INTRODUCTORY PACK

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Winford Village Pre-School c/o Winford CE Primary School

Felton Lane Winford

North Somerset BS40 8AD

Telephone: 01275 472742

Committee Chair: Claire Burnell 01275 474092 Pre-School Leader: Wendy Cleghorn 01275 474741

E-mail: winfordpreschool@btconnect.com

Our aim is

To enhance the development and education of children under statutory school age in a parent involving, community-based group.

To provide a safe, secure and stimulating environment.

To work within a framework which ensures equality of opportunity for all children and their families.

We offer your child

Experiences and opportunities unique to his/her own needs and interests, leading to the early learning goals of the Early Years Foundation Stage.

Individual care and attention made possible by a high ratio of adults to children (one adult to six children).

Fun and friendship with other children and adults.

The close support of a key person.

Opportunities for you and your family to be directly involved in the activities of the group and in your child’s progress.

Winford Village Pre-School is a small rural pre-school. The pre-school operates within a newly converted building designed with our input and is located in the former school hall of Winford Primary School. We have a secure garden surrounded by railings with direct access through our front door enabling children to easily access both the indoor and outdoor learning activities. Our opening times are: Monday, Tuesday, Wednesday, Thursday and Friday. Sessions run from 8.45am – 11.45am, term times only. We now also offer an afternoon session on a Wednesday from 11.45am to 2.45pm and an optional Lunch-Club runs from 11.45am to 12.45pm from Monday to Friday, term times only.

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Our pre-school offers education and care for children below school age from their third birthday. Children visiting pre-school before their 3rd birthday must be accompanied by an adult. Children are not to be left unattended before 8.45am, and must be signed in and out of the pre-school. Winford Village Pre-School is a registered charity, number above. It is run by a voluntary committee and is non profit making. Although the pre-school has a close relationship with the Primary school it is a separate entity. Attendance at the pre-school has no influence on school placement. OFSTED INSPECTIONS The pre-school is registered with and inspected by Ofsted. The most recent inspection dated September 2011, judged the pre-school to be outstanding in all aspects of care and education for the second time. The full report can be found at www.ofsted.gov.uk or in pre-school. The report states that “the quality of the provision is outstanding” and that children play in a very safe and secure environment. The Inspector commented that “children enjoy their learning immensely” and that the “highly effective keyperson system” results in “excellent attention given to meet each child’s unique needs”. The report also states that the pre-school offers an “exceptionally well-resourced environment” and “interesting activities.....challenge children and move them on in their learning quickly”. THE EARLY YEARS FOUNDATION STAGE Within the group, all children are supported in developing skills and understanding at their own pace. Our key-person system enables us to ensure a planned curriculum tailored to the needs of each individual child through a mixture of child-initiated play and adult-led activities. Each child has the opportunity to explore a broad range of new experiences, develop their skills and self confidence, preparing them for a smooth transition to school. This curriculum is based on the ‘Early Years Foundation Stage’ from birth to five year olds which also forms the basis of their Reception year in primary school. All children are working towards Early Learning Goals covering seven areas of development, using both indoor and outdoor learning environments. Personal, social and emotional development Within a secure, nurturing environment, children are individually supported in developing confidence, autonomy and self-respect. They are encouraged to be independent and also to share and co-operate with other children and adults. Through activities, conversation and practical example, they learn acceptable ways to express their own feelings and have respect for the feelings of others. All children are given the opportunity, as appropriate, to take responsibility for themselves and also for the group, its members and its property. Communication and language In both small and large groups, children are encouraged to extend their vocabulary and fluency by talking and listening, and by hearing and responding to stories, songs and rhymes.

