In order for us to maintain excellent standards and to ensure safety of your children while in our care, we have put together a number of different Policies & Procedures which we follow.

Our complete "Policies & Procedures" folder is available for you to read and it's located in the reception area. Please speak to the manager if you would like a particular policy to be emailed to you. However, here are are some of the main policies for you to read.

SAFEGUARDING POLICY

As an Ofsted regulated nursery, we comply with the local child Safeguarding procedures, and it is our duty to record and report to children services any concerns regarding the possible abuse of children in our care (emotional, physical, sexual or neglect). The Playhouse Nursery is committed to safeguarding and promoting the welfare of children and expects all colleagues to share this commitment. If an allegation is made against a member of staff in the nursery, the correct procedure will be followed (see allegation against a member of staff policy & procedure).

Our prime responsibility is the welfare and well-being of children in our care. As such it is our duty to the children, parents/carers 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.

The Legal framework for this policy

•      Children act (2004/1989)

•      Working together to safeguard children (2018)

•      Safeguarding Vulnerable Groups Act (2006)

•      Counter-Terrorism Act and Security Act (2015)

•      Multi-Agency Practise Guidelines

•      Female Genital Mutilation Act 2003

•      Serious Crime Act 2015

PREVENT DUTY

In Line with section 26 of the counter-terrorism and security act (2015) we understand the importance of staff members being able to recognise and identify vulnerable children and to have “due regard to the need to prevent people from being drawn into terrorism”.

We recognise the importance of protecting children from the risk of radicalisation and promoting British values in the same way we would protect and safeguard children from any other abuse.

We will ensure all staff members are able to notice changes in children’s behaviour as we would do with any kind of safeguarding matter as there is no single way of being able to identify a child who is at risk of being venerable or susceptible to radicalisation/extremism.

All staff members are also aware of the appropriate time to make a referral to the “Channel Programme”.

SAFER RECRUITMENT

Our team is trained in safer recruitment where they have received the correct procedures that must be in place to ensure that all staff working on the premises are suitable to have contact with the children.

Practitioners at The Playhouse Nursery endeavour to safeguard children’s welfare by:

·      Adopting child protection guidelines that are in line with ‘Working Together to Safeguard Children’ (HM Government 2018). This guidance sets out how organisations should work together to safeguard and promote the welfare of children in accordance with the Children Act 1989 and the Children Act 2004.

·      Sharing these guidelines with parents, carers, nursery practitioners and volunteers.

·      Sharing information about concerns with parents and families’ services as appropriate.

·      Following procedures for safer recruitment and selection of employees.

·      Obtaining a Disclosure and Barring Service (DBS) check for all employees and volunteers.

·      All employees, volunteers and students on placements will provide proof of identity, detailed references.

·      Providing effective training, support and supervision of nursery practitioners, volunteers, and students on placement as appropriate.

OUR AIM

It is our aim to ensure that all the children receive the highest level of care, provision and education.

The health, safety, and welfare of all our children are of paramount importance to all the adults who work in our nursery. Our children have the right to protection, regardless of age, gender, race, culture, background, or disability. Children have the right to be safe within the nursery.

We are committed to:

•      Building a “culture of safety” in which children are protected from abuse and harm in all areas of its service delivery.

•      Responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in “what to do if you’re worried a child is being abused”.

•      Promoting awareness of child abuse issues throughout its training and learning programmes for adults.

•      Empowering young children, through early childhood curriculum, promoting their rights to be strong, resilient, and listened to.

•      Ensuring that all staff are alert to the signs and understand what is meant by safeguarding and are aware of the different ways in which children can be harmed.

•      Ensuring all a robust training system, in which all staff are confident in the policies and procedures relating to the safeguarding and welfare of the children.

It is the policy of the nursery to provide a secure and safe environment for all children from abuse. The nursery will therefore not allow an adult to be left alone who has not received their enhanced DBS check clearance and all our staff will receive updated and relevant safeguarding training as part of their induction and as refresher training after their 3-month probation.

We abide by Ofsted requirements in respect of references and Disclosure and Baring Services checks for all staff and volunteers to ensure that disqualified person or unsuitable person has any access or contact with the children.

We know how important staff ratios are and ensure that we follow the legal requirements for the minimum numbers of staff present with the children at any time as set out in the Early Years Foundation Stage statutory framework.

WHAT IS ABUSE?

A person may abuse a child by inflicting harm, or by failing to act to prevent harm. Staff in the nursery recognise that child abuse can and does happen in all types of families. The following identifies some possible manifestations of child abuse; however, these lists are not exhaustive.

Neglect- is the persistent failure to meet basic physical and psychological needs, which may result in the serious impairment of the child’s medical problems, emaciation or under nourishment. Staff may notice behavioural signs such as a child who always seems hungry, tired, has ill -fitting clothes, poor personal hygiene, e.g. soiled, unchanged nappies, etc.

Procedure:

•      The concern should be discussed with the parent/carer.

•      Such discussions will be recorded and the parent/carer will have access to such records.

•      If there appears to be any queries regarding the circumstances the child protection/MASH team will be consulted.

