our policies
All 12 policies and procedures that guide daily life at Twinnie Day Nursery. Tap a policy to read it in full.
04 Health procedures
04.5 Poorly children
If a child appears unwell during the day at Twinnie Day Nursery, for example has a raised temperature, sickness, diarrhoea* and/or pains, particularly in the head or stomach then the setting manager calls the parents/carers and asks them to collect the child or send a known carer to collect on their behalf.
If a child has a raised temperature, top clothing may be removed to make them more comfortable, but children are not undressed or sponged down to cool their temperature. A high temperature should never be ignored, but it is a natural response to infection.
A child’s temperature is taken and checked regularly, using Fever Scans or other means i.e. ear thermometer.
In an emergency an ambulance is called, and the parents/carers are informed.
Parents/carers are advised to seek medical advice before returning them to the setting; the setting can refuse admittance to children who have a raised temperature, sickness and diarrhoea or a contagious infection or disease.
Twinnie Day Nursery does not permit staff to administer medication unless it is a life‑saving treatment. This includes emergency interventions such as an Epipen or any other medication prescribed specifically for immediate, critical use.
Parents/ Carers must ensure that any required life‑saving medication is provided to the nursery in its original packaging, clearly labelled, and accompanied by the relevant medical documentation. All such medication will be stored safely and administered strictly in accordance with the child’s individual care plan.
Where children have been prescribed antibiotics for an infectious illness or complaint, parents/carers are asked to keep them at home for 48 hours.
After diarrhoea or vomiting, parents/carers are asked to keep children home for 48 hours following the last episode.
Some activities such as sand and water play, and self-serve snack will be suspended for the duration of any outbreak.
The setting has information about excludable diseases and exclusion times.
The setting manager notifies the owner/trustees/directors if there is an outbreak of an infection (affects more than 3-4 children) and keeps a record of the numbers and duration of each event.
The setting manager has a list of notifiable diseases and contacts the UK Health Security Agency(UKHSA), Ofsted, or the childminder agency in the event of an outbreak.
Viruses such as Hepatitis, (A, B and C), are spread through body fluids. Hygiene precautions for dealing with body fluids are the same for all children and adults. Transmittable viruses are spread through bodily fluids. Hygiene measures are put in place to protect all staff and children/young people. These include single use vinyl gloves and aprons are worn when changing children’s nappies, pants and clothing that are soiled with blood, urine, faeces or vomit.
Protective rubber gloves are used for cleaning/sluicing clothing after changing.
Soiled clothing is rinsed and bagged for parents/carers to collect.
Spills of blood, urine, faeces or vomit are cleared using mild disinfectant solution and designated area mops; cloths used are disposed of with clinical waste.
Tables, other furniture or toys/resources affected by blood, urine, faeces or vomit are removed where possible and cleaned using disinfectant. For larger items such as furniture, these must be cleaned immediately with disinfectant.
Baby mouthing toys must be cleaned prior to another baby using them. All toys/resources are cleaned regularly. As a minimum, this should be carried out weekly, using sterilising solution for plastic toys/resources.
Nits and head lice are not an excludable condition; although in exceptional cases parents may be asked to keep the child away from the setting until the infestation has cleared.
On identifying cases of head lice, all parents are informed and asked to treat their child and all the family, using current recommended treatments methods if they are found.
*Diarrhoea is defined as 3 or more liquid or semi-liquid stools in a 24-hour period. (www.gov.uk/government/publications/health-protection-in-schools-and-other-childcare-facilities/chapter-9-managing-specific-infectious-diseases#diarrhoea-and-vomiting-gastroenteritis)
**Paracetamol based medicines (e.g. Calpol)
The use of paracetamol-based medicine may not be agreed in all cases. A setting cannot take bottles of non-prescription medicine from parents to hold on a ‘just in case’ basis unless there is an immediate reason for doing so. Settings do not normally keep such medicine on the premises as they are not allowed to ‘prescribe’. However, given the risks to very young babies of high temperatures, insurers may allow minor infringement of the regulations as the risk of not administering may be greater. Ofsted is normally in agreement with this. In all cases, parents of children under two years must sign to say they agree to the setting administering paracetamol-based medicine in the case of high temperature on the basis that they are on their way to collect. Such medicine should never be used to reduce temperature so that a child can stay in the care of the setting for a normal day. The use of emergency medicine does not apply to children over 2 years old. A child over two who is not well, and has a temperature, must be kept cool and the parents asked to collect straight away.
Whilst the brand name Calpol is referenced, there are other products which are paracetamol or Ibuprofen based pain and fever relief such as Nurofen for children over 3 months.
Further guidance
Medication Administration Record (Alliance Publication)
Guidance on infection control in schools and other childcare settings (Public Health Agency) https://www.publichealth.hscni.net/sites/default/files/Guidance_on_infection_control_in%20schools_poster.pdf
06 Safeguarding children, young people and vulnerable adults policy
Designated safeguarding lead is: Ada Arsene
We are committed to safeguarding children young people and vulnerable adults. The four key commitments are:
Our ‘four commitments’ are broad statements against which policies and procedures across the setting are drawn to provide a consistent and coherent strategy for safeguarding children young people and vulnerable adults. The four key commitments are:
At Twinnie Day Nursery we are committed to empowering children, young people, and vulnerable adults, promoting their right to be ‘strong, resilient, actively listened to, and heard’.
The setting upholds a culture of safety in which children, young people and vulnerable adults are protected from abuse and harm in all areas of its curriculum and service delivery.
The setting is committed to preventing harm and responding promptly and appropriately to all incidents or concerns of abuse that may occur. Working with statutory agencies to achieve the best possible outcomes for every child.
The setting is dedicated to increasing safeguarding confidence, knowledge and good practice throughout its training and learning programmes for adults, advocating support and representation for those in greatest need.
A ‘vulnerable adult’ (see guidance to the Care Act 2014) as: 'a person aged 18 years or over, who is in receipt of or may need community care services by reason of 'mental or other disability, age or illness and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation'. In early years, this person may be a service user, parent/carer of a service user, or a volunteer.
Key Commitment 1
All staff at Twinnie Day Nursery have training in child protection matters that meets the requirements of the EYFS, Annex C (from September 2025), and follow my/our policy and procedures for reporting concerns of possible abuse and the safeguarding procedures of the Local Safeguarding Partners.
We support all staff with advice and guidance by discussing safeguarding procedures and checking their understanding of them.
We update all staff with information from the local authority LSPs, Ofsted, or my/our Childminder Agency pertaining to safeguarding matters, including new legislation and learning from recent safeguarding reviews
All staff have adequate information on issues affecting vulnerability in families such as social exclusion, domestic violence, mental illness, substance misuse and parental learning disability, together with training that takes account of factors that affect children that arise from inequalities of race, gender, disability, language, religion, sexual orientation, or culture.
We use available curriculum materials for young children, taking account of information in the Early Years Foundation Stage, that enable children to be strong, resilient, and actively listened to and heard.
All staff seek to build the emotional and social skills of children and young people who are service users in an age-appropriate way, including increasing their understanding of how to stay safe.
We adhere to the EYFS Safeguarding and Welfare requirements.
Key Commitment 2
All staff are trained in line with the Criteria set out in Annex C of the EYFS (November 2025). Our training provider is The National College and The Royal Borough of Greenwich.
Safeguarding training is refreshed annually and renewed every two years. The designated safeguarding lead ensures support, advice and guidance for all staff to meet their safeguarding responsibilities by:
Regular supervision, bulletins, group supervision, reviewing safeguarding procedures together.
There are procedures in place to prevent known abusers from coming into the setting as employees or volunteers at any level.
Safeguarding is the responsibility of every person undertaking the work of the setting in any capacity.
There are procedures for dealing with allegations of abuse against a member of staff, or any other person undertaking work whether paid or unpaid for the organisation, where there is an allegation of abuse or harm of a child. Procedures differentiate clearly between an allegation, a concern about quality of care or practice and complaints.
There are procedures in place for whistleblowing should a member of staff or volunteer have concerns about the settings practice.
The setting ensures that all staff and volunteers understand the whistleblowing procedure.
