• Children aged 2, 3 and 4 years may be eligible to receive the Early Education Funding
• The Early Education Funding is available for 2,3 and 4 year olds for 15 hours per week for 38 weeks of the year.
• 30 hours funding is available for children that are eligible. This is offered at 24 hours per week over 47.5 weeks of the year.  These spaces are limited.
• A deposit of £50 will be taken to secure your child’s place, this will be refunded to you when your child starts at the setting.

• Any child suffering from sickness or diarrhoea should be kept at home until clear of symptoms for 48 hours from their last bout of illness.
• Should a child become unwell at the Nursery, every effort will be made to contact the parent/carer or emergency contacts indicated on the enrolment form.
• The Nursery must be informed if a child is absent from the Nursery through illness at your earliest convenience.
• Please ensure children remain at home if they are not able to participate in all activities.
• Nursery fees are still payable for periods of absence.

• Mental health and wellbeing at work policy Jack in the box day nursery recognises that supporting the mental wellbeing of our employees is important for both individuals and the organisation. Mental wellbeing is a key factor in an individual’s health and safety, social wellbeing and productivity. By promoting good mental health, the positive benefits are realised by individuals, their families and the broader society. The many different aspects of mental ill-health and stress are associated with a broader range of illnesses and disabilities within our society today. A positive, supportive culture for mental wellbeing is important for all employees and therefore should be applied across the organisation. Everyone can contribute to mental wellbeing in our workplace and by doing so deliver a wide range of benefits to employees, the organisation and others. In doing so we can also support those who have experienced mental health problems within the world of work, through better access to employment opportunities and ongoing help and assistance. The Purpose of our Mental Health and Wellbeing policy

  This policy sets out the framework for our organisation to provide a positive environment that promotes and supports a positive state of mental health and wellbeing for our employees and those we work with. The policy also aims to ensure those who are experiencing mental health issues are supported through a number of measures with respect, confidentiality and without discrimination.

   

  Policy Aims

  Our organisation plans to implement this policy to achieve the following aims:

  • To promote good mental health and wellbeing of all staff through effective communication of our policies and best practice.
  • To increase the awareness of our workforce regarding issues associated with mental health and wellbeing and to develop the skills and knowledge of managers, supervisors and staff to deal with these issues.
  • To provide support to staff experiencing a mental health problem while in employment and upon return from any absence, whilst preventing discrimination.

   

   

   

   

   

  Achieving the Policy Aims

  The organisation will promote a culture of good mental health and wellbeing to all staff as follows:

  • Through effective communication designed to raise awareness and understanding about mental health and wellbeing.
  • By implementing measures at all levels of the organisation that provide a workplace and culture promotes good mental health.
  • By listening to our staff and adapting workplace policies (as required) and implementing the policies and evaluating their effectiveness.
  • Staff well being questionnaires completed at regular intervals throughout the year.
  • Staff wellbeing box with treats.
  • Staff appreciation board to share shout outs.
  • Social gatherings.

   

  The organisation will provide knowledge and skills training to help management, supervisors and staff support their own mental health and wellbeing and that of others. This training will be designed to address the following:

  • The promotion of understanding the importance of mental wellbeing to all employees, including best practice.
  • How to deal with issues around mental health and stress effectively.
  • Ensure that any employee suffering from mental illness is treated fairly, with respect and confidentiality and without discrimination.
  • Where appropriate, the organisation will train Mental Health First Aiders to support the goals and implementation of this policy.

  Providing support to our staff: our setting undertakes to provide the following measures and ways of working to promote mental health and wellbeing.

  • Offering flexible working arrangements where practicable.
  • Working with employees to create a culture where bullying, harassment, discrimination and racism is not accepted.
  • Providing training for all employees to raise awareness of everyday contributory factors, such as stress and excessive workload, that undermine mental health.
  • Ensuring that managers and supervisory staff are aware of their obligations to promote a good working environment for their staff and colleagues as defined within this policy.
  • Implementing training and awareness programmes to create a culture where staff are able to talk openly about mental health problems and disclose difficulties without fear of discrimination or reprisal.
  • Providing proactive support for individual staff who are experiencing mental health problems, inside and outside the workplace, in a positive manner.

  Where an employee is experiencing mental health issues, The Organisation will provide support in the following ways:

  • proactively making employees aware of third party organisations that might be able to provide information, advice and support in these situations, offering continued employment where practicable subject to appropriate adaptions to the role.
  • In situations where the staff member experiences a period of absence from work due to mental ill-health, working with the employee to develop a “Return to Work Plan” that provides the best opportunity for the employee to return to work as soon as is reasonably practicable.
  • ensuring that the employee is treated fairly and without discrimination
  • encouraging staff to seek the appropriate help through the NHS or a mental health support organisation
  • identifying and remediating any factors within the workplace that are contributing to the negative mental health issues.
  • dealing with the mental health related issues in a sensitive manner, respecting the employee as an individual and acknowledging their right to confidentiality.

  This policy recognises that reducing stress in the workplace is a key component of supporting mental health and wellbeing. Our organisation shall promote the principles and activities below through workforce training and ongoing staff communication.

  • Workload demands and expectations placed on employees should be effectively communicated, be achievable and accepted by all parties.
  • We will promote an environment where staff are encouraged to feedback to their line management about factors in their job roles that may induce stress, such as excessive workload or overly stretching performance targets.
  • Provide adequate support and training to enable the employee to meet the requirements of their role.
  • Provide sufficient communication to keep employees adequately informed about any information that may impact the organisation and their roles.
  • Ensure that managers and supervisors are aware of their responsibilities towards their staff, including setting and managing performance in a manner that is consistent with this policy.

   

  Responsibilities

  Managers and supervisors:

  • Ensure that staff are made aware of this policy, at induction and how to access it afterwards.
  • Actively promote a culture of good mental health and wellbeing through the implementation of this policy.
  • Manage and review the effectiveness of this policy on staff, and feedback to senior leadership as appropriate.

  All employees:

  • Read and understand this policy, including changes, seeking clarification where required.
  • Support our aim of providing a culture of good mental health and wellbeing through their activities and when considering others.
  • Take care of their own health and wellbeing, including mental health.
  • Ensure that their actions do not affect the health and safety and general wellbeing of other people in the workplace.
  • Raise issues or concerns and seek help from their line manager or an appropriate senior manager or Director.

• Jack in the Box is an established Nursery, which opened in January 1990.
• It is in a large traditional semi-detached house that has been purposefully re-designed to provide a secure, stimulating and homely environment.
• The Nursery is registered with OFSTED to provide care for 39 children on a full or part time basis.
• The Nursery has been designed to meet high standards of safety and is a secure environment.
• The Nursery is committed to ensuring that all children are treated equally according to age and ability.