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Physical development A range of equipment and opportunities both indoors and out of doors, allows children to develop confidence and enjoyment in the use and development of their own physical skills. A high level of adult supervision enables children safely to create and meet physical challenges, developing increasing skill and control in moving, climbing and balancing. At the same time, children are supported in the development of the fine motor skills required to use tools, including pens and pencils and to handle small objects with increasing control and precision. The children are also introduced to aspects of keeping healthy. Literacy Children are helped to understand that written symbols carry meaning, to be aware of the purposes of writing and, when they are ready, to use drawn and written symbols for themselves. A well stocked book corner gives every child the opportunity and encouragement to become familiar with books, able to handle them and aware of their uses, both for reference and as a source of stories and pictures. Mathematics Through practical activities, children become familiar with the sorting, matching, ordering, sequencing and counting skills which form the basis for early mathematics. As they use their developing mathematical understanding to solve problems, children are assisted to learn and use the vocabulary of mathematics, identifying objects by shape, position, size, volume and number. Songs, games and picture books help children become aware of number sequences and, when they are ready, to use simple mathematical operations such as adding. Understanding the world A safe and stimulating environment allows children to explore and experiment with a range of natural and manufactured materials. They learn to observe and investigate objects and substances, recognising differences, patterns and similarities, and to share and record their findings. Children are assisted in exploring and understanding their environment, both within the group and also in the wider community. We are also able to regularly plan activities within the school woodland area. A range of safe and well-maintained equipment enables children to extend their technological understanding, using simple tools and techniques as appropriate to achieve their intentions and to solve problems. Children also have the opportunity to become familiar with computers using simple programs and learning to operate programmable toys. Expressive Arts and Design Children are encouraged to use a wide range of resources in order to express their own ideas and feelings and to construct their individual response to experience in two and three dimensions. Art equipment, including paint, glue, crayons and chalks as well as natural and discarded resources, provides for open exploration of colour, shape and texture and the development of skills. Children join in with and respond to music and stories, and there are many opportunities for imaginative role-play, both individually and as part of a group.

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Special Educational Needs The Pre-School staff ensure that each child is able to progress at his/her own rate in all areas of development, and this is true for children with or without disabilities or learning difficulties. Activities are adapted to enable all children to join in. We are experienced in working closely with professionals across the range of special needs. If you would like to discuss the group’s ability to meet your child’s needs, please talk to the pre-school leader, Senco or your child’s key person. Our full special needs policy can be seen in the Operational Plan in Pre-school. The Special Needs Co-ordinator is Wendy Cleghorn. English as an Additional Language We work closely with other professionals to support children and families who use English as an Additional Language. Managing Behaviour To promote positive behaviour the Pre-school has a behaviour policy (see Appendix B) and procedure which has been agreed by staff and parents and which is reviewed regularly. We have a clear, consistent approach and expect behaviour appropriate to each child’s stage of development. Any issues or concerns are discussed fully with parents/carers and strategies agreed together. We have produced a ‘Tips sheet for parents’, which is available from your child’s key person. The staff member responsible for Behaviour Management is Natalie McLellan. The emphasis is always on learning through play! Further information about the Early Years Foundation Stage can be provided by Pre-School staff or from the North Somerset Children and Young People’s Services (Early Years), tel: 01934 888888 or from The Department of Education. For further information about the Pre-School Learning Alliance, to which we belong, send a SAE for a free publication catalogue to: Pre-school Learning Alliance The Fitzpatrick Building 188 York Way London N7 9AD T. 020 7697 2500 F. 020 7700 0319 E. info@pre-school.org.uk

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THE STAFF TEAM We have a committed and experienced staff team. We are proud of the high ratio of adults to children in our group (1:6 minimum). This ensures a good understanding of needs and development of each child. All staff undergo full checks by the Disclosure and Barring Service. Staff The regular staff in the group are: Name Title Wendy Cleghorn Pre- School Leader & Inclusion Co-ordinator (INCCO) Natalie McLellan Deputy Leader Dawn Jefferies Pre-School Assistant - Level 3 Carole Finch Pre-School Assistant - Level 3 Gail Vowles Pre-School Assistant (Wednesday afternoon session)

Qualifications and training records are available in Pre-school. Wendy Cleghorn is the staff member responsible for safeguarding children. The Safeguarding Children and Child Protection Policy is held in the Operational Plan Box and is on the Pre-school website. It can also be found as appendix A to this document. Natalie McLellan has overall responsibility for behaviour management. All regular staff have current Paediatric First Aid Certificates. Parents Pre-School Rota Research shows that children learn better when their parents/carers are involved. The pre-school aims to give all parents/carers the opportunity to help at pre-school sessions by mutual arrangement. This provides an ideal opportunity for parents/carers to see what happens at pre-school and to share their children’s experiences. Keypersons Our key worker system gives each member of staff particular responsibility for a small group of children. Each child in the group has one special adult to relate to, which can make settling into the group very much easier. The pre-school leader is the shared key person for all children. In addition, the key person is in a position to tailor the planning to the unique needs of each child. The key person maintains links with the child’s home setting, working with parents through shared record keeping to ensure that all children are supported in their learning. Your child’s key person will arrange progress meetings with you at least twice a year; you can of course