There are procedures in place for reporting abuse of children or a young person in the setting.
There are procedures in place for reporting safeguarding concerns where a child may meet the s17 definition of a child in need (Children Act 1989) and/or where a child may be at risk of significant harm, and to enable staff to make decisions about appropriate referrals using local published threshold documents.
There are procedures in place for reporting abuse of a vulnerable adult in the setting.
There are procedures in place in relation to escalating concerns and professional challenge.
There are procedures in place for working in partnership with agencies involving a child, or young person or vulnerable adult, for whom there is a protection plan in place. These procedures also take account of working with families with a ‘child in need’ and with families in need of early help, who are affected by issues of vulnerability such as social exclusion, radicalisation, domestic violence, mental illness, substance misuse and parental learning disability.
These procedures take account of diversity and inclusion issues to promote equal treatment of children and their families and that take account of factors that affect children that arise from inequalities of race, gender, disability, language, religion, sexual orientation, or culture.
There are procedures in place for record keeping, confidentiality and information sharing, which are in line with data protection requirements.
We follow government and Local Safeguarding Partnership guidance in relation to extremism.
The procedures of the Local Safeguarding Partnership must be followed.
Key Commitment 3
At Twinnie Day Nursery we have a ‘designated safeguarding lead person’, who is responsible for carrying out child, young person, or adult protection procedures. (It is recommended that this person is the setting manager.)
Our designated safeguarding lead is responsible for overseeing all child, young person or adult protection matters.
The ‘designated safeguarding lead’ ensures they have links with statutory and voluntary organisations regarding safeguarding children.
The ‘designated safeguarding lead’ ensures they have received appropriate training on child protection matters in line with Annex C of the EYFS which is renewed every two years, and that all staff are adequately informed and/or trained to recognise child abuse in the categories of physical, emotional, and sexual abuse and neglect.
The ‘designated safeguarding lead’ ensures all staff are aware of the additional vulnerabilities that affect children that arising from inequalities of race, gender, disability, language, religion, sexual orientation, or culture and that these receive full consideration in child, young person, or adult protection related matters.
The ‘designated safeguarding lead ensures that staff are aware and receive training in social factors affecting children’s vulnerability including, but not limited to:
social exclusion
domestic violence and controlling or coercive behaviour
mental Illness
drug and alcohol abuse (substance misuse)
parental/carer learning disability
radicalisation
The ‘designated safeguarding lead’ ensures that staff are aware and receive training in other ways that children may suffer significant harm and stay up to date with relevant contextual safeguarding matters:
abuse of disabled children
fabricated or induced illness
child abuse linked to spirit possession
sexually exploited children
children who are trafficked and/or exploited
female genital mutilation
extra-familial abuse and threats
children involved in violent offending, with gangs and county lines.
The ‘designated safeguarding lead’ ensures they are adequately informed in vulnerable adult protection matters.
Key commitment 4
There are procedures in place to ensure staff are confident to recognise children and families who may benefit from early help and can respond using local early help processes. Designated safeguarding leads should ensure all staff understand how to identify and respond to families who may need early help.
Staff are supported to make the right decisions that enable timely and appropriate action to be taken.
Designated safeguarding leads contribute towards local safeguarding arrangements to ensure that the views of the sector are heard at the highest level by:
Finding out how education and childcare are represented at a strategic level within their Local Safeguarding Partnership (LSP) structures.
Sharing their knowledge of the experiences of children in their cohort with LSP local leaders
Children Act 1989 – s 47
Protection of Children Act 1999
Care Act 2014
Children Act 2004 s11
Children and Social Work Act 2017
Safeguarding Vulnerable Groups Act 2006
Counter-Terrorism and Security Act 2015
General Data Protection Regulation 2018
Data Protection Act 2018
Modern Slavery Act 2015
Sexual Offences Act 2003
Serious Crime Act 2015
Criminal Justice and Court Services Act (2000)
Human Rights Act (1998)
Equalities Act (2010)
Disability Discrimination Act (1995)
Data Protection Act (2018)
Freedom of Information Act (2000)
Legal references
Working Together to Safeguard Children (HMG 2026)
Statutory Framework for the Early Years Foundation Stage (2025)
What to Do if You are Worried a Child is Being Abused (HMG 2015)
Prevent duty guidance for England and Wales: guidance for specified authorities in England and Wales on the duty of schools and other providers in the Counterterrorism and Security Act 2015 to have due regard to the need to prevent people from being drawn into terrorism’ (HMG 2015)
Keeping Children Safe in Education 2025
Education Inspection Framework (Ofsted 2025)
Further guidance
Early Help Assessment / Family Help
Information sharing advice for safeguarding practitioners (DfE 2024)
Multi-Agency Statutory Guidance on Female Genital Mutilation (HMG. 2016)
Multi-Agency Public Protection Arrangements (MAPPA) (Ministry of Justice, National Offender Management Service and HM Prison Service 2014)
Safeguarding Children from Abuse Linked to a Belief in Spirit Possession (HMG 2010)
Safeguarding Children in whom Illness is Fabricated or Induced (HMG 2008)
Safeguarding Disabled Children: Practice Guidance (DfE 2009)
Safeguarding Children who may have been Trafficked (DfE and Home Office 2011)
Child sexual exploitation: definition and guide for practitioners (DfE 2017)
Handling Cases of Forced Marriage: Multi-Agency Practice Guidelines (HMG 2023)
Spotlight: Creating a culture of safeguarding (Early Years Alliance)
Developing an effective safeguarding culture in early years education (Early Years Alliance publication)
6 Safeguarding children, young people and vulnerable adults procedures
06.1 Responding to safeguarding or child protection concerns
The designated safeguarding lead at Twinnie Day Nursery is Ada Arsene the back-up designated safeguarding lead is Rhodalyn Philips, the designated officer is Bisi Deru.
Safeguarding roles
All staff recognise and know how to respond to signs and signals that may indicate a child is suffering from or likely to be suffering from harm. They understand that they have a responsibility to act immediately by discussing their concerns with the designated safeguarding lead or a named back-up designated safeguarding lead.
The manager and deputy are the designated safeguarding lead and back-up designated safeguarding lead, responsible for co-ordinating action taken by the setting to safeguard vulnerable children and adults. The designated safeguarding lead is also responsible for liaising with local statutory children’s services and with the Local Safeguarding Partnership.
All concerns about the welfare of children in Twinnie Day Nursery, at home, or elsewhere should be reported to the designated safeguarding lead or the back-up designated safeguarding lead in their absence
The designated safeguarding lead ensures that all educators at Twinnie Day Nursery are alert to the indicators of abuse and neglect and understand how to identify and respond to these.
The setting should not operate without an identified designated safeguarding lead at any time.
The line manager Bisi Deru of the designated safeguarding lead is the designated officer.
The designated safeguarding lead informs the designated officer about serious concerns as soon as they arise and agree the action to be taken, seeking further clarification if there are any doubts that the issue is safeguarding.
If it is not possible to contact the designated officer, action to safeguard the child is taken first and the designated officer is informed later. If the designated officer is unavailable advice is sought from their line manager or equivalent.
Issues which may require notifying to Ofsted are notified to the designated officer to decide regarding notification. The designated safeguarding lead and designated officer must remain up to date with Ofsted reporting and notification requirements.
If there is an incident, which may require reporting to RIDDOR the designated officer immediately seeks guidance from the owners/directors/trustees as appropriate. There continues to be a requirement that the designated officer follows legislative requirements in relation to reporting to RIDDOR. This is fully addressed in section 01 Health and Safety procedures.
Twinnie Day Nursery follow procedures of Royal Borough of Greenwich Local Safeguarding Partners (LSP) for safeguarding and any specific safeguarding procedures such as responding to radicalisation/extremism concerns. Procedures are followed for managing allegations against staff, as well as for responding to concerns and complaints raised about quality or practice issues, through whistleblowing and escalation.
Responding to marks or injuries observed
If a member of staff at Twinnie Day Nursery observes or is informed by a parent/carer of a mark or injury to a child that happened at home or elsewhere, the member of staff makes a record of the information given to them by the parent/carer in the child’s personal file, which is signed by the parent/carer.