 

What is a SENCo?

SENCo stands for Special Educational Needs Coordinator. You may hear the name referred to in full, as its acronym (sometimes also written as SENDCo, standing for special educational needs and disabilities coordinator), or as SEN Coordinator.

SENCos are members of staff who are responsible for special educational needs within nursery. Every setting in the UK is required to have a SENCo to ensure that every child who has SEN are supported as well as to help them reach their full educational potential.

It is likely that children who have SEN will encounter the SENCo at their nursery on a regular basis, and it is important for them and their parents or carers to be fully aware of who their SENCo is.

What is SEN?

To understand the role of the SEN Coordinator, it is vital to know what SEN (and SEND) means. SEND stands for special educational needs and disabilities, and covers a range of different disabilities and conditions such as specific learning difficulties like dyslexia and dyspraxia, recognised disabilities such as having a hearing impairment, emotional and social difficulties as well as speech and language difficulties.

Children with SEN may need very little additional support, or they may need significant support and adjustments. Depending on their needs they may only receive SEN support for a short amount of time, or may require it throughout their educational journey.

Children who have SEN are likely to be given support at nursery that is extra, or different to that of other children in their session.

If staff or parents suspect that a child may have SEN, then the SENCo will be consulted, and specialists may be brought in to carry out assessments. When a child has been identified as having SEND, a continuous cycle of assessment is recommended, which will be monitored by the SENCo and other adults involved with the child:

Assess – This will involve staff who are involved with the child, their parents or carers and the child, and will aim to identify where the child is working, what their needs are and what their strengths are.

Plan – Once a child’s attainment levels and needs have been identified staff should plan how to best go about meeting the child’s needs and ensuring that they are making progress.

Do – The plans that were made in the previous step should now be put into place.

Review – It is really important that the plans are reviewed by those around the child (and by the child themselves if appropriate) The team around the child, lead by the SENCo, will review what is working well for the child, and what changes may need to be made to provision. The cycle then continues, returning to the assessment stage.

Who is the SENCo?

Our lead nursery SENco is Jade and she is supported by Chloe.

What are the responsibilities of a SENCo?

It is a SENCos responsibility to ensure that the needs of pupils with SEND are met, that adjustments are made within the nursery when needed, and that parents and any other outside agencies or specialists are involved in the child’s provision and progress.

Some of the tasks that SENCos may do include:

• Working with them to help when learning. This may mean helping them with different academic skills like reading, writing and numeracy either inside the classroom or in additional one-on-one time.
• Working alongside staff and other members of staff to ensure that the best level of support is being given to students.
• Communicating with parents and carers, so they are aware of the support that their child is receiving and to answer any queries that they may have.
• Keeping records of children’s needs up-to-date along with any support that they are receiving in school.

Other responsibilities that SEN Coordinators may take on include things like:

• Providing individual or group learning sessions with children who have Specific Learning Difficulties (SpLD).
• Analysing the data of children’s progress to try and identify anyone who may require additional support.
• Coordinating a SpLD screening programme this is about identifying children who have Specific Learning Difficulties to ensure that they can receive the correct support to help them achieve their targets.
• Assessing and reviewing the provision that is being given to children who have SEN, once their needs have been identified. This is a vital part of the ‘Assess, Plan, Do, Review’ approach which was outlined earlier.
• Meet regularly with the teaching staff who have contact with a child who has SEN to ensure that they don’t have any queries about the child’s progress.
• Assist staff in developing teaching and learning and pastoral care strategies for pupils through INSET sessions and staff meetings.
• Maintain and regularly review a register of children receiving learning support. It is important for settings to have a SEN register to easily keep track of this.
• Maintain relevant and up-to-date learning support resources for use in nursery, as well as sharing suitable resources for families to use at home. This may include learning support resources, sensory activities or activities designed to improve fine motor skills.
• Liaise with external agencies when required and provide advice in relation to educational psychologist assessments.
• Keep up to date with legal/statutory and regulatory requirements and ensure compliance through the implementation of requirements and sharing of information with colleagues.
• Maintain an up to date SEND policy and ensure inspection readiness, providing evidence where required.
• Report to the SEND governor on the effectiveness of provision for children with SEND. (The SEND Governor is the governing body’s voice for all students with Special Educational Needs and their role is to ensure that all students are treated equally they should also challenge any schools when problems occur.)

Characteristics of a SENCo:

Being a SENCo is so much more than responsibilities and checklists. Since SENCos work so closely with children they need to be easy to talk to and ready to fight for the support that each individual child deserves.

SEN Coordinators are also typically very understanding people because they need to show empathy for children with SEN on a daily basis.

SENCos should have regular contact with children and their parents or carers, so not only do they need to have strong communication skills, but they also need to be honest. This refers to being honest about what support is being given, as well as any support that may not be able to be given in a particular school. SEN Coordinators also need to be honest about a specific child’s needs so that their keyperson as well as their parent or carer, are aware of the support that they need to be giving.

Another key characteristic of SEN Coordinators is a strong level of commitment. There is a variety of ways that SEN Coordinators show commitment:

• • Commitment to providing a strong level of support.
  • Commitment to improving services when needed.
  • Commitment to the children that they work most closely with.

 

How can parents help SENCos?

When parents and SENCos have a healthy working relationship, it helps to ensure that children are getting the most appropriate and well-rounded support.

The first thing parents can do to help with this is to be open and honest when talking to their nursery SENCo about their child’s diagnosis. At this point, parents can also tell the SENCo about any difficulties they know their child has so that they can begin planning support.

Many settings will also have an SEN policy that parents can read and become familiar with, and this will help with communication between the SENCo and parents.

SENCos also find it really beneficial when parents are readily available to talk about their child and the support they receive.

 

 

Internet safety policy

Policy Statement

The internet is an accessible tool to children in early years settings. Children in the early years are becoming more digitally savvy than ever before. Their use of digital devices is a commonplace with apps such as youtube kids become a destination of choice for many children aged 3 to 4. All early years settings have a duty to ensure that children are protected from potential harm both within and beyond the learning environment. Every effort will be made to safeguard against all risks, however it is likely that we will never be able to completely eliminate them. Any incidents that do arise will be dealt with quickly and according to policy to ensure that children and staff continue to be protected.

 

Aims

• To offer valuable guidance and resources to parents and practitioners to ensure that they can provide a safe and secure online environment for all children in their care.
• To raise awareness amongst staff and parents/carers of the potential risks associated with online technologies, whilst also highlighting the many educational and social benefits.
• To provide safeguards and rules for acceptable use to guide all users in their online experiences.
• To ensure adults are clear about procedures for misuse of any technologies both within and beyond the early years setting.