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discuss your child’s progress with staff or look at his/her learning diaries at any time. Record-keeping We operate an excellent record keeping system in which observations of the children in the group and at home are used as a basis for planning learning opportunities for each child. These learning diaries are available for you to look at any time, and will be passed to you when your child transfers to primary school. A small sample of your child’s work is collated as additional evidence of progress made. We encourage parent/carer input in the diaries. Training Staff regularly attend training and cluster meetings provided by both North Somerset EYDCP and Pre-school Learning Alliance ensuring that we are constantly in touch with new thinking in the field of early years education and care. We subscribe to periodicals offering practical advice and up-to-date information, and have access to a range of professionally produced publications. Staff also attend training in response to specific needs of individual children. There are also many opportunities for parents; relevant details are placed on our notice-board and parents information shelves. Please ask staff for further information. The role of parents The Pre-School Learning Alliance recognises parents as the first and most important educators of their young children. Our Pre-School aims to support parents. Parents are welcomed:

to work in the group with the children

to take part in the management of the Pre-School

to assist in fundraising

to attend training courses, workshops and conferences organised by the Pre-School Learning Alliance and the EYDCP.

to represent the Pre-School at branch and county activities of the Pre-School Learning Alliance

to attend open meetings of the Pre-School Learning Alliance

to participate in organised outings

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POLICIES The Pre-school has a number of policies and procedures which are all available in the Operational Plan Box at pre-school for you to look at. All our policies are designed to offer the best possible experience for the children and families in the group. Our policies are reviewed annually and comments and suggestions from parents are always welcome. The main policies can also be viewed on the pre-school website (www.winfordpreschool.org.uk). The following policies are attached at the back of this document: Appendix A - Safeguarding Children and Child Protection Policy Appendix B – Behaviour Management Policy Appendix C - Equality of Opportunities and Special Educational Needs Policy Complaints Procedure As a member of the Pre-School Learning Alliance we aim to provide the highest quality education and care for all our children. We aim to offer a welcome to each individual child and family and to provide a warm and caring environment within which all children can learn and develop as they play. We believe children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. Our intention is to work in partnership with parents and the community generally and we welcome suggestions on how to improve our group at any time. We have a procedure to address complaints, and the full procedure is available for all parents to read in our Operational Plan. All complainants will receive a written account of the investigation and actions taken as a result of their complaint within 28 days. This account is available on request to all parents of children at our Pre-School and Ofsted. All complaints and the action taken are recorded in our Complaints Summary Record. Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting's registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Early Years Foundation Stage is adhered to. The address and telephone number for Ofsted is: Ofsted, Piccadilly Gate, Store Street, Manchester, M1 2WD. Telephone Ofsted on 0300 123 1231. This address is displayed on our notice board. MANAGEMENT AND ADMINISTRATION Decision making The pre-school is run by an elected committee, which ensures that major decision making is in the hands of the parents who use the group. The committee is responsible for reviewing both policy and practice, and for the employment and appraisal of members of staff. Our Annual General Meeting, at which the committee for the following year is elected, is held in July, and

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parents will be informed in good time so they are able to attend. The constitution of Winford Village Pre-School is available for inspection together with the Ofsted Registration certificate. Early Education Funding Every three year old is entitled to nursery education funding for up to 15 hours per week for up to 38 weeks per year, from the term after their third birthday. For this purpose, the LEA has set commencement dates as 1st September, 1st January and 1st April. This funding continues until the child starts primary school and is paid by North Somerset Council. Children who join the Pre-School mid-term are covered by nursery funding, if eligible. To obtain the funding parents must complete a Children’s Information Form on admission and an attendance declaration form each term. Fees will be payable where a child exceeds their 15 hours or is claiming their full nursery funding at another setting. Two year old funding is available for children not yet eligible for three year old funding providing their families meet specific financial and circumstantial criteria. Please contact Pre-school as soon as possible if you think that you may be eligible. Fees For those children who will be attending the Pre-School or another setting for a total of more than the funded 15 hours per week, the Pre-School will make a charge of £4 per hour for each unfunded hour that your child attends Pre-School. A charge of £4 per hour will also be made if your child is not yet eligible for nursery funding. Fees are payable termly in advance. Fees will be increased annually in line with the North Somerset Nursery Education Funding. Fees continue to be payable if a child is absent without notice or for a short time. In cases of prolonged absence, parents should contact the management/committee about fee payment. Each child’s attendance at the group is conditional upon continued receipt of any necessary fees or Nursery Funding. Parents should give a full half-term’s notice if a decrease in the number of sessions is required. An increase in sessions, or a change of day, will be subject to availability. Fees will be charged for Additional Services such as outings. STARTING PRE-SCHOOL A settling-in programme will be agreed with parent/carers prior to admission. The first days A child who is tense or unhappy will not be able to play or learn properly, so it is important for parents and pre-school staff to work together to help the child feel confident and secure in the group. This takes longer for some children than for others and parents should not feel worried if their child takes a while to settle. See the Pre-School’s policy on settling in.

