerability and should be approached in the same way as protecting children from other risks.
All staff should complete an e-learning training package developing by The National Counter Terrorism Policing Headquarters (NCTPHQ) in conjunction with the College of Policing which includes guidance on how to identify people who may be vulnerable to being drawn into terrorism, and how to refer them into the Channel process. The EYDL should also have attended additional training which includes further information on the Prevent Duty.
Get In Touch
Bright Start Pre-school
25 Quarry Hill Road
Telephone: 07858 188867
School Hours: Monday - Friday: 8am - 5pm