Physical abuse - Physical signs may involve unexplained bruising/marks in unlikely areas, facial bruising, hand/finger marks, bite marks, burns, lacerations or abrasions. Staff may notice several behavioural signs that also indicate physical abuse such as a child that shies away from physical contact, is withdrawn or aggressive towards others or their behaviour changes suddenly.

Procedure:

•      All signs of marks/injuries noticed on a child will be recorded immediately on an pre-existing injury form and signed by parents

•      The incident will be discussed parent/carer at the earliest opportunity (when signing form)

•      If there appears to be any queries or concerns regarding the injury, the child protection/MASH team will be called for advice immediately.

Sexual abuse – Physical signs may include bruising consistent with being held firmly, discomfort in walking/sitting, pain or itching in the genital area, discharge, or blood on under clothes, or loss of appetite. Behavioural signs may include drawings or play showing indicators of sexual activity, sexually explicit language, and knowledge of adult sexual behaviour, seductive behaviour towards others, poor self-esteem and a child who is withdrawn.

Procedure:

·      The observed instances will be detailed in a confidential report

·      The observed instances will be reported immediately to the designated person/nursery manager.

·      The matter will be referred straight to the child protection team/MASH.

Emotional abuse – physical signs of emotional abuse may include a general failure to thrive, not meeting expected developmental milestones and behaviourally a child may be attention seeking, telling lies, have an inability to have fun and join in play, low self-esteem, speech disorders, and be inappropriately affectionate towards others.

Procedure:

•      The concerns should be discussed with the parent/carer by the designated person/nursery manager.

•      Such discussions will be recorded, and the parent/carer will have access to such records

•      If there appears to be any queries or ongoing concerns after discussion with parent/carer the child protection team/MASH team will be notified.

Recording suspicions of abuse and disclosures (procedures)

Staff will make an objective record of any observation or disclosure and include-

•      Childs name/address/D.O.B and age

•      Date, time, location of the observation or disclosure

•      EXACT words spoken

•      Name of the person who the concern was reported to with date and time and names of any other person present at the time.

•      Any discussion held with parents/carer

•      Name and signature of person completing the report/observation.

However, when identifying any potential instances of abuse, staff must at all times be aware that children may demonstrate individual or combinations of indicators detailed above, but may not be the subject of abuse. Individual or isolated incidents do not necessarily indicate abuse. Staff should always remain vigilant and must NOT ignore warning signs and contact the relevant services at any stage for support.

Female Genital Mutilation (FGM)

As our duty of care, we have a statutory obligation under national safeguarding protocols (e.g working together to safeguard children) to protect young girls and women from FGM as it is an illegal, extremely harmful practise and a form of abuse.

It is essential that we work closely together with other agencies if we suspect a child has suffered or is likely to suffer FGM as appropriate safeguarding efforts. This is reflected in the Multi-Agency Practise Guidelines.

If a child in our care shows signs and symptoms (see below) of FGM or we have good reason to suspect the child is at risk of FGM, we MUST refer the child using our existing standard safeguarding procedures as it is a form of child abuse. When a child is identified as “at risk” of FGM, this information MUST be brought to the child’s GP attention and health visitor (as per section 47 of The Children’s Act 1989)

Important Signs & Symptoms to look out for if you suspect the child is “at risk” of FGM

•      Father comes from a community that is known to practice FGM

•      Mother/Family may have limited contact with people outside family

•      It is known that the mother has FGM

•      Family does not engage with professionals (health, school, other)

•      Parents say that they or a relative will take the child abroad for a prolonged period of time

•      Child has spoken about a holiday to her country of origin or another where the procedure is practiced

•      Child has confided that she is to have a “special procedure” to “become a woman” or to be “more like her mum/sister/aunt” etc

•      Family/child are already known to social services

•      Important Signs & Symptoms to look out for if you suspect the child has had FGM

•      Child regularly attends GP appointments, has frequent Urinary Tract Infections (UTI’S)

•      Increased emotional and physiological needs e.g withdrawals, depression, or significant changes in behaviour.

•      Child talks about pain/discomfort between legs

•      Child has difficulty walking, sitting for long periods of time- which wasn’t a problem previously

Significant or Immediate Risk

•      Child confides in a member of staff/professional that FGM has taken place

•      Parent or family member discloses that the child has had FGM

CHILD PROTECTION POLICY

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

We support the children within our care, protect them from maltreatment and have robust procedures in place to prevent the impairment of children’s health and development. In our setting we strive to protect children from the risk of radicalisation, and we promote acceptance and tolerance of other beliefs and cultures. Safeguarding is a much wider subject than the elements covered within this single policy, therefore this document should be used in conjunction with the nursery’s other policies and procedures.

Legal framework and definition of safeguarding

• Children Act 1989 and 2004
• Childcare Act 2016
• Safeguarding Vulnerable Groups Act 2006
• Children and Social Work Act 2017
• The Statutory Framework for the Early Years Foundation Stage (EYFS) 2021
• Working together to safeguard children 2018
• Keeping children safe in education 2021
• What to do if you’re worried a child is being abused 2015
• Counter-Terrorism and Security Act 2015.