The member of staff advises the designated safeguarding lead as soon as possible if there are safeguarding concerns about the circumstance of the injury.
If there are concerns about the circumstances or explanation given, by the parent/carer and/or child, the designated safeguarding lead decides the course of action to be taken after reviewing 06.1a Child welfare and protection summary and completing 06.1b Safeguarding incident reporting form.
If the mark or injury is noticed later in the day and the parent is not present, this is raised with the designated safeguarding lead.
If there are concerns about the nature of the injury, and it is unlikely to have occurred at the setting, the designated safeguarding lead decides the course of action required and 06.1b Safeguarding incident reporting form is completed as above, taking into consideration any explanation given by the child.
If there is a likelihood that the injury is recent and occurred at the setting, this is raised with the designated safeguarding lead.
If there is no cause for further concern, a record is made in the individual child's chronology and Accident Record, with a note that the circumstances of the injury are not known.
If the injury is unlikely to have occurred at the setting, this is raised with the designated safeguarding lead who informs the designated officer.
The parent/carer is advised at the earliest opportunity.
If the parent/carer believes that the injury was caused at the setting this is still recorded in the Accident Record and an accurate record made of the discussion is made on the child’s personal file.
Responding to the signs and symptoms of abuse
Concerns about the welfare of a child are discussed with the designated safeguarding lead without delay.
A written record is made of the concern on 06.1b Safeguarding incident reporting form as soon as possible.
Concerns that a child is in immediate danger or at risk of significant harm are responded to immediately and if a referral is necessary this is made on the same working day.
Responding to a disclosure by a child
When responding to a disclosure from a child, the aim is to get just enough information to take appropriate action.
The member of staff at Twinnie Day Nursery listens carefully and calmly, allowing the child time to express what they want to say.
Staff do not attempt to question the child but if they are not sure what the child said, or what they meant, they may prompt the child further by saying ‘tell me more about that’ or ‘show me again’.
After the initial disclosure, staff speak immediately to the designated safeguarding lead. They do not further question or attempt to interview a child.
If a child shows visible signs of abuse such as bruising or injury to any part of the body and it is age appropriate to do so, the key person will ask the child how it happened.
When recording a child’s disclosure on 06.1b Safeguarding incident reporting form, their exact words are used as well as the exact words with which the member of staff responded.
If marks or injuries are observed, these are recorded on a body diagram.
Decision making (all categories of abuse)
The designated safeguarding lead makes a professional judgement about referring to other agencies, including Social Care using the Local Safeguarding Partnership (LSP) threshold document:
Level 1: Child’s needs are being met. Universal support.
Level 2: Universal Plus. Additional professional support is needed to meet child’s needs.
Level 3: Universal Partnership Plus. Targeted Early Help. Coordinated response needed to address multiple or complex problems.
Level 4: Specialist/Statutory intervention required. Children in acute need, likely to be experiencing, or at risk of experiencing significant harm.
Staff at Twinnie Day Nursery are alert to indicators that a family may benefit from early help services and should discuss this with the designated safeguarding lead, also completing 06.1b Safeguarding incident reporting form if they have not already done so.
Seeking consent from parents/carers to share information before making a referral for early help (Tier 2/3*)
Parents/carers are made aware of Twinnie Day Nursery Privacy Notice which explains the circumstances under which information about their child will be shared with other agencies. When a referral for early help is necessary, the designated safeguarding lead must always seek consent from the child’s parents/carers to share information with the relevant agency.
If consent is sought and withheld and there are concerns that a child may become at risk of significant harm without early intervention, there may be sufficient grounds to over-ride a parental decision to withhold consent.
If a parent/carer withholds consent, this information is included on any referral that is made to the local authority. In these circumstances a parent should still be told that the referral is being made beforehand (unless to do so may place a child at risk of harm).
*Tier 2: Children with additional needs, who may be vulnerable and showing early signs of abuse and/or neglect; their needs are not clear, not known or not being met. Tier 3: Children with complex multiple needs, requiring specialist services in order to achieve or maintain a satisfactory level of health or development or to prevent significant impairment of their health and development and/or who are disabled.
Informing parents/carers when making a child protection referral
In most circumstances consent will not be required to make a child protection referral, because even if consent is refused, there is still a professional duty to act upon concerns and make a referral. When a child protection referral has been made, the designated safeguarding lead contacts the parents/carers (only if agreed with social care) to inform them that a referral has been made, indicating the concerns that have been raised, unless social care advises that the parent/carer should not be contacted until such time as their investigation, or the police investigation, is concluded. Parents/carers are not informed prior to making a referral if:
there is a possibility that a child may be put at risk of harm by discussion with a parent/carer, or if a serious offence may have been committed, as it is important that any potential police investigation is not jeopardised
there are potential concerns about sexual abuse, fabricated illness, FGM or forced marriage
contacting the parent/carer puts another person at risk; situations where one parent may be at risk of harm, e.g. abuse; situations where it has not been possible to contact parents/carers to seek their consent may cause delay to the referral being made
The designated safeguarding lead makes a professional judgment regarding whether consent (from a parent/carer) should be sought before making a child protection referral as described above. They record their decision about informing or not informing parents along with an explanation for this decision. Advice will be sought from the appropriate children’s social work team if there is any doubt.
Referring
The designated safeguarding lead at Twinnie Day Nursery or back-up follows the LSP procedures for making a referral.
If the designated safeguarding lead or their back-up is not on site, the most senior member of staff present takes responsibility for making the referral to social care.
If a child is believed to be in immediate danger, or an incident occurs at the end of the session and staff are concerned about the child going home that day, then the Police and/or social care are contacted immediately.
If the child is ‘safe’ because they are still in the setting, and there is time to do so, the senior member of staff contacts the setting’s designated officer for support.
Arrangements for cover (as above) when the designated safeguarding lead and back-up designated safeguarding lead are not on-site are agreed in advance by the setting manager and clearly communicated to all staff.
Further recording
Information is recorded using the setting’s nursery management software (if used) or alternatively 06.1b Safeguarding incident reporting form, and a brief summary entered on 06.1a Child welfare and protection summary. Discussion with parents/carers and any further discussion with social care is recorded. If recording a conversation with parents/carers that is significant, regarding the incident or a related issue, parents/carers are asked to sign and date it a record of the conversation. It should be clearly recorded what action was taken, what the outcome was and any follow-up.
If a referral was made, copies of all documents are kept and stored securely and confidentially (including copies) in the child’s safeguarding file, or on the setting’s management software
Each member of staff/volunteer who has witnessed an incident or disclosure should also make a written statement on 06.1b Safeguarding incident reporting form, as above.
The referral is recorded on 06.1a Child welfare and protection summary.
Follow up phone calls to or from social care are recorded in the child’s file; with date, time, the name of the social care worker and what was said.
Safeguarding records are kept up to date and made available for confidential access by the designated officer to allow continuity of support during closures or holiday periods.
Reporting a serious child protection incident using 06.1c Confidential safeguarding incident report form
The designated safeguarding lead is responsible for reporting to the designated officer and seeking advice if required prior to making a referral as described above.
For child protection concerns at Tier 3 and 4** it will be necessary for the designated safeguarding lead to complete 06.1c Confidential safeguarding incident report form and send it to the designated officer.
Further briefings are sent to the designated officer when updates are received until the issue is concluded.
** Tier 3: Children with complex multiple needs, requiring specialist services in order to achieve or maintain a satisfactory level of health or development or to prevent significant impairment of their health and development and/or who are disabled.
Tier 4: Children in acute need, who are suffering or are likely to suffer significant harm.
Professional disagreement/escalation process
If a member of staff at Twinnie Day Nursery disagrees with a decision made by the designated safeguarding lead not to make a referral to social care they must initially discuss and try to resolve, it with them.
If the disagreement cannot be resolved with the designated safeguarding lead and the member of staff continues to feel a safeguarding referral is required, then they discuss this with the designated officer.
If issues cannot be resolved the whistle-blowing policy should be used, as set out below.
Supervision sessions are also used to discuss concerns, but this must not delay making safeguarding referrals.
