We will show respectful awareness of
all major events in the lives of the children and the families in the setting,
and in our society as a whole, and to welcome the diversity of backgrounds from
which they come.
In order to achieve this, we aim to
acknowledge festivals which are celebrated in our area and / or by the
families/ staff involved in the setting
Children will be made aware of the
festivals which are being celebrated by their own families or others, and will
be introduced where appropriate to the stories behind the festivals. Before
introducing a festival with which the adults in the setting are not themselves
familiar, appropriate advice will be sought from people to whom that festival
is a familiar one. Children and families who celebrate at home festivals with
which the rest of the setting is not familiar will be invited to share their
festival with the rest of the group, if they themselves wish to do so.
Children will be encouraged to
welcome a range of different festivals, together with the stories, celebrations
and special food and clothing they involve, as part of the diversity of life.
Bilingual/multilingual including
British Sign Language children and adults are an asset. They will be valued and
their language recognised and respected in the setting.
Medical, cultural and dietary needs
will be respected and catered for.
The environment and resources
including books, puzzles, displays and role play will reflect the cultural
diversity of our society.
We aim to promote a positive attitude and challenge stereotypes. These include issues relating to gender, race
and ability. We will not accept
discriminatory remarks or behaviour from anyone involved in the pre-school
including staff, students, children, parents and other carers. We will aim to be sensitive to all parties
involved in discriminatory behaviour and help those responsible to work
together to overcome their differences.
At White Tree Preschool we aim to provide an Inclusive
environment understanding that as individuals, children and adults alike all
require some form of support. However we recognise that for some this may be
specific and sometimes require the help of other outside professionals.
We are committed to promoting the
understanding of the principles and practises of equality – treating all those
associated with the setting as individuals, according to their needs, with an
awareness of our diverse society and appreciating the value of difference.
The setting provides an environment
where all feel valued and free from discrimination, reflecting our
multicultural society where families, staff and children work together. Further
details are provided in our Equal Opportunities Policy.
The setting has regard to the DFES Code
of Practice on Special Educational Needs, and provides a broad and balanced
curriculum that is accessible to all children recognising individual needs and
working in close partnership with parents and other professionals. Further
details available in our Special Needs Policy.
Planning, resources and behaviour
reflect the commitment from staff, parents/carers and volunteers to Include all
our children.
Added August 06
We provide a warm, caring environment
in which children are safe to explore, learn and discover through play. We provide a wide variety of activities that
encourage imaginative play, creative skills and constructive abilities. We encourage personal, emotional and social
development.
Activities each morning include free
play and adult directed small group work. There are always a variety of
activities available including pre writing skills, construction toys, puzzles,
malleable materials, games and activities for developing small physical skills.
Children have access to IT through a variety of equipment. Home corner,
physical activities, sand and water are also available. Afternoon sessions
provide more specialised activities.
Our curriculum is based around the
Early Learning Goals in the Foundation Stage prescribed by Government
Guidelines.
We also incorporate visits to the
setting by people of interest, e.g. the police, the fire service, doctor/nurse,
etc.
Christmas, Easter and Harvest are celebrated with
a family church service to which all families are invited.
Reviewed August 06
White Tree Preschool is open to all families from the local community
All children will be accepted from the age of 2 years and 6 months if a
place is available irrespective of
·
race
·
religion
·
language
·
culture
·
gender
·
ability
providing that parents / guardians accept that the
Preschool is part of the life and work of the Methodist Church.
If the preschool is full, names will be taken onto a waiting list and
places allocated in the order on the list except for priority places.
Priority places will be given to
·
children attending church,
·
siblings of children who are attending / have
attended the preschool
·
those who attend White Tree Toddler Club
·
those who will continue at the preschool after
their third birthday.
The children should preferably be toilet trained and be able to be left
on their own for the preschool session.
White Tree Preschool reserves the right to defer admission to those
under three who do not meet the above criteria.
When places are available we can be flexible about
attendance patterns in order to accommodate the needs of individual children
and families. However we can not exceed 28 children attending per session in
accordance with our registration.
We do not offer places to children who receive
nursery funding in preference to those who do not. Nor do we require children in receipt of
nursery funding to attend extra days, unless the parents choose to do so. As no
additional service is provided above the free place requirement there is no
‘top up’ fee payable for funded places
Reviewed August 06
White Tree Preschool has regard to
the DfEE revised code of practise on the Identification and Assessment of
Special Educational Needs 2002 and provides appropriate learning opportunities
for all children.