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

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

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

Policy intention

To safeguard children and promote their welfare we will:

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

At Playhouse Nursery we are aware that abuse does occur in our society, and we are vigilant in identifying signs of abuse and reporting concerns. Our practitioners have a duty to protect and promote the welfare of children. Due to the many hours of care, we are providing, staff may often be the first people to identify that there may be a problem. They may well be the first people in whom children confide information that may suggest abuse or to spot changes in a child’s behaviour which may indicate abuse.

Our prime responsibility is the welfare and well-being of each child in our care. As such we believe we have a duty to the children, parents and staff to act quickly and responsibly in any instance that may come to our attention. This includes sharing information with any relevant agencies such as local authority services for children’s social care, health professionals or the police. All staff will work with other agencies in the best interest of the child, including as part of a multi-agency team, where needed.

The nursery aims to:

• Keep the child at the centre of all we do.
• Ensure staff are trained right from induction to understand the child protection and safeguarding policy and procedures, are alert to identify possible signs of abuse (including the signs known as softer signs of abuse), understand what is meant by child protection and are aware of the different ways in which children can be harmed, including by other children through bullying or discriminatory behaviour.
• Be aware of the increased vulnerability of children with Special Educational Needs and Disabilities (SEND) and other vulnerable or isolated families and children.
• Ensure that all staff feel confident and supported to act in the best interest of the child, share information and seek the help that the child may need.
• Ensure that all staff are familiar and updated regularly with child protection training and procedures and kept informed of changes to local/national procedures, including thorough annual safeguarding newsletters and updates.
• Make any child protection referrals in a timely way, sharing relevant information as necessary in line with procedures set out by the Local Authority.
• Ensure that information is shared only with those people who need to know to protect the child and act in their best interest.
• Keep the setting safe online using appropriate filters, checks and safeguards, always monitoring access.
• Ensure that children are never placed at risk while in the charge of nursery staff.
• Take any appropriate action relating to allegations of serious harm or abuse against any person working with children or living or working on the nursery premises including reporting such allegations to Ofsted and other relevant authorities.
• Ensure parents are fully aware of child protection policies and procedures when they register with the nursery and are kept informed of all updates when they occur.
• Regularly review and update this policy with staff and parents where appropriate and make sure it complies with any legal requirements and any guidance or procedures issued by the local authority.

We will support children by offering reassurance, comfort, and sensitive interactions. We will devise activities according to individual circumstances to enable children to develop confidence and self-esteem within their peer group and support them to learn how to keep themselves safe.

Contact telephone numbers

Local authority children’s social care team

Local authority Designated Officer (LADO) 020 8359 4066

Ofsted 0300 123 1231

Non-emergency police 101

Government helpline for extremism concerns 020 7340 7264

Types of abuse and particular procedures followed

Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by harming them or by failing to act to prevent harm. Children may be abused within a family, institution or community setting by those known to them or a stranger. This could be an adult or adults, another child, or children.

What to do if you’re worried a child is being abused (advice for practitioners) 2015.

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

Indicators of child abuse

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

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

• Low self-esteem
• Wetting and soiling
• Recurrent nightmares
• Aggressive behaviour
• Withdrawing communication
• Habitual body rocking
• Indiscriminate contact or affection seeking
• Over-friendliness towards strangers
• Excessive clinginess
• Persistently seeking attention.

Peer on peer abuse

We are aware that peer on peer abuse does take place, so we include children in our policies when we talk about potential abusers. This may take the form of bullying, physically hurting another child, emotional abuse, or sexual abuse. We will report this in the same way as we do for adults abusing children and will take advice from the appropriate bodies on this area.

Physical abuse

Action needs to be taken if staff have reason to believe that there has been a physical injury to a child, including deliberate poisoning, where there is definite knowledge or reasonable suspicion that the injury was inflicted or knowingly not prevented. These symptoms may include bruising or injuries in an area that is not usual for a child, e.g. fleshy parts of the arms and legs, back, wrists, ankles and face.

Many children will have cuts and grazes from normal childhood injuries. These should also be logged and discussed with the nursery manager or room leader.

Children and babies may be abused physically through shaking or throwing. Other injuries may include burns or scalds. These are not usual childhood injuries and should always be logged and discussed with the designated safeguarding lead (DSL) / nursery manager.

DSL – Amir Faragi & Elaha Ashofteh

Female genital mutilation

This type of physical abuse is practised as a cultural ritual by certain ethnic groups and there is now more awareness of its prevalence in some communities in England including its effect on the child and any other siblings involved. This procedure may be carried out shortly after birth and during childhood as well as adolescence, just before marriage or during a woman’s first pregnancy and varies widely according to the community. Symptoms may include bleeding, painful areas, acute urinary retention, urinary infection, wound infection, septicaemia, incontinence, vaginal and pelvic infections with depression and post-traumatic stress disorder as well as physiological concerns. If you have concerns about a child relating to this area, you should contact children’s social care team in the same way as other types of physical abuse. There is a mandatory duty to report to police any case where an act of female genital mutilation appears to have been carried out on a girl under the age of 18, we will ensure this is followed in our setting.