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Parents and children are offered up to three introductory sessions, free of charge, before the child starts pre-school, usually just before their third birthday. If a child settles in one session, further sessions are not usually encouraged, as this is often counter-productive as the child gets too used to his/her parent being there. Additional visits in cases of special needs will be at the discretion of the Play Leader and key person after discussion with the parent. The introductory visit is also a chance for the parent to be introduced to staff and to ask any questions they may have about the setting. Parents must remain with children under three. Fees become payable as soon as the child is three. What to wear In order to feel free to explore and experiment with all kinds of materials, including messy ones, it is best to dress children in clothes that are easily washable and not too new. It is good for children to practice the skills which will make them independent. Simple clothing which they can handle themselves will enable them to go to the toilet independently and put on and take off their outdoor clothing without being dependent on help from other people. We also ask that children bring suitable outdoor clothing and footwear so that we can use our outdoor play space as much as possible. Please also ensure that children are adequately protected during the summer months. Items of clothing including sweatshirts and polo shirts bearing our logo are available to purchase. Healthy eating In order to encourage children to eat healthily we ask each child to bring a piece of fruit or vegetable (eg carrot, cherry tomatoes) to be shared at group snack-time. Children will be offered milk or water at snack-time. Water is freely available throughout each session but we encourage children to bring their own named water bottle to each session. We also encourage parents to provide ‘Healthy Lunchboxes’ when their child attends Pre-school Lunch Club. We hope that your child’s time in pre-school will be a happy and productive one. If you have any queries, or if we can be of any help, please contact Wendy Cleghorn, or the Committee Chair on the above numbers.

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Appendix A - Safeguarding Children and Child Protection Policy Statement of intent At Winford Village Pre-school we work with children, parents and the community to ensure the safety of children and to give them the very best possible start in life.

Aim of the policy

Our overall aim is to ensure children in our care are kept safe from harm through implementing this policy and promoting children's right to be strong, resilient and listened to by:

Creating an environment that encourages children to develop a positive self image, which includes their heritage arising from their colour and ethnicity, their languages spoken at home, their religious beliefs, cultural traditions and home background

Encouraging children to develop a sense of autonomy and independence.

Enabling children to have the self-confidence and the age appropriate vocabulary to keep themselves safe.

Helping children to establish and sustain satisfying relationships within their families, with peers, and with other adults.

Working with parents to build their understanding of and commitment to the Principles of safeguarding all our children.

Being alert to any issues for concern in the child’s life at home or elsewhere. This Policy will be included in our introductory pack and highlighted to parents when they register their children or during our home visits. North Somerset’s Safeguarding Procedure for Early Years and Play Providers is always displayed on our parents information shelf.

Liaison with other bodies/Safeguarding documents

We work within the North Somerset Safeguarding Children Board guidelines.

'What to do if you a worried a child is being abused' is accessible to parents and staff. We have regard to the Government’s statutory guidance ‘Working together to Safeguard Children’ see www.education.gov.uk/publications . If we have concerns about children’s safety or welfare, we will notify agencies with statutory responsibilities without delay (This means the North Somerset’s Referral and assessment Team and, in emergencies, the police)

We follow North Somerset’s Safeguarding Procedure for Early Years and Play Providers.

We notify Ofsted of any allegations of serious harm or abuse by any person, living working or looking after children on our premises. This is done within 14 days of these allegations.

If a referral is to be made to North Somerset’s Referral and Assessment Team, we act within North Somerset‘s Safeguarding Procedure for Early Years and Play Providers in deciding whether we must inform the child's parents at the same time.

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Staffing and volunteering

Our designated practitioner takes the lead responsibility for safeguarding children in the setting. Our designated practitioner is Wendy Cleghorn.

Our designated officer (Committee member) who oversees this work is Claire Burnell, Supported by Catherine Stratford.

The designated practitioner is responsible for liaison with North Somerset’s Referral and Assessment Team and the Police

The designated practitioner will provide support, advice and guidance to any other staff on an ongoing basis, and on any specific safeguarding issue within the setting as required.