 

Scope of policy

This policy applies to all staff, children, parents/carers, visitors and contractors accessing the internet or using technological devices on the premises. This includes the use of personal devices by all of the above mentioned groups, such as mobile phones or iPads/tablets which are brought into an early years setting. This policy is also applicable where staff or individuals have been provided with setting issued devices for use off-site such as during outings with children. At Jack in the box we provide a diverse, balanced and relevant approach to the use of technology. Children are encouraged to maximise the benefits and opportunities that technology has to offer. Children learn in an environment where security measures are balanced appropriately with the need to learn effectively. As a setting we understand the importance of an internet safety Policy.

 

Staff Responsibilities

(including volunteers)

Our Internet safety lead is Kirsty Harbage

The role of the internet safety lead in our setting includes:

• Ensuring that the internet safety policy and associated documents are up to date and reviewed regularly
• Ensuring that the policy is implemented and that compliance is actively monitored
• Ensuring that all staff are aware of reporting procedures and requirements should an internet safety incident occur
• Keeping up to date with internet safety issues and guidance, regularly checking devices used within the setting
• Ensuring internet safety updates, training and advice is available for staff, parents/carers
• Liaison with the designated safeguard lead to ensure a coordinated approach across relevant safeguarding issues. All staff have a shared responsibility to ensure that children are able to use the internet and related technologies appropriately and safely as part of the wider duty of care to which all adults working with children are bound

 

Broadband and Age Appropriate Filtering

Broadband provision is essential to the running of the early years setting, not only allowing for communication with parents and carers but also providing access to a wealth of resources and support. Many settings now use internet enabled devices, including iPad educational apps and games, to enhance the learning experience of children or as online tools for staff to track and share achievement. For this reason, great care must be taken to ensure that safe and secure internet access, appropriate for both adults and children, is made available regardless of the size of the setting.

• Filtering levels are managed and monitored on behalf of the setting by our internet safety lead

Email Use Staff

• The setting provides a main email as well as a secure email with necessary staff able to access the accounts for the use of all work related business, including communication with parents and carers. This allows for email content to be monitored and protects staff from the risk of allegations, malicious emails or inappropriate contact with children and their families.
• All emails should be professional in tone and checked carefully before sending, just as an official letter would be.
• All staff are aware that all email communications may be monitored at any time in accordance with the Acceptable Use Policy. All users must report immediately any email that makes them feel uncomfortable, is offensive, threating or bullying in nature.

 

Use of Social Networking Sites

Social networking sites such as Facebook and Twitter are not used for advertising and information sharing within our setting. However, we do have a nursery website which is regularly updated with nursery news which can include photographs of children participating in activities at nursery. In addition to this we use our online journal Tapestry for parents to access and view any updates of their child’s time at nursery. For this reason we gain parental consent for children’s images to be published upon our website as well as via our online journals.

We use whatsapp to interact with parents/carers to provide updates whilst their child is in our care alongside any other relevant updates. This is accessed solely via a nursery device with messages being checked prior to sending.

 

Mobile/Smart Phones

Many existing mobile technologies such as portable media players, gaming devices, mobile and smart phones are familiar to children outside of nursery. They often provide a collaborative, well-known device with possible internet access and thus open up risk and misuse associated with communication and internet use. Emerging technologies will be examined for educational benefit and the risk assessed before use in nursery is allowed. Jack in the box choses to manage the use of these devices in the following ways so that users exploit them appropriately.

Personal Mobile Devices

• Jack in the box allows staff to bring in personal mobile phones and devices for their own use. Under no circumstances does Jack in the box allow a member of staff use this device whilst working. Personal devices are stored within a box at the start of staff shifts and collected at the end of shift. They are only accessible during lunch breaks and only permitted to be used in the staff room or outside of the nursery premises.
• Users bringing personal devices into nursery must ensure there is no inappropriate or illegal content on the device.
• Jack in the box is not responsible for the loss, damage or theft of any personal mobile device.

 

Nursery Provided Mobile Devices

• Where the nursery provides mobile technologies such as phones, laptops and tablets for onsite as well as offsite visits, only these devices should be used.
• All devices that are used must be checked weekly by the safer internet lead and any devices used to play music and videos should only be accessed when more than one staff member is present.

 

Photographs and Video

Digital photographs and videos are an important part of the learning experience in early years settings and, as such, staff have a responsibility to ensure that they not only educate children about the safe and appropriate use of digital imagery, but also model good practice themselves. To this end, there are strict policies and procedures for staff and children about the use of digital imagery and videos. As photographs and video of pupils and staff are regarded as personal data, we must have written permission for there use from the individuals parent/carer. In our setting we are aware of the issues surrounding the use of digital media online. All members of our setting understand these issues and need to follow the settings guidance. We seek written consent from parents/carers and staff who appear in the media. Parents/carers are made aware that we retain images after children have stopped using the setting. Parents/carers and staff are aware that full names and personal details will not be used in any digital media, particularly in association with photographs. The use of videos and cameras is not permitted in the setting, unless by an authorised member of staff with nursery equipment and for nursery purposes. When taking photographs/video, staff ensure that children are appropriately dressed and are not participating in activities that could be misinterpreted.

Storage of Images

• Images/films of children are stored on the devices.
• Staff are not permitted to use portable media storage of images (e.g. USB sticks).
• Rights of access to this material are restricted to staff and only shared via children’s tapestry and the nursery website if consent is given.
• Devices are stored within a secure place when not in use.

 

 

 

Laptops/iPads/Tablets

Staff Use:

• Where staff have access to a device for work purposes, personal use whilst off site is not permitted. The settings devices should be used by the authorised person only.
• Staff are aware that all activities carried out on setting devices and systems, both within and outside of the work environment, will be monitored in accordance with this policy.
• Staff will ensure that setting devices are made available as necessary for anti-virus updates, software installations, patches, upgrades or routine monitoring/servicing.

Children’s Use:

• Device use must be supervised by an adult at all times and any games or apps used must be from a pre-approved selection checked and agreed by management.
• Online searching and installing/downloading of new programmes and applications is restricted to staff members only. Children should not be able to search or install anything on a setting device.

 

Applications for recording children’s progress

In recent years, a number of applications (apps) for mobile devices have been launched which are targeted specifically at Early Years Practitioners and settings. Many of these apps allow staff to track and share a child’s learning journey online with parents and carers, usually in the form of photographs and text. Such tools have considerable benefits, including improved levels of engagement with parents and a reduction in paperwork, but careful consideration must be given to safeguarding and data security principles before using such tools.