Breast Ironing

Breast ironing also known as "breast flattening" is the process where young girls' breasts are ironed, massaged and/or pounded down through the use of hard or heated objects in order for the breasts to disappear or delay the development of the breasts entirely. It is believed that by carrying out this act, young girls will be protected from harassment, rape, abduction and early forced marriage. Although this is unlikely to happen to children in the nursery due to their age, we will ensure any signs of this in young adults or older children are followed up using the usual safeguarding referral process.

Fabricated illness

This is also a type of physical abuse. This is where a child is presented with an illness that is fabricated by the adult carer. The carer may seek out unnecessary medical treatment or investigation. The signs may include a carer exaggerating a real illness or symptoms, complete fabrication of symptoms or inducing physical illness, e.g. through poisoning, starvation, inappropriate diet. This may also be presented through false allegations of abuse or encouraging the child to appear disabled or ill to obtain unnecessary treatment or specialist support.

Sexual abuse

Action needs be taken if the staff member has witnessed an occasion(s) where a child indicated sexual activity through words, play, drawing, had an excessive preoccupation with sexual matters or had an inappropriate knowledge of adult sexual behaviour or language. This may include acting out sexual activity on dolls/toys or in the role play area with their peers, drawing pictures that are inappropriate for a child, talking about sexual activities or using sexual language or words. The child may become worried when their clothes are removed, e.g. for nappy changes.

The physical symptoms may include genital trauma, discharge and bruises between the legs or signs of a sexually transmitted disease (STD). Emotional symptoms could include a distinct change in a child’s behaviour. They may be withdrawn or overly extroverted and outgoing. They may withdraw away from a particular adult and become distressed if they reach out for them, but they may also be particularly clingy to a potential abuser, so all symptoms and signs should be looked at together and assessed as a whole.

If a child starts to talk openly to an adult about abuse, they may be experiencing the procedure below will be followed:

Procedure:

• The adult should reassure the child and listen without interrupting if the child wishes to talk
• The observed instances will be detailed in a confidential report
• The observed instances will be reported to the nursery manager or DSL
• The matter will be referred to the local authority children’s social care team (see reporting procedures).

Child sexual exploitation (CSE)

Working Together to Safeguard Children defines CSE as “…a form of child sexual abuse. It occurs where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child or young person under the age of 18 into sexual activity (a) in exchange for something the victim needs or wants, and/or (b) for the financial advantage or increased status of the perpetrator or facilitator. The victim may have been sexually exploited even if the sexual activity appears consensual. Child sexual exploitation does not always involve physical contact; it can also occur through the use of technology.”

We will be aware of the possibility of CSE and the signs and symptoms this may manifest as. If we have concerns, we will follow the same procedures as for other concerns and we will record and refer as appropriate.

Emotional abuse

Action should be taken if the staff member has reason to believe that there is a severe, adverse effect on the behaviour and emotional development of a child, caused by persistent or severe ill treatment or rejection.

This may include extremes of discipline where a child is shouted at or put down on a consistent basis, lack of emotional attachment by a parent, or it may include parents or carers placing inappropriate age or developmental expectations upon them. Emotional abuse may also be imposed through the child witnessing domestic abuse and alcohol and drug misuse by adults caring for them. 

The child is likely to show extremes of emotion with this type of abuse. This may include shying away from an adult who is abusing them, becoming withdrawn, aggressive or clingy in order to receive their love and attention. This type of abuse is harder to identify as the child is not likely to show any physical signs.

Neglect

Action should be taken if the staff member has reason to believe that there has been any type of neglect of a child (for example, by exposure to any kind of danger, including cold, starvation or failure to seek medical treatment, when required, on behalf of the child), which results in serious impairment of the child's health or development, including failure to thrive.

Signs may include a child persistently arriving at nursery unwashed or unkempt, wearing clothes that are too small (especially shoes that may restrict the child’s growth or hurt them), arriving at nursery in the same nappy they went home in or a child having an illness or identified special educational need or disability that is not being addressed by the parent. A child may also be persistently hungry if a parent is withholding food or not providing enough for a child’s needs.

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

Reporting Procedures

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

• Staff will report their concerns to the DSL (in the absence of the DSL they will be reported to the Deputy DSL)
• Any signs of marks/injuries to a child or information a child has given will be recorded and stored securely
• If appropriate, the incident will be discussed with the parent/carer, such discussions will be recorded, and the parent will have access to these records on request
• If there are queries/concerns regarding the injury/information given, then the following procedures will take place:

The designated safeguarding lead will:

• Contact the local authority children’s social care team to report concerns and seek advice (if it is believed a child is in immediate danger, we will contact the police)
• Inform Ofsted
• Record the information and action taken relating to the concern raised
• Speak to the parents (unless advised not do so by LA children’s social care team)
• The designated safeguarding lead will follow up with the Local Authority children’s social care team if they have not contacted the setting within the timeframe set out in Working Together to Safeguarding Children (2018). We will never assume that action has been taken,

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

Recording Suspicions of Abuse and Disclosures

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

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

These records should be signed by the person reporting this and the *manager/*DSL/*supervisor, dated and kept in a separate confidential file.