A
child has special needs if he or she has a learning difficulty which calls for
special educational provision to be made. A child has a learning difficulty if
he or she has significantly greater difficulty in learning than the majority of
children the same age or has a disability which prevents or hinders the child
from making use of the education facilities normally provided for children the
same age.
No
child will be regarded as having a learning difficulty solely on the basis of a
different home language.
Special
Educational Provision is additional to or different from that provided for most
children of that age.
Children
with special needs, like all other children, are admitted to the setting after
consultation between the parents and the Preschool leader.
Our system of observation
and record keeping enables us to monitor children’s needs and progress on an
individual basis.
If it is felt that a child’s needs
can not be met in the setting without the support of a one to one worker
funding will be sought to employ one.
We will work with other organisations
including therapists, health visitors and social workers to ensure that each
child’s needs are met.
Staff will attend from time to time
training on special educational needs.
The SEN coordinator will over see
record keeping, support colleagues in identifying and meeting SEN and liase with parents and other bodies.
The setting’s records include information on each child’s heath and
general development, a record of any concerns raised,
what is being done to meet SEN and an individual education plan for any child
requiring Early Years Action or Early Years Action Plus.
The Graduated Approach
The graduated approach is a model of action and intervention in schools
and early education settings to help children with SEN. The approach recognizes
that there is a continuum of SEN, and where necessary, increasing specialist
expertise should be sought to help the child with SEN. The graduated approach
comprises two levels: Early Years Action and Early Years Action Plus.
Early Years Action
If a child is not making adequate progress despite receiving appropriate
early education experiences, intervention through Early Years Action is
required. A child identified as having SEN has his/her name entered onto the
special needs register at the setting. This Early Years Action process begins
with a consultation with the child’s parents, and an agreement is hopefully
reached that the child needs further support to help him/her to progress.
Additional provision within the setting is made available; this may be some
individual support, or the provision of different learning materials, for
example. These interventions are additional to or different from
those provided as part of the setting’s usual curriculum or practices. An
individual education plan (IEP) may be
devised at this point. Regular reviews of the child’s progress are held, and if
the arranged interventions are not promoting satisfactory development and
progress of the child, the SENCO may seek advice and support from external
agencies. Such forms of intervention are referred to as Early Years Action
Plus.
Early
Years Action Plus
This level of intervention is characterized by the involvement of
external support agencies that can help practitioners devise new IEPs, provide
more specialist assessments, give advice on specialized strategies or
materials, and possibly provide support for particular activities.
Statutory
Assessment
If the individualized intervention programme is not effective in
enabling the child to progress satisfactorily, it will be necessary for the
setting, in consultation with the parents and any external agencies already
involved, to consider whether a statutory multi-disciplinary assessment may be
appropriate. If it is deemed appropriate, a formal request for statutory
assessment is made to the LEA
Revised August 06
Child Protection
The setting is registered by the Early
Years Directorate and required to follow their child protection procedure
outlined in the booklet SSL34 (Copy on the notice board). It is also bound by
the Children Act 1989, the Policy of the Methodist Church and has regard for the recommendations of SAFE FROM
HARM (Home Office Publication 1993)
White Tree Preschool seeks to serve
the needs of children, promoting holistic development.
In doing so, it takes seriously the
welfare of all children who come onto its premises or who are involved in its
activities.
It aims to ensure that they are
welcomed into a safe, caring, Christian environment with a happy and friendly
atmosphere.
It is the responsibility of each one
of it’s staff, paid and unpaid, to prevent the
neglect, physical, sexual or emotional abuse of young people and children and
to report any abuse discovered or suspected.
The setting recognises its
responsibility to implement, maintain and regularly review procedures, which
are designed to prevent and to be alert to such abuse.
Reviewed Aug 06
Guidelines for implementation Child Protection Policy
Arrange that, as far as possible, an
adult is not left alone with a child where there is little or no opportunity of
the activity being observed by others.
This may mean groups working within the same large room or working in an
adjoining room with the door left open.
This good practice can be as much benefit to the adult as to the child
or young person.
It is good practice to keep a record
of each activity/session. This record should include a register of children and
staff and details of any significant incidents
Ensure that children leaving the
premises do so only in the presence of adults known to have permission to take
them
As part of the recruitment procedure
all workers, paid or unpaid, should complete an appropriate application form.
All situations which involve work with children and/or young people are exempt
from the Rehabilitation of Offenders Act 1974. Therefore all applicants should
be asked to disclose information about criminal convictions. A form should be
used asking the applicant to give details of criminal convictions and informing
them that the Church can ask that a criminal background check (CRB Enhanced
Disclosure) be completed. Failure to return this form should halt the
application process.