• Personal staff mobile phones or devices (e.g. iPad or iPhone) should not be used for any apps which record and store children’s personal details, attainment or photographs. Only setting issued devices may be used for such activities. Online journals have a pin/ secure log in that only staff accessing online journals are aware of.

 

Data Storage and Security

In line with the requirements of the Data Protection, sensitive or personal data is recorded, processed, transferred and made available for access in nursery. This data must be accurate; secure; fairly and lawfully processed; processed for limited purposes and in accordance with the data subjects rights; adequate, relevant and not excessive; kept no longer than necessary; and only transferred to others with adequate protection. All data is stored securely and any transfer of data is sent securely via secure email.

At Jack in the box we specify how we keep data secure and inform staff as to what they can/cannot do with regard to data through the internet safety policy. ICT enables efficient and effective access to and storage of data for management and staff. Only trained and designated members of staff have authority and access rights to input or alter data.

The setting has defined roles and responsibilities to ensure that data is well maintained, secure and that appropriate access is properly managed with appropriate training provided.

All laptops and devices are password protected. A secure email facility is available for staff to send confidential information. Staff should not share passwords with anyone, write passwords down or save passwords in web browsers if offered to do so. Staff should not email their password or share it in an instant message. Staff should change their password if they think someone may have found out what it is.

Sensitive information should only be sent via secure email systems, don’t assume that third party organisations know that information should be protected.

Staff should only download files or programs from trusted sources.

Staff should lock sensitive information away when left unattended. Unauthorised people should not be allowed into staff areas and confidential documents should not be left out.

 

• Registers are kept, recording attendance and any relevant information e.g. meals eaten, sleeps, accidents, medicine will also be recorded. Feedback to parents/ carers is given at the end of the day.
• Learning Journals are kept for children of all age groups., this is online via Tapestry.
• Each child has a key person, who is responsible for monitoring development through observation and assessment.
• Parents can have access to their child’s Learning Journals at anytime, and can also add their own observations and photos to Tapestry.
• Detailed planning is undertaken by all staff and is displayed in each playroom.
• Children are assessed according to their individual needs. The Nursery will provide support for all children with special needs to enable them to reach their full potential.
• The S.E.N. Co-ordinator, who is fully trained, will be available to support and advise staff and parents.

In our nursery we value the diverse ethnic backgrounds of all of our children and their families particularly British, this is helped with parent participation though using our sharing books and our festivals & British Values displays, allowing children and parents to share events, traditions and celebrations with our setting. We also encourage our children to try a variety of foods from around the world. We hold regular stay and play events such as Easter egg hunts, teddy bears picnic, Halloween and Christmas activities week and a chance to meet Father Christmas. Children visit the local area to visit the shop to buy fruit and vegetables and go on walks to collect leaves for activities. We work hard on promoting good manners, kindness and respect through using our golden rules. Our children are able to participate in Creative Flare which enables them to express themselves through dance and music. Children meet local people from the community who attend our setting to deliver information about our culture and other cultures such as African Ark and local police community support officer.
Democracy:
Making decisions together as part of the focus on self-confidence and self-awareness as cited in Personal, Social and Emotional Development:
Managers and staff will encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other’s views and values and talk about their feelings. Our children discuss their feelings in their keyworker groups we talk about what makes us happy and sad, children have access to feelings cards and books, and we teach our children to listen to one another. Children have opportunity to discuss and share their family news during group times, children are encouraged to use cutlery and good manners during meal times.
Staff support the decisions that children make and provide activities that involve turn-taking working together and sharing.
Rule of law:
Understanding rules matter as cited in Personal Social and Emotional Development As part of the focus on managing feelings and behaviour:
We encourage children to distinguish right from wrong and ask that children follow and use our golden rules and parents are given copies to use at home.
• Managers and leaders should create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.
• Children should acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
• Staff should encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.
• Staffs should promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping. A minimum approach, for example having notices on the walls or multi-faith books on the shelves will fall short of ‘actively promoting’. What is not acceptable is: 3
• Actively promoting intolerance of other faiths, cultures and races
• Failure to challenge gender stereotypes and routinely segregate girls and boys
• Isolating children from their wider community
• Failure to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs
Individual Liberty and mutual respect:
Children are actively encouraged to make choices about their learning in a safe environment. we educate and provide boundaries for our children to make informed choices.
Mutual Respect
All children, regardless of ethnicity, gender, class disability or religious belief, have the right to a positive self-image. Children use our golden rules and are taught that behaviours have consequences we encourage are children to use golden rules when dealing with any disputes over toys and equipment.
Tolerance of different faiths
We actively promote diversity through our celebrations of different faiths and cultures this is achieved by giving children opportunities to experience a culturally diverse society we encourage parents and carers from other faiths and religious to share their knowledge to enhance the children’s learning, parents are encouraged to bring in family celebration photos to share at group times.
British tradition and heritage
We encourage our children to be proud and have knowledge of their British heritage and to celebrate cultural and historical traditions such as Easter, Christmas, Remembrance Day the Queens Birthday, Guy Fawkes.

Child protection statement

The nurseries safeguarding arrangements are inspected by Ofsted under the judgements for leadership and management and also impact the judgement on the personal development, behaviour and welfare of children and learners.

This policy is available on our nursery website and all staff and volunteers are required to read it and confirm that they have done so in writing prior to commencing work within the nursery.

We recognise our moral and statutory responsibility to safeguard and promote the welfare of all children. We endeavour to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that the children receive effective support, protection and justice.

The procedures contained in this policy apply to all staff and volunteers and are consistent with those of Warwickshire Safeguarding Children Board (WSCB).

 

Policy principles

• The nurseries responsibility to safeguard and promote the welfare of children is paramount importance.
• All children regardless of age, gender, ability, culture, race, language, religion or sexual identity, have equal rights to protection.
• Children who are safe and feel safe are more equipped to learn.
• The nursery is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.
• All staff have an equal responsibility to act on any suspicion or disclosure that may suggest a child is at risk of harm at harm, in the community or within the nursery setting.
• All staff members will maintain an attitude of ‘It could happen here’ where safeguarding is concerned. When concerned about the welfare of a child, staff members should always act in the interests of the child.
• If, at any point, there is a risk of immediate serious harm to a child a referral will be made to Children’s Social Care immediately. Anybody can make a referral.  If the child’s situation does not appear to be improving, any staff member with concerns should press the Designated Safeguarding Lead for re-consideration.
• If a member of staff remains concerned about a child, they can discuss their concerns with the manager, another DSL or contact the Education Safeguarding Manager for additional advice as necessary.
• Pupils and staff involved in child protection issues will receive appropriate support.
• This policy will be reviewed at least annually unless an incident, new legislation or guidance suggests the need for an interim review.