The designated practitioner will undertake the appropriate level of child protection training (as detailed in the North Somerset Child Protection Training Pathway) to equip them to identify, understand and respond appropriately to signs of possible abuse and neglect and take the lead in responding to safeguarding concerns.

We provide adequate and appropriate staffing resources to meet the needs of children.

Applicants for posts within the setting are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974.

Candidates are informed of the need to carry out 'enhanced disclosure' checks with the Criminal Records Bureau before posts can be confirmed.

Where applications are rejected because of information that has been disclosed, applicants have the right to know and to challenge incorrect information.

We inform staff, volunteers, students and others of their requirement to disclose any convictions, cautions, court orders, reprimands and warnings which may affect their suitability to work with children (whether received before or during their employment at the setting). A reminder of this requirement is within their annual appraisal

If we become aware of relevant information which may lead to disqualification of an employee we will take appropriate action to ensure the safety of the children.

We will not employ or continue to employ a person who has a disqualification

We do not allow people whose suitability has not been checked, including a criminal records check, to have unsupervised contact with children being cared for.

In the event of the disqualification of a registered provider, a person living in the same household as the registered provider, or a person employed in that household, the provider will not continue as an early years provider- nor be directly concerned in the management of such provision

We abide by Ofsted requirements in respect of references, Criminal Record Bureau and other suitability checks for staff, volunteers, students and others (including those living or working on the premises) to ensure that no disqualified person or unsuitable person works at the setting or has access to the children. This includes recording information about staff qualifications, checks and vetting processes and the carrying out of staff identity checks

Volunteers do not work unsupervised.

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We abide by the Protection of Children Act requirements in respect of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have lead to dismissal for reasons of child protection concern.

All staff will be required to read this policy and North Somerset’s Safeguarding

Procedure for Early Years and Play Providers during their induction and confirm they have read and understood the contents by signing the register at the back of our copy of North Somerset’s Safeguarding Procedure for Early Years and Play Providers. They will be required to read and confirm understanding of the contents of the above documents annually.

We have procedures for recording the details of visitors to the setting plus checking their identification and recording this.

We take all reasonable security steps to ensure we have control over who comes into the setting so that no unauthorised person has unsupervised access to the children.

Procedure for checking the identity of visitors

If the visitor or prospective parent is unknown to the setting we check their credentials and reason for visit before allowing them to enter the setting.

We ask for at least 1 form of identification to verify who they are and, if appropriate, which organisation they work for (eg official identity badge, driving licence, bankcard which shows signature).

If we require further verification we will contact the main landline telephone number of their organisation and ask to be put through to the visitor’s manager.

We ensure that the visitor or prospective parent is supervised whilst we are carrying out these checks, and throughout their visit.

We record that ID has been checked, together with the visitor’s name, reason for visit, time and date in our Visitor’s book/log. The Visitor or prospective parent is required to sign the book/log and their signature is then checked against their identification.

If the visitor or prospective parent is known to the setting we check that they have a valid reason to enter. They are then required to complete the visitor’s book/log and will not be left unsupervised in the setting.

Responding to suspicions of abuse

We acknowledge that abuse of children can take different forms - physical, emotional, and sexual, as well as neglect.

When children are suffering from physical, sexual or emotional abuse, or may be experiencing neglect, this may be demonstrated through the things they say (direct or indirect disclosure) or through changes in their appearance, their behaviour, or their play.

Where such evidence is apparent, the child's key person makes a dated record of the details of the concern and discusses what to do with the setting designated practitioner. The information is stored on the child's personal file. The practitioner will follow North Somerset’s Safeguarding Procedure for Early Years and Play Providers

Staff in the setting take care not to influence the outcome either through the

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way they speak to children or by asking questions of children.

Allegations against staff

We ensure that all parents know how to complain about staff or volunteer within the setting, including an allegation of abuse.

All staff and volunteers are made aware of the role of North Somerset LADO (Local Authority Designated Officer)

We follow the guidance of the North Somerset Safeguarding Children Board when responding to any complaint that a member of staff or volunteer has abused a child.

We respond to any disclosure by children or staff that abuse by a member of staff may have taken place, or is taking place, by first recording the details of any such alleged incident.

We refer any such complaint immediately to North Somerset‘s Referral and Assessment Team to investigate.

We co-operate entirely with any investigation carried out by social care in conjunction with the police.