If a child starts to talk to an adult about potential abuse, it is important not to promise the child complete confidentiality. This promise cannot be kept. It is vital that the child is allowed to talk openly, and disclosure is not forced, or words put into the child’s mouth. As soon as possible after the disclosure details must be logged accurately.

It may be thought necessary that through discussion with all concerned the matter needs to be raised with the local authority children’s social care team and Ofsted. Staff involved may be asked to supply details of any information/concerns they have with regard to a child. The nursery expects all members of staff to co-operate with the local authority children’s social care, police, and Ofsted in any way necessary to ensure the safety of the children.

Staff must not make any comments either publicly or in private about the supposed or actual behaviour of a parent or member of staff. 

Informing parents

Parents are normally the first point of contact. If a suspicion of abuse is recorded, parents are informed at the same time as the report is made, except where the guidance of the local authority children’s social care team/police does not allow this. This will usually be the case where the parent or family member is the likely abuser or where a child may be endangered by this disclosure. In these cases, the investigating officers will not inform parents.

Confidentiality

All suspicions, enquiries and external investigations are kept confidential and shared only with those who need to know. Any information is shared in line with guidance from the local authority.

Support to families

The nursery takes every step in its power to build up trusting and supportive relations among families, staff, students, and volunteers within the nursery.

The nursery continues to welcome the child and the family whilst enquiries are being made in relation to abuse in the home situation. Parents and families will be treated with respect in a non-judgmental manner whilst any external investigations are carried out in the best interest of the child.

Allegations against adults working or volunteering with children

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

The allegation should be reported to the designated safeguarding officer (Elaha Ashofteh) or the deputy safeguarding officer (Amir Faragi). The deputy safeguarding officer will inform the Local Authority Designated Officer (LADO) and Ofsted immediately in order for this to be investigated by the appropriate bodies promptly. A full investigation will be carried out by the appropriate professionals (LADO, Ofsted) to determine how this will be handled. The nursery will follow all instructions from the LADO and Ofsted and ask all staff members to do the same and co-operate where required. Support will be provided to all those involved in an allegation throughout the external investigation in line with LADO support and advice. The nursery reserves the right to suspend any member of staff during an investigation. All enquiries/external investigations/interviews will be documented and kept in a locked file for access by the relevant authorities (Please read this policy in conjunction with allegation against staff policy).

Staffing and volunteering

Our policy is to provide a secure and safe environment for all children. We only allow an adult who is employed by the nursery to care for children and who has an enhanced clearance from the Disclosure and Barring Service (DBS) to be left alone with children. We will obtain enhanced criminal records checks (DBS) for all volunteers and do not allow any volunteers to be unsupervised with children. Our setting will ensure that we practice Safe Recruitment by undertaking enhanced DBS checks of staff and volunteers who work with children (Please read this policy in conjunction with Safe Recruitment policy).

All staff will attend child protection training and receive initial basic child protection training during their induction period. This will include the procedures for spotting signs and behaviours of abuse and abusers/potential abusers, recording and reporting concerns and creating a safe and secure environment for the children in the nursery. During induction staff will be given contact details for the LADO (local authority designated officer), the local authority children’s social care team and Ofsted to enable them to report any safeguarding concerns, independently, if they feel it necessary to do so.

We have named persons within the nursery who take lead responsibility for safeguarding and co-ordinate child protection and welfare issues, known as the Designated Safeguarding Leads (DSL), there is always at least one designated person on duty during all opening hours of the setting.

These designated persons will receive comprehensive training at least every two years and update their knowledge on an ongoing basis, but at least once a year.

The nursery DSL’s liaise with the local authority children’s social care team, undertakes specific training, including a child protection training course, and receives regular updates to developments within this field. We provide adequate and appropriate staffing resources to meet the needs of all children.

PREVENT DUTY & ANTI-RADICALISATION

The Playhouse Nursery is fully committed to safeguarding and promoting the welfare of its children and staff members. We recognise that safeguarding against radicalisation is no different from safeguarding against any other vulnerability. At The Playhouse Nursery, all staff are expected to uphold and promote the fundamental principles of the British Values, including Democracy, The Rule of Law, Individual Liberty, Mutual Respect and Tolerance of those with different Faiths and Beliefs.

The main aim of this statement is to ensure that staff are fully engaged in being vigilant about radicalisation; that they overcome professional disbelief that such issues will not happen here and ensure that we work alongside other professional bodies and agencies to ensure that our children are safe from harm.

We aim to ensure that:

·      All staff and volunteers will have understanding and an appropriate level of training (Prevent training) of what radicalisation and extremism are and why we need to be vigilant in nursery.

·      Ensuring staff understand how to recognise early indicators of potential radicalisation and terrorism threats and act on them appropriately in line with national and local procedures Children participate in local community events so they appreciate and value their friends and neighbours who may not share their faith background.

·      Children are supported in making good choices from an early age, so they understand the impact and consequences of their actions on others.