Policy aims:

• To provide all staff with the necessary information to enable them to meet their safeguarding and child protection responsibilities.
• To ensure consistent good practice.
• To demonstrate the settings commitment with regard to safeguarding and child protection to pupils, parents and other partners.

 

Terminology

 

Safeguarding and promoting the welfare of children refers to the process of protecting children from maltreatment, preventing the impairment of 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

 

Child protection refers to the processes undertaken to protect children who have been identified as suffering or at risk of suffering significant harm.

Staff refers to all those working for or on behalf of the Nursery, full-time or part-time, temporary or permanent, in either a paid or voluntary capacity.

Child includes everyone under the age of 18.

Parent refers to birth parents and other adults who are in a parenting role, for example step-parents, foster carers and adoptive parents.

 

Legislation

 

• The statutory guidance Working Together to Safeguard Children (DfE 2018, updated December 2020) covers the legislative requirements and expectations on individual services (including schools and colleges) to safeguard and promote the welfare of children. It also provides the framework for Local Safeguarding Children Boards (LSCBs) to monitor the effectiveness of local services, including safeguarding arrangements in schools.  The guidance confirms that it applies, in its entirety, to all schools/early years settings.

 

• The statutory guidance Keeping Children Safe in Education 2022 is issued under Section 175 of the Education Act 2002, the Education (Independent School Standards) Regulations 2014 and the Non-Maintained Special Schools (England) Regulations 2015. Schools and colleges must have regard to this guidance when carrying out their duties to safeguard and promote the welfare of children.  Unless otherwise stated, ‘school’ in this guidance means all schools, whether maintained, non-maintained or independent, including academies and free schools, alternative provision academies, maintained nursery schools and pupil referral units.  ‘College’ means further education colleges and sixth form colleges as established under the Further and Higher Education Act 1992 and relates to their responsibilities to children under the age of 18 (but excludes 16-19 academies and free schools, which are required to comply with relevant safeguarding legislation by virtue of their funding agreement).

 

• All staff must read Part One of Keeping Children Safe in Education 2022.
• What to do if you’re worried a child is being abused 2015 – Advice for practitioners is non statutory advice which helps practitioners (everyone who works with children) to identify abuse and neglect and take appropriate action (staff will find a copy of this within the policy folders within the playrooms and in the office).

 

 

Due to their day-to-day contact with pupils, staff in nursery are uniquely placed to observe changes in children’s behaviour and the outward signs of abuse, neglect, exploitation and radicalisation.  Children may also turn to a trusted adult in nursery when they are in distress or at risk.  It is vital that all staff are alert to the signs of abuse, are approachable and trusted by children, listen actively to children and understand the procedures for reporting their concerns.  The nursery will act on identified concerns and will provide early help to prevent concerns from escalating.

 

All settings are required to appoint a member of the senior leadership team to co-ordinate child protection arrangements and to ensure that there are appropriate cover arrangements.

 

Staffing and volunteering

It is the policy of the Nursery to provide a secure and safe environment for all children.

We have a named person within the Nursery that co-ordinates safeguarding child protection and welfare issues. The designated person undertakes specific training and accesses regular updates to developments within this field.

• We provide adequate and appropriate training staffing resource to meet the needs of children
• Applicants for post within the Nursery are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974 candidates are informed of the need to carry out checks before post can be confirmed. Where applications are rejected because information that has not been disclosed, applicants have the right to know and challenge incorrect information.
• All enhanced DBS disclosures will be updated to meet the requirements of Ofsted to ensure the suitability of the adults caring for the children
• We abide by Ofsted care commission requirements in respect of references and police checks for staff and volunteers, to ensure that no disqualified person or unfit person works at the Nursery or has access to the children
• We ensure we receive at least two references BEFORE a new member of staff commences employment with us
• All students will have enhanced DBS checks conducted on them before their placement starts
• Volunteers including students, do not work unsupervised, however are allowed to at our discretion
• We have procedures for recording the details of visitors to the Nursery and take security steps to ensure that we have control over who comes into the Nursery, so that no unauthorised person has unsupervised access to the children
• All staff will be DBS checked, any external contractors will be accompanied on the premises, especially when children are using the area.

Our settings designated lead is Clare Jephcote.

The deputy safeguard leads are Sam Delaney, Lucy Simpson, Kirsty Harbage.

 

Staff training

It is important that all staff have training to enable them to recognise the possible signs of abuse, neglect, exploitation and radicalisation and to know what to do if they have a concern.

New staff who will have direct contact with children and volunteers will receive an explanation during their induction which will include:

 

• the settings child protection and safeguarding policy
• signs and symptoms of abuse and neglect
• responding to disclosure of abuse or neglect by a child
• reporting and recording arrangements
• the Staff Behaviour Policy (code of conduct)
• details of the DSL.

 

All staff will receive appropriate and regularly updated safeguarding and child protection training and thematic updates as required during inset days and regular discussions at staff meetings, to provide them with the requisite skills and knowledge to safeguard children effectively in line with statutory guidance and any requirements of WSCB.

The DSL will attend training for newly appointed DSLs and refresher training every two years delivered by Warwickshire County Council’s Education Safeguarding Service.  That training will include up to date information about WSCB inter-agency procedures.  In addition, the DSL will update their knowledge and skills at least annually to keep up with any developments relevant to their role and will be supported to access WSCB inter-agency training as part of their continuing professional development.

 

All staff will be made aware of the increased risk of abuse to certain groups, including children with special educational needs and disabilities, looked after children, young carers and risks associated with specific safeguarding issues including child sexual exploitation, extremism, female genital mutilation and forced marriage.

 

In addition, the manager will attend safer recruitment training every 3 years.

 

What is child abuse?

Child abuse is any action by another person – adult or child – that causes significant harm to a child. It can be physical, sexual or emotional, but can just as often be about a lack of love, care and attention. We know that neglect, whatever form it takes, can be just as damaging to a child as physical abuse. An abused child will often experience more than one type of abuse, as well as other difficulties in their lives. It often happens over a period of time, rather than being a one-off event. And it can increasingly happen online (NSPCC,2018).

There are four categories of abuse: physical abuse, emotional abuse, sexual abuse and neglect

 

Physical abuse
Physical abuse is 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 (this used to be called Munchausen’s Syndrome by Proxy, but is now more usually referred to as fabricated or induced illness).

 

Emotional abuse
Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development.  It may involve conveying to 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.