Our policy is to suspend the member of staff on full pay for the duration of the investigation. This is not an indication of admission that the alleged incident has taken place, but is to protect the staff as well as children and families throughout the process.

We notify Ofsted of any allegations of serious harm or abuse by any person, living, working or looking after children on our premises (whether the allegations relate to harm or abuse committed on the premises or elsewhere). This will be done as soon as is reasonably practicable, but at the very latest within 14 days of these allegations.

Where a member of staff or a volunteer is dismissed from the setting or internally disciplined because of misconduct relating to a child, we notify Ofsted as soon as is reasonably practicable, but at least within 14 days of the incident

Training

The designated practitioner will attend child protection training that equips them to carry out their role and is in line with North Somerset’s Child Protection Training Pathway for staff working in childcare settings i.e. Advanced Inter-agency Child protection (2days)

In line with North Somerset’s Child Protection Training Pathway for staff working in childcare settings all staff (other than the designated practitioner)are trained to understand and implement our safeguarding policy and procedures i.e. at least to basic Awareness level.

The training will enable staff to identify signs of possible abuse and neglect at the earliest opportunity, and to respond in a timely and appropriate way. This will also include inappropriate behaviour displayed by other members of staff, or any other person working with the children. For example, inappropriate sexual comments; excessive one-to-one attention beyond the requirements of their usual role and

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responsibilities; or inappropriate sharing of images (Refer to our separate Whistle- Blowing Policy and North Somerset Safeguarding Procedure for Early Years and Play Providers)

Early Years Foundation Stage/ Curriculum

We introduce key elements of child protection into our programme at a developmentally appropriate level for our children.

Children’s personal, social and emotional development is promoted so that they feel emotionally safe in our setting and grow to be strong, resilient, and listened to and develop an understanding of why and how to keep themselves safe.

Children are provided with opportunities and experiences which foster a culture of mutual value and respect through having positive regard for each other’s heritage arising from their colour, gender, ethnicity, languages spoken at home, cultural and social background.

Disclosures Where a child makes a disclosure to a member of staff, that member of staff:

offers reassurance to the child

listens to the child

if appropriate, gives reassurance that she or he will take action The member of staff does not question the child

Recording suspicions of abuse and disclosures Staff make a record of:

the child's name

the child's address

the age of the child

the date and time of the observation or the disclosure

an objective record of the observation or disclosure

the exact words spoken by the child as far as possible

the name of the person to whom the concern was reported, with date and time

the names of any other person present at the time These records are signed and dated and kept in the child's personal file.

Making a referral to the local authority Referral and assessment Team

We follow North Somerset’s Safeguarding Procedure for Early Years and Play Providers when contacting Social Care with any concerns.

If a referral is to be made to North Somerset’s Referral and Assessment Team, we act within North Somerset‘s Safeguarding Procedure for Early Years and Play Providers in deciding whether we must inform the child's parents at the same time.

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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 North Somerset Safeguarding Children Board does not allow this.

This will usually be the case where the parent is the likely abuser. In these cases the investigating officers will inform parents.

Confidentiality

All suspicions and investigations are kept confidential and shared only with those who need to know. Any information is shared under the guidance of the North Somerset Safeguarding Children Board.

Support to families

The setting believes in building trusting and supportive relationships with families, staff and volunteers in the group.

The setting makes clear to parents its role and responsibilities in relation to Child Protection, such as for the reporting of concerns, providing information, monitoring of the child, and liaising at all times with the local social services department.

The setting continues to welcome the child and the family whilst investigations are being made in relation to any alleged abuse.

We follow the Child Protection Plan as set by the social care department in relation to the setting's designated role and tasks in supporting the child and the family, subsequent to any investigation.

Confidential records kept on a child are shared with the child's parents or those who have parental responsibility for the child in accordance with the procedure and only if appropriate under the guidance of the Local Safeguarding Children Board.

The legal framework for this policy Primary legislation The Children Act 1989 - s 47 The Protection of Children Act 1999 Data Protection Act 1998 The Children Act 2004 (Every Child Matters) Vulnerable Groups Act 2006 Protection of Freedoms Act 2012 Guidance Working Together to Safeguard Children (revised 2006) What to Do if You are Worried a Child is Being Abused (revised 2006) The Framework for the Assessment of children in Need and Their Families (2000) The Common Assessment Framework (2005) North Somerset’s Safeguarding Procedure for Early Years and Play Providers

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Secondary Legislation Sexual Offences Act (2003) Criminal Justice and Court Services Act (2000) Human Rights Act (1999) Equality Act 2010 Rehabilitation of Offenders Act 1974 Appendix 1 Use of Mobile Phones and Cameras

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Appendix B – Behaviour Management Policy

Statement of intent

Winford Village Pre-School 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.