·      All staff will know that the policy is on anti-radicalisation and extremism and will follow the procedures when issues arise.

·      All parents/carers will know The Playhouse Nursery has policies in place to keep children safe from harm and we (the nursery) regularly review its systems to ensure they are appropriate and effective.

·       Ensure our Nursery is an inclusive environment, tackle inequalities and negative points of view and teach children about tolerance through British Values.

DEFINITION

Radicalisation is defined as the act or process of making a person more radical or favouring of extreme of fundamental changes in political, economic, or social conditions, institutions of habits of the mind.

Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism. Protecting children from the risk of radicalisation is seen as part of The Playhouse Nursery wider safeguarding duties and is similar in nature to protecting children from other forms of harm and abuse.

There is no single way of identifying who is likely to be vulnerable to an ideology. It can happen in many ways and settings. Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group appear to provide and answer. The internet and the use of social media has become a major factor in the radicalisation of young people.

Extremism is defined as the holding of extreme political or religious views. It is the vocal or active opposition to fundamental British Values. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas.

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

There are several behaviours that might indicate that an individual is at risk of being radicalised or exposed to extreme views. Such behaviours may include:

·      Spending increasing time in the company of other suspected extremists.

·      Changing their style of dress or personal appearance to accord with the group.

·      Day to day behaviour becoming increasingly centred on an extremist ideology, group of cause.

·      Loss of interest in other friends and activities not associated with an extremist cause.

·      Attempts to introduce others to the group/cause.

·      Communication with others that suggests identification with a group, cause of ideology.

·      Using names/language ranging from insulting to derogatory or members of another group.

·      Increase in prejudice-related incidents committed by that person- these may include

§ Physical or verbal assault

§ Provocative behaviour

§ Damage to property

§ Derogatory name calling

CURRICULUM

Our curriculum promotes respect, tolerance, and diversity. Children are encouraged to share their views and recognise that they are entitled to have their own different beliefs which should not be used to influence others.

It is recognised that children with low self-esteem can often be more vulnerable to radicalisation and therefore we strive to prepare our children confidence, self-belief, respect, and tolerance.

REFERRALS

At The Playhouse Nursery we believe it is important for us to remain constantly vigilant and remain fully informed about the issues which affect the wider region in which we teach. Staff are reminded to suspend professional disbelief that instances of radicalisation “could not happen here” and refer any concerns through the appropriate channels.

Staff should understand when it is appropriate to make a referral to the “Channel Programme” Channel is a programme which focuses on providing support at an early stage.

The department of Education has dedicated a telephone helpline (020 7340 7264) to enable staff to raise concerns relating to extremism directly. Concerns can also be raised by email to counter.extremism@education.gsi.gov.uk.

Please note that helpline is not intended for use in emergency situations, such as a child being at immediate risk of harm or a security incident, in which case the normal emergency procedures should be followed.

Designated Lead Safeguarding Officer - Elaha Ashofteh

Deputy Safeguarding Officer - Amir Faragi

BEHAVIOUR MANAGMENT

We aim to present all children with a code of behaviour. We promote the development of a sense of right and wrong by teaching your child the appropriate way to act and discouraging unacceptable behaviour.

Sometimes it is necessary to help children understand their own boundaries in certain situations, explaining why we do not accept certain behaviours.

The Playhouse Nursery believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour.

This policy provides guidelines on how to support this vision; it recognises that learning self-regulation and socially appropriate behaviour is a developmental process and that modelling positive behaviour at all times and managing challenging behaviour appropriately and competently, we can provide for the needs of the individual as well as ensuring the safety and wellbeing of everyone at The Playhouse Nursery.

There are 5 characteristics that we are aiming to develop which underpin good behaviour.

1.    Confidence

2.    Communication

3.    Co-operation

4.    Curiosity

5.    Concentration

POSITIVE BEHAVIOUR

For children to follow and co-operate with routines and “expected behaviour” we need to promote positive behaviour by:

·      Being a good role model

·      Being consistent

·      Positive reinforcement always

·      Giving children a chance to change their behaviour

·      Using positive body language- do not stand over children, come down to their level etc.

Young children usually misbehave because they have not yet learnt how to react to feelings and needs in acceptable ways. The most common needs and feelings that can trigger unacceptable behaviour are- attention, boredom, anxiety, fear, anger, curiosity, independence and anticipation.

·      Respect and recognition - to value and celebrate our own and others contributions and uniqueness, and to show consideration for our own feelings and the feelings of others.

·      Freedom and responsibility- to enable children and adults to explore and express themselves freely in an environment which supports decision making and opportunities to consider the consequences of our words and actions

·      Inclusion- to provide access to learning for all, considering everyone’s needs, background and ability, working together to share the same vision and work together the same goal.

·      Honesty- to empower everyone to communicate openly and honestly in their interactions with each other.

·      Safety and trust- to help everyone to feel able to express their concerns and fears in an appropriate way and to thrive physically and emotionally in their learning.