Sexual abuse
Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (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
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); or
• ensure access to appropriate medical care or treatment.  It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

 

Definitions taken from Working Together to Safeguard Children (HM Government, 2018).

 

Indicators of abuse

Physical signs define some types of abuse, for example bruising, bleeding or broken bones resulting from physical or sexual abuse, or injuries sustained while a child has been inadequately supervised. The identification of physical signs is complicated, as children may go to great lengths to hide injuries, often because they are ashamed or embarrassed, or their abuser has threatened further violence or trauma if they ‘tell’.  It is also quite difficult for anyone without medical training to categorise injuries into accidental or deliberate with any degree of certainty.  For those reasons it is vital that staff are also aware of the range of behavioural indicators of abuse and report any concerns to the Designated Safeguarding Lead.

 

It is the responsibility of staff to report their concerns. It is not their responsibility to investigate or decide whether a child has been abused.

 

A child who is being abused or neglected may:

• have bruises, bleeding, burns, fractures or other injuries;
• show signs of pain or discomfort;
• keep arms and legs covered, even in warm weather;
• be concerned about changing for PE or swimming;
• look unkempt and uncared for;
• change their eating habits;
• have difficulty in making or sustaining friendships;
• appear fearful;
• be reckless with regard to their own or other’s safety;
• self-harm;
• frequently miss school or arrive late;
• show signs of not wanting to go home;
• display a change in behaviour – from quiet to aggressive, or happy-go-lucky to withdrawn;
• challenge authority;
• become disinterested in their school work;
• be constantly tired or preoccupied;
• be wary of physical contact;
• be involved in, or particularly knowledgeable about drugs or alcohol; and/or
• display sexual knowledge or behaviour beyond that normally expected for their age and/or stage of development.
• acquire gifts such as money or a mobile phone from new ‘friends’ or adults recently acquainted with the child’s family

 

Individual indicators will rarely, in isolation, provide conclusive evidence of abuse.  They should be viewed as part of a jigsaw and each small piece of information will help the DSL to decide how to proceed.

 

It is very important that staff report all of their concerns, however minor or insignificant they may think they are – they do not need ‘absolute proof’ that the child is at risk. 

 

Impact of abuse

The impact of child abuse, neglect and exploitation should not be underestimated.  Many children do recover well and go on to lead healthy, happy and productive lives, although most adult survivors agree that the emotional scars remain, however well buried.  For some children, full recovery is beyond their reach and the rest of their childhood and their adulthood may be characterised by anxiety or depression, self-harm, eating disorders, alcohol and substance misuse, unequal and destructive relationships and long-term medical or psychiatric difficulties.

 

Taking action

Any child in any family in any setting could become a victim of abuse.  Staff should always maintain an attitude of “It could happen here”.

 

Key points for staff to remember when taking action are:

• in an emergency take the action necessary to help the child, for example, call 999;
• report your concern to the DSL as quickly as possible – immediately when there is evidence of physical or sexual abuse and certainly by the end of the day;
• do not start your own investigation;
• share information on a need-to-know basis only – do not discuss the issue with colleagues, friends or family;
• complete a record of concern, using a concerns form (Green form) and seek support for yourself if you are distressed or need to debrief.

 

If a member of staff or volunteer is concerned about a child’s welfare

There will be occasions when staff may suspect that a pupil may be at risk but have no ‘real’ evidence.  The child’s behaviour may have changed, their artwork could be bizarre, they may write stories or poetry that reveal confusion or distress or physical but inconclusive signs may have been noticed.  In these circumstances, staff will try to give the pupil the opportunity to talk.  The signs they have noticed may be due to a variety of factors, for example a parent has moved out, a pet has died, a grandparent is very ill or an accident has occurred. It is fine for staff to ask the pupil if they are OK or if they can help in any way.

 

Staff should use the same record of concern form (Green form)  to record these early concerns.  If the child does begin to reveal that they are being harmed, staff should follow the advice below.  Following an initial conversation with the pupil, if the member of staff remains concerned, they should discuss their concerns with the DSL.

 

Concerns which do not meet the threshold for child protection intervention will be managed through the Early Help process.

 

If a child discloses to a member of staff or volunteer

It takes a lot of courage for a child to disclose that they are being abused.  They may feel ashamed, particularly if the abuse is sexual.  Their abuser may have threatened what will happen if they tell.  They may have lost all trust in adults.  Or they may believe, or have been told, that the abuse is their own fault.  Sometimes they may not be aware that what is happening is abusive.

 

If a child talks to a member of staff about any risks to their safety or wellbeing, the staff member will need to let the child know that they must pass the information on – staff are not allowed to keep secrets.  The point at which they tell the child this is a matter for professional judgement.  If they jump in immediately the child may think that they do not want to listen but if left until the very end of the conversation, the child may feel that they have been misled into revealing more than they would have otherwise.

During their conversations with children staff will:

• allow them to speak freely;
• remain calm and not overreact – the child may stop talking if they feel they are upsetting their listener;
• give reassuring nods or words of comfort
• not be afraid of silences – staff must remember how hard this must be for the child;
• under no circumstances ask investigative questions – such as how many times this has happened, whether it happens to siblings too, or what does the pupil’s mother think about all this;
  (however, it is reasonable to ask questions to clarify understanding and to support a meaningful referral if that is required, e.g. when did this happen, where did this happen?)
• at an appropriate time tell the child that in order to help them, the member of staff must pass the information on;
• not automatically offer any physical touch as comfort. It may be anything but comforting to a child who has been abused;
• tell the pupil what will happen next;
• let them know that someone (either you or another named person, e.g. the DSL) will come to see them before the end of the day;
• report verbally to the DSL;
• write up their conversation as soon as possible on the record of concern form (Green form) and hand it to the DSL; and
• seek support if they feel distressed or need to debrief.

 

Notifying parents

The nursery will normally seek to discuss any concerns about a child with their parents.  This must be handled sensitively and the DSL will make contact with the parent in the event of a concern, suspicion or disclosure.

However, if the nursery believes that notifying parents could increase the risk to the child or exacerbate the problem, advice will be sought first from Children’s Social Care.

 

Making a referral to Children’s Social Care

The DSL will make a referral to Children’s Social Care if it is believed that a pupil is suffering or is at risk of suffering significant harm.

 

However, Keeping Children Safe in Education document emphasises that any member of staff may make a direct referral to Children’s Social Care if they genuinely believe independent action is necessary to protect a child.

 

The child (subject to their age and understanding) and the parents will be told that a referral is being made, unless to do so would increase the risk to the child or create undue delay.