Whistleblowing
Twinnie Day Nursery will ensure that all staff are familiar with the whistleblowing procedure
The whistle blowing procedure must be followed in the first instance if:
a criminal offence has been committed, is being committed or is likely to be committed
a person has failed, is failing or is likely to fail to comply with any legal obligation to which he or she is subject. This includes non-compliance with policies and procedures, breaches of EYFS and/or registration requirements
an injustice has occurred, is occurring or is likely to occur
the health and safety of any individual has been, is being or is likely to be endangered
the working environment has been, is being or is likely to be damaged
that information tending to show any matter falling within any one of the preceding clauses has been, is being or is likely to be deliberately concealed
There are 3 stages to raising concerns as follows:
If staff wish to raise or discuss any issues which might fall into the above categories, they should normally raise this issue with their manager/designated safeguarding lead.
Staff who are unable to raise the issue with their manager/designated safeguarding lead should raise the issue with their line manager’s manager/designated officer.
If staff are still concerned after the investigation, or the matter is so serious that they cannot discuss it with a line manager, they should raise the matter with [insert name and contact details of most senior person].
After a concern has been raised, the manager/line manager will decide how to respond in a reasonable and appropriate manner. Normally this will involve making internal enquires first, but it may be necessary to carry out an investigation.
Whilst it is hoped that such disclosures will never be necessary, the setting management recognises that it may find itself in circumstances which are new to it. Each case will be treated on its own merits.
Managers’ responsibilities
Managers/line managers notified of concerns under this policy are expected to:
ensure that all staff and volunteers are familiar with the policy
ensure that concerns raised are taken seriously;
• treat the matter in confidence, within the parameters of the case;
• where appropriate, investigate properly and make an objective assessment of the concern;
• keep the person raising the concern updated with progress, without breaching confidentiality;
• ensure that the action necessary to resolve a concern is taken;
• take appropriate steps to ensure that the employee’s working environment and/or working relationship is/are not prejudiced by the fact of disclosure.
If an issue cannot be resolved and the member of staff believes a child remains at risk because the setting or the local authority have not responded appropriately, the NSPCC have introduced a whistle-blowing helpline 0800 028 0285 for professionals who believe that:
their own or another employer will cover up the concern
they will be treated unfairly by their own employer for complaining
if they have already told their own employer and they have not responded
Twinnie Day Nursery will ensure that all staff are aware of the NSPCC whistleblowing helpline
Female genital mutilation (FGM)
Staff should be alert to symptoms that would indicate that FGM has occurred, or may be about to occur, and take appropriate safeguarding action. Designated safeguarding leads should contact the police immediately as well as refer to children’s services local authority social work if they believe that FGM may be about to occur.
It is illegal to undertake FGM or to assist anyone to enable them to practice FGM under the Female Genital Mutilation Act 2003, it is an offence for a UK national or permanent UK resident to perform FGM in the UK or overseas. The practice is medically unnecessary and poses serious health risks to girls. FGM is mostly carried out on girls between the ages of 0-15, statistics indicate that in half of countries who practise FGM girls were cut before the age of 5. LSP guidance must be followed in relation to FGM, and the designated person is informed regarding specific risks relating to the culture and ethnicity of children who may be attending their setting and shares this knowledge with staff.
Symptoms of FGM in very young girls may include difficulty walking, sitting or standing; painful urination and/or urinary tract infection; urinary retention; evidence of surgery; changes to nappy changing or toileting routines; injury to adjacent tissues; spends longer than normal in the bathroom or toilet; unusual and /or changed behaviour after an absence from the setting (including increased anxiety around adults or unwillingness to talk about home experiences or family holidays); parents are reluctant to allow child to undergo normal medical examinations; if an older sibling has undergone the procedure a younger sibling may be at risk; discussion about plans for an extended family holiday
Further guidance
NSPCC 24-hour FGM helpline: 0800 028 3550 or email fgmhelp@nspcc.org.uk
Government help and advice: www.gov.uk/female-genital-mutilation
Children and young people vulnerable to extremism or radicalisation
Twinnie Day Nursery has a duty to identify and respond appropriately to concerns of any child or adult at risk of being drawn into terrorism. LSP’s have procedures which cover how professionals should respond to concerns that children or young people may be at risk of being influenced by or being made vulnerable by the risks of extremism.
There are potential safeguarding implications for children and young people who have close or extended family or friendship networks linked to involvement in extremism or terrorism.
The designated safeguarding lead at Twinnie Day Nursery is required to familiarise themselves with LSP procedures, as well as online guidance including:
Channel Duty guidance: Protecting people vulnerable to being drawn into terrorism www.gov.uk/government/publications/channel-and-prevent-multi-agency-panel-pmap-guidance
Prevent Strategy (HMG 2011) www.gov.uk/government/publications/prevent-strategy-2011
The prevent duty: for schools and childcare providers www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty
The designated safeguarding lead at Twinnie Day Nursery should follow LSP guidance in relation to how to respond to concerns regarding extremism and ensure that staff know how to identify and raise any concerns in relation to this with them.
The designated safeguarding lead at Twinnie Day Nursery must know how to refer concerns about risks of extremism/radicalisation to their LSP safeguarding team or the Channel panel, as appropriate.
The designated safeguarding lead should also ensure that they and all other staff at Twinnie Day working with children and young people understand how to recognise that someone may be at risk of violent extremism.
The designated safeguarding lead also ensures that all staff at [name of setting] are aware of their responsibilities with regard to equality and inclusion and children’s rights. If available in the area, the designated safeguarding lead should complete WRAP (or equivalent) training and support staff to access the training as offered by local authorities. WRAP training covers local arrangements for dealing with concerns that a child may be at risk of extremism and/or radicalisation.
The designated safeguarding lead should understand the perceived terrorism risks in relation to the area that they deliver services in.
Parental consent for radicalisation referrals
LSP procedures are followed at Twinnie Day Nursery in relation to whether parental consent is necessary prior to making a referral about a concern that a child or adult may be at risk of being drawn into terrorism. It is good practice to seek the consent of the person, or for very young children, the consent of their parent/carer prior to making a referral, but it is not a requirement to seek consent before referring a concern regarding possible involvement in extremism or terrorism if it may put a child at risk, or if an offence may have been or may be committed. Advice should be sought from line managers and local agencies responsible for safeguarding, as to whether consent should be sought on a case-by-case basis. Designated safeguarding lead at Twinnie Day Nursery is mindful that discussion regarding potential referral due to concerns may be upsetting for the subject of the referral and their family. Initial advice regarding whether an incident meets a threshold for referral can be sought from the relevant local agency without specific details such as names of the family being given in certain circumstances.
Consent is required prior to any individual engaging with a Channel intervention. Consent is usually sought by Channel partners, but LSP procedures should be followed regarding this.
If there is a concern that a person is already involved in terrorist activity this must be reported to the Anti-Terrorist Hot Line 0800 789 321-Text/phone 0800 0324 539. Police can be contacted on 101.
Concerns about children affected by gang activity/serious youth violence
Educators at Twinnie Day Nursery are aware that children can be put at risk by gang activity, both through participation in and as victims of gang violence. Whilst young children will be very unlikely to become involved in gang activity they may potentially be put at risk by the involvement of others in their household in gangs, such as an adult sibling or a parent/carer. The designated safeguarding lead at Twinnie Day Nursery is familiar with the LSP guidance and procedures in relation to safeguarding children affected by gang activity and ensures this is followed where relevant.
Forced marriage/Honour based violence
Educators at [name of setting] are aware that forced marriage is a marriage in which one or both spouses do not consent to the marriage but are forced into it and will act accordingly as detailed below. Duress can include physical, psychological, financial, sexual and emotional pressure. In the cases of some vulnerable adults who lack the capacity to consent coercion is not required for a marriage to be forced. A forced marriage is distinct from an arranged marriage. An arranged marriage may have family involvement in arranging the marriages, but crucially the choice of whether to accept the arrangement remains with the prospective spouses.
Forced marriage became criminalised in 2014. There are also civil powers for example a Forced Marriage Protection Order to protect both children and adults at risk of forced marriage and offers protection for those who have already been forced into marriage.
Risks in relation to forced marriage are high and it is important that educators ensure that anyone at risk of forced marriage is not put in further danger.
