Please see all of our policies below:
- There is a security camera, which monitors the Main Entrance Door and the Baby Room.
- Parents/visitors are requested to use the intercom system at the Entrance Door.
- All parents/visitors are asked to ensure that the Main Entrance Door and any gates are closed properly at all times. This is in the interests of safety and security for the children and staff.
- Parents wanting to leave pushchairs or car seats at the Nursery can store them in the pushchair shed. The shed is not locked during Nursery hours and the Nursery will not be responsible for any loss or damage to any items left there by parents.
- Children aged 2, 3 and 4 years may be eligible to receive the Nursery Education Funding
- The Nursery 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.
- Funded children are welcome to bring a packed lunch or alternatively choose to have a cooked meal provided by the nursery for a small cost.
- 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.
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).
- 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.
- 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 school’s commitment with regard to safeguarding and child protection to pupils, parents and other partners.
- To contribute to the school’s safeguarding portfolio.
- The statutory guidance Working Together to Safeguard Children (DfE 2018) 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
- The statutory guidance Keeping Children Safe in Education (DfE 2016) 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 2016. Staff can find a copy in the policy folders within each play room and within the office this can also be accessed online.
- 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, Kim Hartwell, Lucy Simpson and Rebecca Wechter.
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 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 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 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); 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;
- 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.
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.
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 2016 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.
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.
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.
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 2018’ 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.
- 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.
- Prescriptive or Non-prescriptive medicines or tablets may be given to any child, however parents written consent must be obtained to administer the medication.
- All treatment must be recorded on medication slips.
- When the child is collected at the end of the session the parent/carer will be asked to sign the medicine slip.
- Medicine will only be administered by a member of staff under supervision of another staff member.
- Should your child have an accident at the Nursery (no matter how slight), this will be recorded on an accident slip.
- The parent/carer will be asked to sign the accident slip at the end of the session when required.
All staff within our setting are fully trained in paediatric first aid.
In the event of a more serious accident the parent/carer will be informed immediately.
- Registers and daily sheets are kept, recording attendance and any relevant information e.g. meals eaten, sleeps, accidents, medicine.
- Learning Journals are kept for children of all age groups.
- 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.
- 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.
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.
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.