Bullying

While bullying between children is not a separate category of abuse and neglect, it is a very serious issue that can cause considerable anxiety and distress.  At its most serious level, bullying can have a disastrous effect on a child’s well-being and in very rare cases has been a feature in the suicide of some young people.

Peer on peer abuse and children with sexually harmful or inappropriate behaviour

Abusive behaviour by one child towards another will not be tolerated, minimised or dismissed as ‘banter’ or ‘part of growing up’.

 

When dealing with abuse of pupils by other pupils, staff will be mindful of the potential for prejudice-based bullying; racist, disability, homophobic and transphobic abuse; gender-based violence and teenage relationship abuse.  Whilst mindful of the particular vulnerability of women and girls to violence, it is also recognised that boys as well as girls can be abused by members of the opposite as well as the same gender group.

Members of staff who become concerned about a pupil’s sexualised behaviour, including any known online sexualised behaviour, should record their concerns and report them to the DSL as soon as possible, as with any other safeguarding concern.

The management of children and young people with sexually harmful behaviour is complex and the school will work with other relevant agencies to maintain the safety of the whole school community.  Young people who display such behaviour may be victims of abuse themselves and the child protection procedures will be followed for both victim and perpetrator.

Any instances of sexual harm caused by one pupil to another and any situation where there are concerns about power imbalance, coercion or force will be discussed with Children’s Social Care.

The school will also be informed by the Police or Children’s Social Care about referrals made directly to those agencies from other sources (e.g. family members, family friends, parents of other children) in relation to alleged sexualised inappropriate or sexually abusive behaviour displayed by pupils inside and/or outside school.

In all such circumstances, the school may be required to attend a strategy meeting under WSCB inter-agency child protection procedures in order to facilitate risk management and planning with other agencies.

In responding to cases involving children or young people who have committed sexually abusive behaviours, Children’s Social Care will consult with the Sexualised Inappropriate Behaviours Service (SIBS), for advice, consultation or provision of a direct service.  A wide range of practice guidance, knowledge and therapeutic materials has been developed by SIBS to inform the interventions relating to children and young people with sexual behaviour difficulties.

In circumstances where a child displays sexualised inappropriate behaviour but evidence of sexual harm towards other children is not clearcut, the setting may seek consultation and advice from SIBS and/or the Education Safeguarding Manager.

In deciding the most appropriate response, relevant considerations will include:

• the nature and extent of the inappropriate/abusive behaviours. In respect of sexual abuse, it is necessary to distinguish between normal childhood sexual development and experimentation; and sexually harmful or aggressive behaviour;
• the context of the abusive behaviours;
• the child/young person’s development, family and social circumstances;
• the need for services, specifically focusing on the child/young person’s harmful behaviour as well as other significant needs; and/or
• the risks to self and others, including other children in the school, household, extended family, peer group and wider social network.

 

The setting is committed to participating in plans both to provide pupils who are at risk from other children and those pupils who may present a risk to other children with appropriate services to address any concerns and, wherever possible, to facilitate ongoing access to education in school for all children concerned, subject to appropriate risk assessments and risk management plans.

Child sexual exploitation (CSE)

Sexual exploitation involves an individual or group of adults taking advantage of the vulnerability of an individual or groups of children or young people.  Victims can be boys or girls.  Children and young people are often unwittingly drawn into sexual exploitation through the offer of friendship and care, gifts, drugs, alcohol and sometimes accommodation.  Sexual exploitation is a serious crime and can have a long-lasting adverse impact on a child’s physical and emotional health.  It may also be linked to the trafficking of children.

A common feature of sexual exploitation is that the child often does not recognise the coercive nature of the relationship and does not see her/himself as a victim.  The child may initially resent what she/he perceives as interference by staff but staff must act on their concerns, as they would for any other type of abuse.

All staff are made aware of the indicators of sexual exploitation of children and all concerns are reported immediately to the DSL.  The DSL will consider the need to make a referral to Children’s Social Care via the MASH as with any other child protection concern and with particular reference to WSCB Child Sexual Exploitation procedures.  Parents will be consulted and notified as above.

 

Following a referral to Children’s Social Care, a Multi-Agency Sexual Exploitation (MASE) meeting may be convened under WSCB inter-agency safeguarding procedures.  The setting will attend and share information at MASE meetings as required.  Parents and young people will be invited to attend MASE meetings by Children’s Social Care as appropriate.

 

So-called ‘honour based’ violence

So-called ‘honour-based’ violence (HBV) encompasses crimes which have been committed to protect or defend the honour of a family and/or community.  Such crimes include Female Genital Mutilation (FGM), forced marriage, and practices such as breast ironing.  Staff will be alert to the possibility of a child being at risk of HBV or already having suffered HBV.

All forms of so called HBV are abuse (regardless of the motivation) and staff will record and report any concerns about a child who might be at risk of HBV to the Designated Safeguarding Lead as with any other safeguarding concern.  The DSL will consider the need to make a referral to the Police, and/or Children’s Social Care as with any other child protection concern; and may also contact the Forced Marriage Unit for advice as necessary.

Female genital mutilation
Female genital mutilation (FGM) is a form of child abuse.  It is the collective name given to a range of procedures involving the partial or total removal of the external female genitalia for non-medical reasons or other injury to the female genital organs.  It has no health benefits and harms girls and women in many ways. The practice, which is most commonly carried out without anaesthetic, can cause intense pain and distress and long-term health consequences, including difficulties in childbirth.

FGM is carried out on girls of any age, from young babies to older teenagers and adult women, staff are trained to be aware of risk indicators.  Many such procedures are carried out abroad and staff should be particularly alert to suspicions or concerns expressed by female pupils about going on a long holiday during the summer vacation period.

In England, Wales and Northern Ireland, the practice is illegal under the Female Genital Mutilation Act 2003.  Any person found guilty of an offence under the Female Genital Mutilation Act 2003 is liable to a maximum penalty of 14 years imprisonment or a fine, or both.
(See https://www.gov.uk/government/publications/female-genital-mutilation-guidelines for further information).

If staff have a concern that a girl may be at risk of FGM, they will record their concern and inform the DSL as they would any other safeguarding concern.

 

Staff are subject to a statutory duty defined by Section 5B of the Female Genital Mutilation Act 2003 to report to the Police personally where they discover (e.g. by means of a disclosure) that an act of FGM appears to have been carried out on a girl who is aged under 18.  This is known as mandatory reporting.

Staff in that situation will record their concerns and inform the DSL, who will support the teacher in making a direct report to the Police.

Forced Marriage
A forced marriage is a marriage in which a female (and sometimes a male) does not consent to the marriage but is coerced into it. Coercion may include physical, psychological, financial, sexual and emotional pressure.  It may also involve physical or sexual violence and abuse.