If someone is believed to be at risk it is helpful to get as much practical information as possible, bearing in mind the need for absolute discretion, information that can be helpful will include things likes, names, addresses, passport numbers, national insurance numbers, details of travel arrangements, dates and location of any proposed wedding, names and dates of birth of prospective spouses, details of where and with whom they may be staying etc. Forced marriage can be linked to honour-based violence, which includes assault, imprisonment and murder. Honour based violence can be used to punish an individual for undermining what the family or community believes to be the correct code of behaviour.
In an emergency police should be contacted on 999.
Forced Marriage Unit can be contacted either by professionals or by potential victims seeking advice in relation to their concerns. The contact details are below.
Telephone: +44 (0) 20 7008 0151
Email: fmu@fco.gov.uk
Email for outreach work: fmuoutreach@fco.gov.uk
Further guidance
Accident Record (Alliance Publication)
Multi-agency practice guidelines: Handling cases of Forced Marriage (HMG 2014) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/322307/HMG_MULTI_AGENCY_PRACTICE_GUIDELINES_v1_180614_FINAL.pdf
Developing an effective safeguarding culture in early years education (Alliance Publication)
06.1a Child welfare and protection summary
This form is placed at the front of a child’s personal file and is completed by the designated safeguarding lead after a concern has been raised about the child’s welfare or if significant harm (actual or likely) is suspected. It is a summary only of the concerns already fully recorded.
| Child’s name: | Date of Birth: | Address: | Name of setting: |
|---|---|---|---|
| Date of record: | Summary of Concern and Impact on Child: | Agreed Actions: | |
| Adult reporting: | |||
| Designated safeguarding lead: | |||
| Date of record: | Summary of Concern and Impact on Child: | Agreed Actions: | |
| Adult reporting: | |||
| Designated safeguarding lead: | |||
| Date of record: | Summary of Concern and Impact on Child: | Agreed Actions: | |
| Adult reporting: | |||
| Designated Safeguarding lead: | |||
06 Safeguarding children, young people and vulnerable adults procedures
06.2 Concerns and allegations of harm or abuse, poor or unsafe practice against staff, volunteers or agency staff
Concerns may come from a parent/carer, child, colleague, or the public. Allegations or concerns must be referred to the designated safeguarding lead without delay - even if the person making the allegation later withdraws it.
What may be a cause for concern
Examples could include:
being over friendly with children
having favourites
adults taking photographs of children on their mobile phone.
engaging with a child on a one-to-one basis in a secluded area or behind a closed door
using inappropriate sexualised, intimidating or offensive language
Responding to concerns
Any concerns about the conduct of staff, students or volunteers must be shared with the designated safeguarding lead and recorded. The designated safeguarding lead should be informed of all concerns, including those that may initially be considered ‘low level’ and make the final decision on how to respond. Where appropriate this can be done in consultation with their line manager.
Reporting concerns about the conduct of a colleague, student or volunteer contributes towards a safeguarding culture of openness and trust. It ensures that adults consistently model the setting’s values and helps keep children safe. It protects adults from potential false allegations or misunderstandings.
In some instances, low-level concerns about staff conduct can be addressed through supervision, training, or disciplinary processes where an internal investigation may take place.
Identifying concerns about serious harm, or abuse
An allegation against a member of staff, volunteer or agency staff constitutes serious harm or abuse if they:
behaved in a way that has harmed, or may have harmed a child
possibly committed a criminal offence against, or related to, a child
behaved towards a child in a way that indicates they may pose a risk of harm to children
behaved or may have behaved in a way that indicates they may not be suitable to work with children
Informing the LADO
All staff report allegations to the designated safeguarding lead.
The LADO is contacted as soon as possible and within one working day. If the LADO is on leave or cannot be contacted the LADO team manager is contacted and/or advice sought from the point of entry safeguarding team/mash/point of contact, according to local arrangements.
It is essential that no investigation occurs until and unless the LADO has expressly given consent for this to occur, however, the person responding to the allegation does need to understand what explicitly is being alleged.
The designated safeguarding lead must take steps to ensure the immediate safety of children, parents, and staff on that day within the setting.
A child protection referral is made if required. The LADO, line managers and local safeguarding children’s services can advise on whether a child protection referral is required.
The designated safeguarding lead asks for clarification from the LADO on the following areas:
what actions the designated safeguarding lead must take next and when and how the parents/carers of the child are informed of the allegation
whether or not the LADO thinks a criminal offence may have occurred and whether the police should be informed and if so, who will inform them
whether the LADO is happy for the provider to pursue an internal investigation without input from the LADO, or how the LADO wants to proceed
whether the LADO thinks the person concerned should be suspended, and whether they have any other suggestions about the actions the designated person has taken to ensure the safety of the children and staff attending the setting
The designated safeguarding lead records details of discussions and liaison with the LADO including dates, type of contact, advice given, actions agreed and updates on the child’s case file.
Parents/carers are not normally informed until discussion with the LADO has taken place, however in some circumstances the designated safeguarding lead may need to advise parents/carers of an incident involving their child straight away, for example if the child has been injured and requires medical treatment.
Staff do not investigate the matter unless the LADO has specifically advised them to investigate internally. Guidance should also be sought from the LADO regarding whether suspension should be considered. The person dealing with the allegation must take steps to ensure that the immediate safety of children, parents/carers and staff is assured. It may be that in the short-term measures other than suspension, such as requiring a staff member to be office based for a day, or ensuring they do not work unsupervised, can be employed until contact is made with the LADO and advice given.
The designated safeguarding lead ensures staff fill in 06.1b Safeguarding incident reporting form.
If, after discussion, with the designated safeguarding lead, the LADO decides that the allegation is not obviously false, and there is cause to suspect that the child/ren is suffering or likely to suffer significant harm, then the LADO will normally refer the allegation to children’s social care.
Notification to Ofsted is required for any allegations made against a member of staff, therefore the designated safeguarding lead will inform Ofsted as soon as possible, but no later than 14 days after the event has occurred. The designated safeguarding lead will liaise with the designated officer/line manager about notifying Ofsted.
Ofsted must be updated of the actions taken by the setting, even if the LADO decides the allegation does not meet their threshold for investigation. The designated safeguarding lead ensures that the 06.1c Confidential safeguarding incident report form is completed and sent to the designated officer/line manager. If the designated officer is unavailable their equivalent must be contacted, for providers registered with a childminding agency, this may be the named person within the agency.
Avenues such as performance management or coaching and supervision of staff will also be used instead of disciplinary procedures where these are appropriate and proportionate. If an allegation is ultimately upheld the LADO may also offer a view about what would be a proportionate response in relation to the accused person.
The designated safeguarding lead must consider revising or writing a new risk assessment where appropriate, for example if the incident related to an instance where a member of staff has physically intervened to ensure a child’s safety, or if an incident relates to a difficulty with the environment such as where parents/carers and staff are coming and going, and doors are left open.
All allegations are investigated even if the person involved resigns or ceases to be a volunteer and DBS should be informed.
Allegations against agency staff
Any allegations against agency staff must be responded to as detailed in this procedure. In addition, the designated safeguarding lead must contact the agency following advice from the LADO
Allegations against the designated safeguarding lead.
If a member of staff has concerns that the designated safeguarding lead has behaved in a way that indicates they are not suitable to work with children as listed above, this is reported to the designated officer following the setting’s whistleblowing process, who will investigate further.
During the investigation, the designated officer/line manager will identify another suitably experienced person to take on the role of designated safeguarding lead.
If an allegation is made against the designated officer/line manager, then the owners/directors/trustees are informed.
Recording
A record is made of an allegation/concern, along with supporting information using the setting’s safeguarding management software or it is entered on the file of the child, (if the allegation involves a specific child or children and the 06.1a Child welfare and protection summary is completed and placed in the front of the child’s file).
If the allegation refers to more than one child, this is recorded in each child’s file
If relevant, a child protection referral is made, with details held on the child’s file.
Disclosure and Barring Service
If a member of staff is dismissed because of a proven or strong likelihood of child abuse, inappropriate behaviour towards a child, or other behaviour that may indicate they are unsuitable to work with children such as drug or alcohol abuse, or other concerns raised during supervision when the staff suitability checks are done, a referral to the Disclosure and Barring Service is made.