At no time during disciplining your child would staff use physical punishment, e.g. smacking, shaking or slapping and it is our belief that using negative words like “Don’t Do that” and “Naughty” are unhelpful and leave no room for movement. If a child presents us at any time with unacceptable behaviour, staff will approach the situation in the following way:

·      Intervene at the time of conflict in order to establish the cause of upset.

·      Talk to the children involved to find out their feelings and reactions to the situation.

·      Ask each child how they feel and how the other must be feeling so that both may realise that it is not just one person involved.

·      In younger children who are not yet able to reason diversionary tactics, distraction would be used at this time.

·      Where possible staff will anticipate, and defuse difficult situations before disagreements arise that children might find hard to handle.

ACHIEVING POSITIVE BEHAVIOUR

Our setting believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour.

Children need to learn to consider the views and feelings, needs and rights, of other and the impact that their behaviour has on people, places and objects. This is a developmental task that requires support, encouragement, teaching and setting the correct example. The principles that underpin how we achieve positive and considerate behaviour exist within the programme for promoting personal, social and emotional development.

If all the above have been tried consistently and there is still a need for modification of behaviour, the following methods will apply:

·      Whilst reassuring the child that it is the behaviour which is unacceptable and not the child, firm guidance will be given should the unacceptable behaviours arise again.

·      At all times praise is freely given to the child at the slightest sign of positive change in behaviour.

·      During this period the Manager will talk with the parent/carer in order to inform them of the situation and to ask if they are experiencing similar difficulties.

·      Advice will be given if it is needed regarding help from outside agencies. eg. SENDco, Health Visitor, GP.

·      A record will be kept of incidents which occur and daily written observations made to learn what the trigger cause was.

BITING POLICY

Biting is fairly common amongst young children and it is one of the things that concerns adults the most. Evidence suggests that up to a quarter of all very young children will bite others at some stage. We understand this is a difficult situation for parents whether it is your child that has been bitten or your child that has been responsible for biting.

Biting is often very painful and frightening for the child who is bitten. It can also be frightening for the child who bites, because it upsets the child and makes adults very angry. Biting can make the child who bites feel very powerful because of the strong reaction that it brings. This power can be frightening for the children because they need to feel secure that their feelings can be controlled. It happens for different reasons with different children and under different circumstances. The first step in learning to control is to look at why it may be happening.

Children bite for many reasons and we aim to handle any biting incident with respect and sensitivity for all involved. It is the nursery’s policy to deal with each biting incident on a case basis making sure that parents/carers involved are kept up to date with what is happening, but at the same time respecting the confidentiality of the children involved.

Whilst biting is more common at nursery or in other group situations than at home, a biting incident is not a negative reflection on the biter, the staff or the nursery. We have very clear behavioural expectations at the nursery and children are expected and encouraged to share, wait for their turn, be respectful and play happily together.

EXPLORATION

Babies and toddlers learn by touching, smelling, hearing and tasting. If you give a baby a toy, one of the first places it goes to is the mouth. Tasting or “mouthing” objects is something that all children do. Young children do not always understand the difference between gnawing on a toy and biting someone.

TEETHING

Children begin teething around the ages of four to seven months. Swelling gums can be tender and can cause a great deal of discomfort. Babies sometimes find relief from this discomfort by chewing on something. Sometimes the object they chew is a real person! Children this age do not truly understand the difference between chewing on a person or a toy.

CAUSE & EFFECT

Around the age of 12 months, babies become interested in finding out what happens when they do something. When they bang a spoon on the table, they discover that it makes a loud sound. When they drop a toy from their cot, they discover that it falls. They may also discover that when they bite someone, they get a reaction.

IMITATION

Older toddlers love to imitate others. Watching others and trying to do what they do is a great way to learn things. Some children see others bite and decide to try it out themselves.

INDEPENDENCE

Toddlers are trying so hard to be independent – “mine” and “me do it’ are favourite words. Learning to do things independently, making choices, and needing control over a situation are part of growing up. Biting is a powerful way to control others. If you want a toy or want a playmate to leave you alone or move out of your way, it is a quick way to get what you want.

FRUSTRATION

Young children experience a lot of frustration. Growing up is a struggle. Drinking from a cup is great yet nursing or sucking from a bottle is also wonderful. Sometimes it would be nice to remain a baby! Toddlers do not always have good control over their bodies. A loving pat sometimes turns into a push. Toddlers cannot always express themselves. They sometimes have trouble in asking for things or requesting help.

They have not yet learned how to interact with others. At times, when they are unable to find the words to express their feelings, they resort to hitting, pushing, or biting.

STRESS

A child’s world can be stressful too. A lack of interesting things to do, or insufficient interaction with adults is stressful situations for children. Children also experience traumatic events in their lives, such as bereavement, moving to a new home, or even starting a new nursery. Biting is one way to express feelings and relieve tension. Young children are not always able to fully understand what they are feeling, they just act.

WHAT CAN WE DO?

Use the who, what, when and where method to pinpoint the problem:

·      Who was involved?

·      What happened before or after? How was the situation handled?

·      When did the biting occur?

·      Where did it happen?

PREVENTION

If we determine that the biting occurs as the result of exploration or teething you may want to provide the child with a teething ring.