Aim

We aim to teach children to behave in socially acceptable ways and to understand the needs and rights of others. The principles guiding management of behaviour exist within the programme for supporting personal, social and emotional development.

Methods

The Pre-School Leader has overall responsibility for our programme for supporting personal, social and emotional development.

The Pre-school has a designated staff member with responsibility for behaviour management. This person is currently Natalie McLellan.

We recognise that codes for interacting with other people vary between cultures and require staff to be aware of - and respect - those used by members of the setting.

We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.

We familiarise new staff and volunteers with the setting's behaviour policy and its guidelines for behaviour.

We expect all members of our setting - children, parents, staff, volunteers and students - to keep to the guidelines, requiring these to be applied consistently.

We work in partnership with children's parents. Parents are regularly informed about their children's behaviour by their key person. We work with parents to address recurring behaviour issues, using our observation records to help us to understand the cause and to decide jointly how to respond appropriately.

We will seek advice from other professionals if appropriate.

Strategies with children who engage in inconsiderate behaviour

We require all staff, volunteers and students 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

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example, acknowledgement 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.

We support each child in developing a sense of belonging in our group, so that they feel valued and welcome.

We avoid creating situations in which children receive adult attention only in return for inconsiderate behaviour.

When children behave in inconsiderate ways, we help 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.

We never use physical punishment, such as smacking or shaking. Children are never threatened with these.

We do not use techniques intended to single out and humiliate individual children.

We use physical intervention, 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 names of witnesses) are brought to the attention of our setting leader and are recorded in the child's personal file. The child's parent/carer is informed on the same day, or as soon as reasonably practicable.

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

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

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Appendix C - Equality of Opportunities and Special Educational Needs Policy

Statement of intent We will ensure that our service is fully inclusive in meeting the needs of all children, particularly those that arise from their ethnic heritage, social and economic background, gender, ability or disability. Our setting is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. At Winford Village Pre-School we provide an environment in which all children, including those with special educational needs, are supported to reach their full potential. Aim • We provide a secure and accessible environment in which all our children can flourish

and in which all contributions are considered and valued • We include and value the contribution of all families to our understanding of equality

and diversity • We provide positive non-stereotyping information about gender roles, diverse ethnic

and cultural groups and disabled people • We improve our knowledge and understanding of issues of anti-discriminatory

practice, promoting equality and valuing diversity • We make inclusion a thread that runs through all of the activities of the setting • We have regard for the Dcsf Special Educational Needs Code of Practice (2001). • We ensure our provision is inclusive to all children with special educational needs. • We provide practitioners to help support parents and children with special educational

needs (SEN). • We identify the specific needs of children with special educational needs and meet

those needs through a range of SEN strategies. • We work in partnership with parents and other agencies in meeting individual

children's needs. • We monitor and review our policy, practice and provision and, if necessary, make

adjustments. The legal framework for this policy is: • The Equality Act 2010 Method Special Educational Needs • We designate a member of staff to be Special Educational Needs or Inclusion

Co-ordinator (SENCO/INCCO) and give his/her name to parents. Our SENCO/INCCO is Wendy Cleghorn.

• We ensure that the provision for children with special educational needs is the

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responsibility of all members of the setting. • We ensure that our inclusive admissions practice ensures equality of access and

opportunity. • We use a graduated response system for identifying, assessing and responding to

children's special educational needs. • We work closely with parents of children with special educational needs to create and

maintain a positive partnership. • We ensure that parents are informed at all stages of the assessment, planning,

provision and review of their children's education. • We provide parents with information on sources of independent advice and support. • We liaise with other professionals involved with children with special

educational needs and their families, including transfer arrangements to other settings and schools.

• We provide a broad, balanced and differentiated curriculum for all children with special educational needs.

• We use a system of planning, implementing, monitoring, evaluating and reviewing individual educational plans (IEPs) or Play Plans for children with special educational needs.

• We ensure that children with special educational needs are appropriately involved at all stages of the graduated response, taking into account their levels of ability.

• We have systems in place for supporting children during Early Years Action, Early Years Action Plus, Statutory Assessment and the Statementing process.

• We use a system for keeping records of the assessment, planning, provision and review for children with special educational needs.