A forced marriage is not the same as an arranged marriage. In an arranged marriage, which is common in several cultures, the families of both spouses take a leading role in arranging the marriage but the choice of whether or not to accept the arrangement remains with the prospective spouses.

Children may be married at a very young age, and well below the age of consent in England.  School staff should be particularly alert to suspicions or concerns raised by a pupil about being taken abroad and not being allowed to return to England.

Since June 2014 forcing someone to marry has become a criminal offence in England and Wales under the Anti-Social Behaviour, Crime and Policing Act 2014.
(See https://www.gov.uk/forced-marriage for further information).

 

Protecting Children from Radicalisation and Extremism

Protecting children from the risk of radicalisation is part of the settings wider safeguarding duties and is similar in nature to protecting children from other forms of harm and abuse.  As such, the Designated Safeguarding Lead is responsible for the school’s strategy for protecting children from those risks.

Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism.  The government defines extremism as vocal or active opposition to fundamental British values.

Even very young children have been exposed, in rare circumstances, to extremism at home and elsewhere including online.

As children get older, they look for adventure and excitement and they may start to ask questions about their identity and belonging.  During that stage of their development they are vulnerable to extremist groups that may claim to offer answers, identity and a social network apparently providing a sense of belonging.  Many of those extremist groups make sophisticated use of the internet and social media to target young people and spread their ideology, making young people more vulnerable to being influenced by extremist ideas.  Young people who feel isolated or disaffected in some way are particularly vulnerable to radicalisation as they are other forms of abuse and exploitation.

The setting has defined responsibilities to ensure that children are safe from terrorist and extremist material when accessing the internet in school.

 

During the process of radicalisation it is possible to intervene to prevent vulnerable people being radicalised.  The setting is committed to preventing pupils from being radicalised and drawn into any form of extremism or terrorism.  The school promotes the values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs by providing pupils with opportunities through the curriculum to discuss issues of religion, ethnicity and culture and learn how to discuss and debate points of view; and by ensuring that all pupils are valued and listened to within the setting.

Staff receive training that provides them with both the information they need to understand the risks affecting children and young people in this area; and a specific understanding of how to identify individual children who may be at risk of radicalisation and how to support them.  Staff are trained to report all concerns about possible radicalisation and extremism to the DSL immediately as they would any other safeguarding concern, identifying early indicators of possible radicalisation including changes in behaviour and attitudes to learning; and expressions of interest in extremist ideas along with a tolerance towards potential violence to certain members of society.

 

The setting recognises the importance of providing a safe space for children to discuss controversial issues; and building their resilience and the critical thinking skills they need in order to challenge extremist perspectives.  However, the setting will make appropriate referrals to the Police PREVENT team and Channel programme in respect of any pupil whose behaviour or comments suggest that they are vulnerable to being radicalised and drawn into extremism and terrorism in order to ensure that children receive appropriate support.

The setting will discuss any concerns about possible radicalisation identified in the setting with a child’s parents/carers as with any other safeguarding or child protection issue unless there is reason to believe that doing so would place the child at risk; and will also support parents/carers who raise concerns about their children being vulnerable to radicalisation.   Subject to consultation with the Police PREVENT team and in the interests of making proportionate responses, the setting may offer support to children and their families through the provision of early help as appropriate.

 

The setting expects all staff, volunteers, visiting professionals, contractors and individuals or agencies that hire  premises to behave in accordance with the settings Staff Behaviour Policy (code of conduct), will challenge the expression and/or promotion of extremist views and ideas by any adult on nursery premises or at nursery events and, when necessary, will make appropriate referrals in respect of any such adult.

Parents and staff may find the website www.educateagainsthate.com informative and useful.  The website is designed to equip school and college leaders, teachers and parents with the information, tools and resources they need to recognise and address extremism and radicalisation in young people and how best to support them.  The website provides information on training resources for teachers, staff and school and college leaders.

 

Our Nursery will work with children, parents, external agencies and the community to ensure the welfare and safety of children and to give them the very best start in life. Children have the right to be treated with respect and to be safe from any abuse in whatever form

To this end we will:

• Create an environment to encourage children to develop a positive self-image
• Encourage children to develop a sense of independence and autonomy in a way that is appropriate to their age and stage of development
• Provide a safe and secure environment for all children
• Always listen to children
• We will log any concerns on our green concern form for our records, referrals will be made where necessary

Jack in the Box has a clear commitment to safeguarding children and promoting their welfare. Should anyone believe that this policy is not being upheld, it is their duty to report the matter to the attention of the Manager/Assistant manager or designated person at the earliest opportunity.

Practitioners have a duty to safeguard and promote the welfare of children. Due to the many hours of care we are providing, staff will often be the first people to sense that there is a problem. They may well be the first people in whom children confide about abuse. The Nursery has a duty to be aware that abuse does occur in our society.

This statement lays out the procedures that will be followed if we have any reason to believe that a child in our care is subject to welfare issues including physical, sexual, emotional abuse or neglect. Additionally, in line with the legislation ‘Keeping children safe in education’ practitioners must acknowledge concerns of female genital mutilation (FGM), peer on peer abuse, preventing radicalisation, and sexual exploitation.

Our prime responsibility is the welfare and the well-being of all children in our care. As such we believe we have a duty to the children, parents/guardians and staff to act quickly and responsibly in any instance that may come to our attention. All staff will work as part of a multi-agency team where needed in the best interest of the child.

 

We aim to:

• Ensure that children are never placed at risk while in the charge of the Nursery staff
• Ensure that confidentiality is maintained at all times
• safeguard and are aware of the different ways in which children can be harmed including by other children i.e. bullying, discriminatory behaviour
• Ensure that all staff are familiar and updated regular with “safeguarding” issues and procedures
• Ensure parents are fully aware of the safeguarding policies and procedures when they register with the Nursery and kept informed of all updates when they occur
• Regular review and update this policy with staff and parents where appropriate.

Children will be supported by offering reassurance, comfort and sensitive interactions. Activities will be devised according to individual circumstances to enable children to develop confidence within their peer group.

 

If you have concerns that a child is suffering any form of abuse, neglect or cruelty contact the Warwickshire Multi-Agency Safeguarding Hub (MASH) immediately by calling 01926 414144.   Lines are open Monday to Thursday 8am – 5.30pm, Friday 8.30am – 5.00pm.

If you need to get in touch out of usual office hours, please contact the Emergency Duty Team immediately by calling 01926 886922.

If you think that a child is at immediate risk, contact the Police immediately by calling 999.