If the child seems to bite when tired or hungry, you may want to look at your daily routine to be sure that s/he is getting enough sleep and nourishment.

We try to keep group play to short periods and small groups. Watch for situations where two children might want the same toy. For example, if the biting occurs when two children are fighting over a toy telephone, you may want to purchase a second one or perhaps try to distract them before a potential biting situation arises. It is not always possible to make very young children share. Toddlers do not necessarily have the skills to negotiate or understand another child’s perspective.

Children in this situation need close adult supervision, especially if they are known to bite. However even the best supervision, unless it is one-to-one, will not prevent some children from getting bitten.

If attention seems to be the main reason for biting, try to spend time with the child and praise them when they are doing more positive things. If the child is experiencing a stressful family or care giving situation, you will want to make everyday life as supportive and normal as possible. Predictable meals and bedtimes and extra time with a loving adult can help. Often, experiences like rolling, squishing, and pounding play dough or relaxing, splashing and playing in water are a great way to relieve tension.

PARENT/ CARER INVOLVEMENT

Working in partnership with our parents/carers is integral to the success of this behaviour policy. In order for it to work in practice, their contribution is vital.

We will achieve this by:

·      Sharing the expectation of behaviour through informal and formal discussions with individuals and group of parents/carers

·      Talking to individual parents/carers about all aspects of all their childs behaviour on a daily basis, as well as at regular parent meetings

·      Being fair, non-judgmental and consistent when discussing children’s behaviour with parents/carers

·      Providing extra support for parents/carers to help manage children’s challenging behaviour e.g through outside agencies

We hope parents/carers will feel able to :

·      Inform us of any relevant changes to their circumstances which may affect their child’s behaviour, e.g new baby, moving to a new house, bereavement, divorce, separation or hospitalisation etc

·      Re-enforce expectations of positive behaviour by talking to their child at home

·      Actively support staff by implementing positive behaviour strategies.

Strategies with children who engage in inconsiderate behaviour

·      We require all staff, volunteers and student to use positive strategies for handling any inconsiderate behaviour, by helping children find solutions in ways which are appropriate for the children’s ages and stages of development.

·      Such solutions might include, for example, acknowledge of feelings, explanation as to what was not acceptable, and supporting children to gain control of their feelings so that they can learn a more appropriate response.

·      We ensure that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns.

·      We acknowledge considerate behaviour such as kindness and willingness to share.

·      We support each child in developing self-esteem, confidence and feelings of competence.

·      When children behave in inconsiderate ways, we help them to understand the outcomes of their action and support them in learning how to cope more appropriately.

·      We never send children out of the room by themselves, nor do we use a “naughty chair” or a “time out” strategy that excludes children from the group, we do however use “reflective time” and “calming time”.

·      We never use physical punishment, such as smacking or shaking. Children are never threatened with these and we will not tolerate any parent or carer shouting, disciplining or humiliating their child.

·      We use physical restraint, such as holding, only to prevent physical injury to children or adults and or serious damage to property.

·      Details of such an event (what happened, what action was taken and by whom, and the name of the witness) are brought to the attention of the managers and are recorded in the child’s personal file. The child’s parent is informed on the same day.

·      In cases of serious misbehaviour, such as racial or other abuse, we make clear immediately the unacceptability of the behaviour and attitude by means of explanations rather than personal blame.

·      We do not shout or raise our voices in a threatening way to respond to children inconsiderate behaviour

Children under 3 years

When children under three behave in inconsiderate ways, we recognise that strategies for supporting them will need to be developmentally appropriate and differ from those for older children.

We recognise that babies and very young children are unable to regulate their own emotions, such as fear, anger or distress, and require sensitive adults to help them do this

Common inconsiderate or hurtful behaviours of young children include tantrums, biting or fighting. Staff are calm and patient, offering comfort to intense emotions, helping children to manage their feelings and talk about them to help resolve issues and promoting understanding

If tantrums, biting or fighting are frequent, we try to find out the underlying causes- such as a change or upheaval at home, or frequent change of carers. Sometimes a child has not settled in well and their behaviour may be the result of “separation anxiety”

We focus on ensuring a child’s attachment figure in the setting, their key person, is building a strong relationship to provide security to the child

Rough and tumble play and fantasy aggression

Young children often engage in play that has aggressive themes- such as superhero and weapon play; some children appear pre-occupied with these themes, but their behaviour is not necessarily a precursor to hurtful behaviour or bullying, although it may be inconsiderate at times and may need addressing using the strategies above.

We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits. We regard to these kinds of play as pro-social and not as problematic or aggressive.

We will develop strategies to contain play that are agreed with the children, and understood by them, with acceptable behavioural boundaries to ensure children are not hurt.

We recognise that fantasy play also contains many violently dramatic strategies, blowing up, shooting, etc. And that these often refer to “goodies and baddies” and as such offer opportunities for us to explore concepts of right and wrong.

We are able to tune in to the content of the play, perhaps to suggest alternative strategies for heroes and heroines, making the most of the “teachable moments to encourage empathy and lateral thinking to explore alternative scenarios and strategies for conflict resolution.