• We provide resources (human and financial) to implement our special educational needs policy.

• We provide in-service training for parents, practitioners and volunteers. • We raise awareness of any specialism the setting has to offer, e.g. Makaton trained

staff. • We ensure the effectiveness of our special educational needs provision by

collecting information from a range of sources e.g. Individual Education Plan reviews, staff and management meetings, parental and external agency's views, inspections and complaints. This information is collated, evaluated and reviewed annually.

• We provide a complaints procedure. • We monitor and review our policy annually. In order to meet our legal duties, promote equality and inclusion in our setting and value diversity we follow these procedures: Admissions • Our setting is open to all members of the community. • We advertise our service widely. • We reflect the diversity of members of our society in our publicity and promotional

materials.

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• We provide information in clear, concise language, whether in spoken or written form. • We provide information in as many languages as possible. • We base our admissions policy on a fair system. • We ensure that all parents are made aware of our equality and diversity policy and all

other relevant policies. • We do not discriminate against a child or their family, or prevent entry to our setting,

on the basis of colour, ethnicity, religion or social background, such as being a member of a travelling community or an asylum seeker.

• We do not discriminate against a disabled child or refuse a child entry to our setting for reasons relating to disability.

• We develop an action plan to ensure that all individuals can participate successfully in the services offered by the setting and in the curriculum offered.

• We take action against any discriminatory behaviour by staff or parents. Displaying of openly discriminatory and possibly offensive materials, name calling, or threatening behaviour are unacceptable on or around the premises and will be dealt with in the strongest manner.

Employment • Posts are advertised and all applicants are judged against explicit and fair criteria. • Applicants are welcome from all backgrounds and posts are open to all. • We may use exemption clauses in relevant legislation to enable the service to best

meet the needs of the community. • The applicant who best meets the criteria is offered the post, subject to references and

checks by the Criminal Records Bureau. This ensures fairness in the selection process.

• All job descriptions include a commitment to valuing equality and recognising and respecting diversity as part of their specifications.

• We monitor our application process to ensure that it is fair and accessible. Training • We seek out training opportunities for staff and volunteers to enable them to develop

anti-discriminatory and inclusive practices, which enable all children to flourish. • We ensure that staff are confident and fully trained in administering relevant medicines

and performing invasive care procedures. • We review our practices to ensure that we are fully implementing our policy for

promoting equality, valuing diversity and inclusion. Curriculum and environment The curriculum offered in the setting encourages children to develop positive attitudes about themselves as well as to people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of critical thinking. The environment should be accessible for all visitors and service users. If access to the setting is found to treat disabled children or adults less favourably we will try to make reasonable adjustments to accommodate the needs of disabled children and adults.

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We do this by: • making children feel valued and good about themselves • undertaking an access audit to establish if the setting is accessible to all children • making adjustments to the environment and resources to accommodate a wide range

of learning, physical and sensory impairments (where possible) • making appropriate provision within the curriculum to ensure each child receives the

widest possible opportunity to develop their skills and abilities; e.g. recognising the different learning styles of girls and boys

• positively reflecting the widest possible range of communities in the choice of resources

• avoiding stereotypes or derogatory images in the selection of books or other visual materials

• celebrating a wide range of festivals • creating an environment of mutual respect and tolerance • differentiating the curriculum to meet children’s special educational needs • helping children to understand that discriminatory behaviour and remarks are

hurtful and unacceptable • ensuring that children learning English as an additional language have full

access to the curriculum and are supported in their learning • ensuring that children speaking languages other than English are supported in

the maintenance and development of their home languages Valuing diversity in families • We welcome the diversity of family lifestyles and work with all families. • We encourage children to contribute stories of their everyday life to the setting. • We encourage parents/carers to take part in the life of the setting and to contribute

fully. • For families who speak languages in addition to English, we will develop means to

ensure their full inclusion. Food • We work in partnership with parents to ensure that the medical, cultural and dietary

needs of children are met. • We help children to learn about a range of food, and of cultural approaches to

mealtimes and eating, and to respect the differences among them. Meetings • Meetings are arranged to ensure that all families who wish to may be involved in the

running of the setting. • Information about meetings is communicated in a variety of ways - written, verbal and

in translation (if required) - to ensure that all parents have information about and access to the meetings.

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Monitoring and reviewing • To ensure our policy and procedures remain effective we will monitor and review them

annually to ensure our strategies meet the overall aims to promote equality, inclusion and valuing diversity.

• We provide a complaints procedure.