Supervised volunteers working in early years settings require an enhanced Disclosure and Barring Service (DBS) check with children’s barred list information before they start volunteering.
Staff and any students over 16 require full suitability checks including a DBS to be completed prior to commencing employment.
Escalating and whistleblowing concerns
If a member of staff at Twinnie Day Nursery Greenwich believes at any time that children may be in danger due to the actions or otherwise of a member of staff or volunteer, they must discuss their concerns immediately with the designated safeguarding lead.
If, after discussions, with the designated safeguarding lead, they still believe that appropriate action to protect children has not been taken they must speak to the designated officer/line manager.
If there are still concerns then the whistle blowing procedure must be followed, as set out in 06.1 Responding to safeguarding or child protection concerns.
06 Safeguarding children, young people and vulnerable adults' procedures
6.10 Key person supervision
Staff, including childminder assistants, taking on the role of key person must have supervision meetings in line with this procedure.
Structure
Supervision meetings are held every 4-6 weeks for key persons. For part-time staff this may be less frequent but at least every 6-8 weeks.
Key persons are supervised by the setting manager or deputy.
Supervision meetings are held in a confidential space suitable for the task.
Key persons should prepare for supervision by having the relevant information to hand.
Content
The child focused element of supervision meetings must include discussion about:
the development and well-being of the supervisee’s key children and offer staff opportunity to raise concerns in relation to any child attending. Safeguarding concerns must always be reported to the designated safeguarding lead immediately and not delayed until a scheduled supervision meeting
reflection on the journey a child is making and potential well-being or safeguarding concerns for the children they have key responsibility for
promoting the interests of children.
coaching to improve professional effectiveness based on a review of observed practice/teaching
reviewing plans and agreements from previous supervisions including any identified learning needs for the member of staff
During supervision staff can discuss any concerns they have about inappropriate behaviour displayed by colleagues but must never delay until a scheduled supervision to raise concerns.
Staff are reminded of the need to disclose any convictions, cautions, court orders, reprimands and warnings which may affect their suitability to work with children that have occurred during their employment. This includes information about a person who lives or is employed in the same household as the registered provider (Childcare on Domestic Premises) New information is referred immediately to the designated officer/line manager/childminder agency.
If a member of staff becomes disqualified because they live in the same household as another person who is disqualified or they live in the same household where the disqualified person is employed, they must apply to Ofsted for a waiver.
Recording
Key person supervision discussions are recorded and retained by the supervisor and a copy provided to the key person.
The key person and supervisor must sign and date the minutes of supervision within 4-6 weeks of it happening and disagreements over recorded content must be minuted.
Each member of staff has a supervision file that is always stored securely.
Concerns raised during supervision about an individual child’s welfare may result in safeguarding concerns not previously recognised as such, these are recorded on 06.1b Safeguarding incident reporting form and placed on the child’s file. The reasons why the concerns have not previously been considered are explored.
Additional safeguarding or welfare decisions made in relation to a child during supervision are recorded on the individual case file. The supervisor (if not the designated safeguarding lead) should ensure the recording is made and the designated safeguarding lead is notified.
Checking continuing suitability
Supervisors check with staff if there is any new information pertaining to their suitability to work with children. This only needs to be recorded on the supervision meeting record.
Where staff are on zero hours contracts or are employed as and when needed, their line manager completes the staff suitability self-declaration form quarterly, and/or at the beginning of every new period of work.
Regarding the use of agency staff/support workers/self-employed persons there is an expectation that as part of the agreement with agencies they have sought information regarding their employee’s suitability to work with children. Line managers must review this regularly.
The position for students on placement is the same as that for agency staff
Exceptional Circumstances
Where exceptional circumstances prevent staff from conducting supervision as outlined in this procedure, the line manager is informed in writing, a copy placed on the supervision file and the appropriate actions agreed to ensure that the setting meets its obligations within the EYFS.
Further guidance
Recruiting Early Years Staff (Alliance Publication)
People Management in the Early Years (Alliance Publication)
08 Staff, volunteers and students procedures
08.2 Staff deployment
Members of staff, including assistants, bank staff and students (where eligible to be counted in ratios) at Twinnie Day Nursery are deployed to meet the care and learning needs of children and to always ensure their safety and well-being. Staff are also deployed to ensure the safety of staff and other people on site.
Two members of staff are on the premises before children are admitted in the morning and the end of the day; one of which should be the manager, deputy or a qualified Level 3 practitioner.
Only those staff aged 17 or over are included in ratios. Staff working as apprentices (aged 16 or over) may be included in the ratios if the setting manager is satisfied that they are competent and responsible. Except in the cases of apprentices, only those aged 17 and over may be included in the ratios and only if the setting manager is satisfied, they are suitable, (staff under 17 should be supervised at all times).
At least one Paediatric First Aider must always be on site when children are present, and at least one Paediatric First Aider must be present and within sight and sound of children at mealtimes. Consideration will be given around staff breaks, lunchtimes and absences from the setting so that Twinnie Day Nursery is compliant with paediatric first aid requirements.
The setting manager deploys staff to give adequate supervision of indoor and outdoor areas, ensuring that children are always within sight or hearing of staff. Whilst eating, children must be within sight and hearing of a member of staff and where possible the staff member will be sat facing children when eating.
All staff are deployed according to the needs of the setting and the children attending.
In open plan provision, staff are positioned in areas of the room and outdoors to supervise children and to support their learning.
Staff are responsible for ensuring that equipment in their area is used appropriately and that the area is tidy at the end of the session.
Staff plan their focus on activities.
Staff inform colleagues if they must leave the room for any reason.
There are two members of staff outside in the garden when it is being used, one of whom supervises climbing equipment if accessible.
The setting manager may direct other members of staff to join those outside, if the numbers of children warrant additional staff.
Staff always focus their attention on the children whilst having a wider awareness of what is happening around them.
Staff do not spend working time in social conversation with colleagues.
Staff allow time for colleagues to engage in ‘sustained shared interaction’ with children and do not interrupt activities led by colleagues.
Sufficient staff are available at story times to engage children.
Key persons spend time with key groups daily; this is to support children’s emotional well-being and may include promoting friendships and focused activities.
Staff’s own children
Where members of staff have their own children with them at the setting, the age of the child must fall within the stipulated ages of the setting’s Ofsted registration.
Where members of staff are likely to be working directly with their own children, this is subject to discussion before commencement with the setting manager.
Where it is agreed that a member of staff’s child attends the setting, it is subject to the following:
the child is treated by the parent and all staff as any other child would be
the child will not be in the parent/carers key group of children
the key person and parent will work towards helping the child to make a comfortable separation from the parent to allow the parent to fully undertake their role as a staff member of the setting
the key person will take responsibility for the child’s needs throughout the day, unless the child is sick or severely distressed
time and space are made for the parent to breastfeed during the day, if that is their chosen method of feeding
the situation is reviewed as required, to ensure that the needs of the child are being met, and that the parent/carer can fulfil their role as a member of staff
If it is the setting manager’s child, then their line manager ensures the criteria above is met
| Date | Staff Name | Sign to confirm that you have read the policy. |
|---|
08 Staff, volunteers and students’ procedures
08.4 Student placement
Qualifications and training make an important contribution to the quality of care and education at Twinnie Day Nursery Greenwich. As part of our commitment, we may offer placements to students undertaking relevant qualifications/training. We aim to provide students experiences that will contribute to the successful completion of their studies and provide examples of quality practice in early years care and education.
The setting manager ensures that students meet the ‘suitable person’ requirements in line with the EYFS and these are completed prior to the placement commencing which includes safer recruitment
The setting manager discusses the aim of the placement with the student’s tutor prior to the placement commencing. The expectations of both parties are agreed at this point.
The good character of students under 17 years old is vouched for by the establishment that places them, the setting manager must be satisfied that all relevant checks have been made.
Students do not have unsupervised access to children.
Suitable students on long term placements and volunteers (aged 17 or over) and staff working as apprentices in early education (aged 16 or over) may be included in the ratios at the level below their level of study, if the provider is satisfied that they are competent and responsible and if they hold a valid and current PFA qualification.
Public liability and employer’s liability insurance is in place that covers students and voluntary helpers.
Students understand their role in mantaining confidentiality.
Student induction includes how the setting and sessions are managed, and policies and procedures, in particular safeguarding, confidentiality and health and safety.
Appropriate members of staff co-operate with students’ tutors to assist them in fulfilling the requirements of their course of study.
The setting communicates a positive message to students about the value of qualifications and training.
The needs of the children and their families remain paramount at all times and students are only admitted in numbers that do not hinder the work of the setting.
The setting manager ensures that students and trainees on placement are engaged in bona fide early years training, which provides the necessary background understanding of children’s development and activities.
09 Early years practice procedures
09.9 Prime times – Intimate care and nappy changing
Prime times of the day make the best of routine opportunities to promote ‘tuning-in’ to the child emotionally and to create opportunities for learning while attending Twinnie Day Nursery. Children’s privacy is maintained during nappy changing and toileting, whilst balanced with safeguarding considerations. Nappy changing times are key times in the day for being close and promoting security as well as for communication, exploration, and learning.
Babies
Babies/young children are usually changed within sight or hearing of other staff whilst always maintaining their dignity and privacy. Where the layout of the setting makes this difficult to achieve, the setting manager completes a risk assessment to ensure that alternative arrangements are in place
Key persons have a list of personalised changing or checking times for the babies and toddlers in their care.
Key persons undertake changing babies in their key groups wherever possible; back up key persons change them if the key person is absent.
Nappy changing areas are warm; there are no bright lights shining down in babies’ eyes.
There are mobiles or other objects of interest to take the baby’s attention.
Each baby has their own basket to hand, containing their nappies and changing wipes; there may also be a special toy for the baby to play with.
Members of staff put on aprons before changing starts and the area is prepared, gloves are always worn for soiled nappies.
All members of staff are familiar with the hygiene procedures and carry these out when changing nappies.
Key persons ensure that nappy changing is relaxed and a happy time for babies.
Key persons never turn their back on a child or leave them unattended on a changing mat.
Key persons are gentle when changing; they allow time for communicating with the baby, talking, and responding to the baby’s sounds. They allow time for play and ‘rituals’ that the baby enjoys, such as gently tickling tummies or toes.
Key persons avoid pulling faces and making negative comment about the nappy contents.
Key persons do not make inappropriate comments about babies’ genitals, nor attempt to pull back a baby boy’s foreskin to clean unless there is a genuine need to do so for hygiene purposes.
Nappy changing records.
Key persons record when they changed the baby and whether the baby passed a stool and if there was anything unusual about it e.g. hard and shiny, soft, and runny or an unusual colour.
If the baby does not pass a stool, or if he/she strains to do so, or is passing hard or shiny stools, the parents/carer will be informed. The baby may be constipated so their feed may need to be adjusted. Constipation in babies is not ‘normal’ and every effort is made with the parent/carer to help them adjust the diet until soft, formed stools are passed.
A stool that is an unusual colour can usually be related to the food that was eaten, so it is important that this is noted. However, a stool that is black, green, or very white indicates a problem, and the child should be taken to the doctor.
Exceptionally soft, watery stools are signs of diarrhoea; strict hygiene needs to be carried out in cleaning the changing area to prevent spread of infection. The parent/carer should be called to inform them, and that if any further symptoms occur, they may be required to collect their child.
Sometimes a baby may have a sore bottom. This may have happened at home because of poor care; or the baby may have eaten something that, when passed, created some soreness. The baby also may be allergic to a product being used. This must be noted and discussed with the parent and a plan devised and agreed to help heal the soreness. This may include use of nappy cream or leaving the baby without a nappy in some circumstances. If a medicated nappy cream such as Sudocrem is used, this must be recorded as per procedure 04.2 Administration of medicine.
Young children, intimate care, and toileting
Wherever possible, key persons undertake changing young children in their key groups; back-up key persons change them if the key person is absent.
Young children from two years may be put into ‘pull ups’ as soon as they are comfortable with this and if parents/carers agree.
Changing areas are warm, appropriately sited and there are safe areas to lay young children if they need to have their bottoms cleaned. There are mobiles or other objects of interest to take the child’s attention.
If children refuse to lie down for nappy change, they can be changed whilst standing up, providing it is still possible to clean them effectively.
Each young child has his/her own basket to hand with their nappies/pull ups and changing wipes.
Key persons ensure that nappy changing is relaxed and a time to promote independence in young children.
Young children are encouraged to take an interest in using the toilet; they may just want to sit on it and talk to a friend who is also using the toilet.
They are encouraged to wash their hands and have soap and paper towels to hand. They should be allowed time for some play as they explore the water and the soap.
Anti-bacterial hand wash liquid or soap should not be used by young children, as they are no more effective than ordinary soap and water.
Key persons are gentle when changing and avoid pulling faces and making negative comment about the nappy contents.
Wipes or cotton wool and water are used to clean the child. Where cultural practices involve children being washed and dried with towels, staff aim to make reasonable adjustments to achieve the desired results in consultation with the child’s parents/carers. Where this is not possible it is explained to parents/carers the reasons why. The use of wipes or cotton wool and water achieves the same outcome whilst reducing the risk of cross infection from items such as towels that are not ‘single use’ or disposable.
Key persons do not make inappropriate comments about young children’s genitals when changing their nappies.
The procedure for dealing with sore bottoms is the same as that for babies.
Older children use the toilet when needed and are encouraged to be independent.
Members of staffs do not wipe older children’s bottoms unless there is a need, or unless the child has asked.
Key persons are responsible for changing where possible. Back-up key persons take over in the key person’s absence, but where it is unavoidable that other members of staff are brought in, they must be briefed as to their responsibilities towards designated children, so that no child is inadvertently overlooked and that all children’s needs continue to be met.
Parents/carers are encouraged to provide enough changes of clothes for ‘accidents when children are potty training.
If spare clothes are kept by the setting, they are ‘gender neutral’ i.e. neutral colours, and are clean, in good condition and are in a range of appropriate sizes.
If young children are left in wet or soiled nappies/pull-ups in the setting, this may constitute neglect and will be a disciplinary matter.
Nappy changing is always done in an appropriate/designated area. Children are not changed in play areas or next to snack tables. If there are limitations for nappy change areas due to the lay-out of the room or space available this is discussed with the setting manager’s line manager so that an appropriate site can be agreed that maintains the dignity of the child and good hygiene practice.
10 Working in partnership with parents/carers and other agencies policy
Aim
Twinnie Day Nursery actively promotes partnership with parents/carers and recognises the importance of working in partnership with other agencies to promote the well-being of children and their families. This includes signposting parents/carers to support as appropriate.
We believe that parents/carers are children’s first and most enduring educators and our practice aims to involve and consult parents/carers on all aspects of their child’s well-being and education.
We also recognise the key role parents/carers must play in the day-to-day organisation of the provision.
We consider parents/carers views and expectations and will give the opportunity to be involved in the following ways:
sharing information about their child’s needs, likes, achievements and interests
settling in their child to the agreed plan according to our settling in procedures
taking part in children’s activities and outings
contributing with ideas or resources as appropriate to enhance the curriculum of the setting
taking part in early learning projects, sharing with educators' knowledge and insights about their child’s learning
contributing to assessment with information, photos and stories that illustrate how their child is learning within the home environment, taking part in day-to-day family activities
taking part in discussion groups
taking part in planning, preparing, or simply participating in social activities organised within the setting
taking part in a parent forum to encourage the democratic participation of parents in discussions about the day-to-day organisation of the setting, consulting about new developments and other matters as they arise
involvement in the review of policies and procedures
Ofsted, the childminder agency and setting contact details are displayed on the parent/carer notice board for parents/carers who have a complaint that cannot be resolved with the setting manager in the first instance, or where a parent/carer is concerned that the EYFS standards are not being maintained
Partnership and signposting to other agencies
We are committed to ensuring effective partnership with other agencies including:
local authority early years services about the EYFS, training and staff development
local programmes delivered by Family Hubs or the childcare and early education element of Family Hubs
social welfare departments regarding children in need and children who need safeguarding or for whom a child protection plan is in place
child development networks and health professionals to support children with disabilities and special needs
local community organisations and other childcare and early education providers
Ofsted and setting contact details are made available to other agencies who have a complaint that cannot be resolved with the setting manager in the first instance, or where a parent/carer is concerned that the EYFS safeguarding and welfare standards are not being maintained.
Childcare Act 2006
Education Act 2011
10 Working in partnership with parents and other agencies procedures
10.1 Working in partnership with parents/carers and other agencies
Twinnie Day Nursery Greenwich believes that families are central in all services we provide for young children. They are involved in all aspects of their child’s education and care their views are actively sought, and they are actively involved in the running of the setting in various ways.
We work in partnership with local and national agencies to promote the well-being of all children.
Parents/carers are provided with written information about the setting, including the setting’s safeguarding actions, and responsibilities under the Prevent Duty.
Parents/carers are made to feel welcome in the setting; they are greeted appropriately; there is adult seating and provision for refreshment.
Every effort is made to accommodate parents/carers who have a disability or impairment.
The expectations we make on parents/carers are made clear at the point of registration.
There is a clear expectation that parents/carers will participate in settling their child at the commencement of a place according to an agreed plan.
Before a child starts at the setting and on an ongoing basis the setting will ask parents/carers to share necessary information with staff including, but not limited to, food allergies/intolerances, the introduction of solid foods and any special health requirements, and this is recorded, used appropriately and stored to protect confidentiality.
Key persons support parents/carers in their role as the child’s first and most enduring educators.
Key persons regularly meet with parents/carers to discuss their child’s learning and development and to share concerns if they arise.
Key persons work with parents/carers to carry out an agreed plan to support a child’s special educational needs.
Key persons work with parents/carers to carry out any agreed tasks where a child protection plan is in place.
According to the nature of the setting, there is provision for families to be involved in activities that promote their own learning and well-being.
Parents/carers are involved in the social and cultural life of the setting and actively contribute.
As far as possible the service is provided in a flexible way to meet the needs of parents/carers without compromising the needs of children.
Parents/carers are involved in regular assessment of their child’s progress, including the progress check at age two, as per procedure 09.15 Progress check at age two.
There are effective means for communicating with parents/carers on all relevant matters and 10.2 Complaints procedure for parents/carers and service users is referred to when necessary.
Every effort is made to provide an interpreter for parents/carers who speak a language other than English and to provide translated written materials.
Information about a child and their family is kept confidential within the setting. The exception to this is where there is cause to believe that a child may be suffering, or is likely to suffer, significant harm, or where there are concerns regarding their child’s development that need to be shared with another agency. Parental permission will be sought unless there are reasons not to, to protect the safety of the child. In line with the statutory Information Sharing Duty, the setting recognises that data protection legislation is not a barrier to sharing information where there is a lawful basis to do so and where sharing is necessary to safeguard or promote the welfare of a child.
Parental consent is sought to administer medication, take a child for emergency treatment, take a child on an outing and take photographs for the purposes of record keeping.
Parents/carers’ views are sought regarding changes in the delivery of the service.
Parents/carers are actively encouraged to participate in decision making processes via a parent/carer forum.
There are opportunities for parents/carers to take active roles in supporting their child’s learning in the setting: informally through helping out or activities with their child, or through structured projects engaging parents/carers and staff in their child’s learning.
Volunteers including parents are required to provide at least one written reference and an enhanced criminal records and barred list check if they are helping out on a regular rather than an occasional basis. Paid and unpaid activities such as teaching, training, instructing, caring for or supervising children are now considered to be regulated activity if carried out frequently, or if carried out on more than 3 days in a 30-day period or overnight. Supervised volunteers who only help out occasionally, such as parents or carers helping out on a trip (but not overnight or if providing personal care) do not require checks
We work in partnership or in tandem with local and national agencies to promote the wellbeing and safety of children.
Procedures are in place for sharing of information about children and families with other agencies, as out in procedures 07.2 Confidentiality, recording and sharing information.
Information received from other agencies (third-party information) is treated as confidential and will not be shared without the consent of the originating agency, unless there is a legal requirement or safeguarding concern that permits disclosure. In accordance with the statutory Information Sharing Duty, the setting recognises that data protection legislation does not prevent the lawful sharing of information where there is a valid legal basis and where sharing is necessary to safeguard, protect, or promote the welfare and wellbeing of a child.
When working in partnership with staff from other agencies, individuals are made to feel welcome in the setting and professional roles are respected.
Staff follow the protocols for working with agencies, for example on child protection.
Staff from other agencies do not have unsupervised access to the child they are visiting in the setting and do not have access to any other children during their visit.
Staff do not casually share information or seek informal advice about any named child/family.
We consult with and signpost to local and national agencies who offer a wealth of advice and information promoting staff understanding of issues facing them in their work and who can provide support and information for families. For example, ethnic/cultural organisations, drug/alcohol agencies, welfare rights advisors or organisations promoting childcare and early education, or adult education.
Schools
Settings work in partnership with schools to assist children’s transition as per procedure 09.14 – transition to school and share information as per procedure 07.6 Transfer of records.
The setting manager actively seeks to forge partnership with local schools with the aim of sharing best practice and creating a consistent, supportive approach.
10 Working in partnership with parents and other agencies procedures
10.2 Complaints procedure for parents/carers and service users
There is a fair way of dealing with issues as they arise in an informal way, but parents/carers may wish to exercise their right to make a formal complaint. They are informed of the procedure to do this, and complaints are responded to in a timely way. The same procedures apply to agencies who may have a grievance or complaint.
If the parent/carer is not happy with the key person’s response or wishes to complain about the key person or any other member of staff, they will be directed to the setting manager. Some parents/carers will want to make a written complaint; others will prefer to make it verbally; in which case the setting manager writes down the key issues of the complaint using the Complaint Investigation Record and keeps it in the child’s file.
The setting manager will investigate the complaint and provide time to feedback to the parent/carer within 28 days. A confidential written report of the investigation is kept in the child’s file if the complaint relates directly to a child.
If the parent/carer is still not satisfied, or if the complaint is about the setting manager, the setting manager is asked to forward their complaint verbally or in writing to their line manager.
If the parent/carer is still not satisfied, then they are entitled to appeal the outcome verbally or in writing to the setting manager’s line manager who will pass the matter on to owners/directors/trustees for further investigation and will respond to the parent/carer within a further 14 days.
If the complainant believes that the matter has not been resolved and there has been a breach of the EYFS requirements, they are entitled to make a complaint to Ofsted or the childminder agency. The manager will assist in any complaint investigation as well as in producing documentation that records the steps that were taken in response to the original complaint.
The setting manager ensures that parents/carers know they can complain to Ofsted by telephone or by email at any time as follows:
Email enquiries@ofsted.gov.uk
Telephone: 0300 123 4666.
OR the childminder agency………………………………………………………………………………………...
……………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………...
If an individual from another service wishes to make a formal complaint about a member of staff or any practice of the setting, it should be made in writing to the setting manager.
The complaint is acknowledged in writing within 10 days of receiving it.
The setting manager investigates the matter and meets with the individual to discuss the matter further within 28 days of the complaint being received.
An agreement needs to be reached to resolve the matter.
If agreement is not reached, the complainant may write to the setting manager’s line manager, who acknowledges the complaint within 5 days and reports back within 14 days.
If the complainant is not satisfied with the outcome of the investigation, they are entitled to appeal and are referred to the owners/directors/trustees.
Ofsted complaints record
Legislation requires settings to keep a record of complaints and disclose these to Ofsted, or the childminder agency at inspection, or if requested by Ofsted, or the childminder agency at any other time.
The record of complaints is a summative record only.
A record of complaints will be kept for at least 3 years.
In all cases where a complaint is upheld a review will be undertaken by the owners/directors/trustees to look for ways to improve practice where it is required.
This procedure is displayed on Parent/Carer Notice Board.
Further guidance
Complaint Investigation Record (Alliance Publication)
Full copies of all policies are available at the nursery or on request.