Duty both to prevent abuse and to report abuse
It is the setting’s duty both to
prevent abuse and to report any abuse discovered or suspected. The normal rule
of client confidentiality cannot be observed when abuse is discovered or
suspected. When practitioners suspect, discover or are told/learn about abuse
occurring in or outside the setting, they should follow the reporting
procedures outlined below
Reacting to abuse
You may suspect abuse, you may
discover or witness abuse or someone may report abuse to you. However you
become aware of abuse, it is important that you follow the following guidance
Obvious physical damage
In an emergency
act at once.
If a child is clearly in distress
from a physical injury seek medical attention immediately.
Take the child to A & E or phone
for an ambulance. Tell the medical
services what the child has told you or of any suspicions you may have.
Remember anything the child says and
record this as soon as possible.
Do not delay
Do not confront the person who is
alleged to be responsible for the abuse
Record any observations and keep an
account of what you have been told by staff or the child. These records must be
accurate and factual. It is not your role to investigate - concentrate on
presenting information clearly.
Pass on your information to the
appropriate person
Do not discuss with anyone other than
the person to whom you should report the matter.
If a child wants to talk about abuse:
accept what the child or young person says, keeping calm and
looking at them directly from time to time
let them know that you need to tell someone else, do not
promise confidentiality
be aware that the child or young person may be being
threatened
never push for information, avoid asking questions, and let
the child talk
reassure the child or young person they were right to tell you
let the child or young person know what you are going to
do next, whom you need to tell
make notes as soon as possible, writing down exactly what
was said and when he/she said it. Record
dates and times of these events and keep the hand-written record, even if these
are subsequently typed up, for an indefinite period.
If it is considered that the person
making the disclosure is likely to be at risk by returning home, immediate
contact should be made with the Social Services or the Police
Allegations
against member of staff or volunteer
The concern will be discussed with the parent/main carer by
the designated member of staff for child protection
Such discussion will be recorded and the parent /main carer
will have access to such records.
The designated staff member will report the incident to the
Minister
The Minister will need to decide how far to discuss it with
the accused member of staff/volunteer without involving outside agencies,
bearing in mind that an allegation of child abuse or neglect could lead to a
criminal investigation
Social Services may be contacted for guidance and advice.
The staff member / volunteer may be suspended pending
Investigations at the discretion of the Minister and the Preschool Leader.
If there appear to be any issues or concerns regarding the
circumstances Social Care and Health and /or the police will be notified. The matter
will also be reported to Ofsted ,the Local Authority child protection unit and the
Methodist Church Child protection officer.
Reporting abuse - suspected, disclosed or discovered
All practitioners should be aware of
the appropriate reporting procedure.
Practitioners should inform their
line manager or another appropriate person.
The designated person within the setting is Alwyn Leverton. The Minister
is the next level.
Any worker, staff or volunteer, can
bypass the procedures and share concerns with an outside agency - Social
Services, NSPCC - if they feel that their line manager or management
team/committee are not dealing with their concern or are implicated in some
way.
The number of the local Social
Services Duty team is 0117 9038700
The NSPCC can be contacted for advice
- the help line is open 24 hours a day, thhe number is 0880 800 500.
The Police Child Protection Team can
be contacted on 0117 945 4320
Types of abuse
The Definitions of child abuse by the
Department of Health, DfEE, The Home Office and Welsh Office (1991) are as
follows:
Physical
Actual or likely physical injury to a
child, or failure to prevent physical injury (or suffering) to a child,
including deliberate poisoning, suffocation
Sexual
Actual or likely
sexual exploitation of a child or adolescent.
Emotional
Actual or likely
severe adverse affect on the emotional and behavioural development of a child
caused by persistent or severe emotional treatment or rejection. All abuse involves some emotional ill treatment. This
category is used where it is the main or sole form of abuse.
Neglect
The persistent or severe neglect of a
child or the failure to protect a child from exposure to any kind of danger,
including cold and starvation or extreme failure to carry out important aspects
of care, resulting in the significant impairment of a child's health or
development, including non-organic failure to thrive.
Symptoms of abuse
Physical abuse and neglect are
difficult to hide. Sexual abuse can be almost impossible to identify and prove.
Many symptoms of distress can point to abuse but there may be other
explanations. It is important, therefore, that recognised signs are not taken
as indications that abuse has taken place. They should make us stop and think,
but not necessarily jump to conclusions.
Physical
unexplained injuries or those which have received no medical
attention, hidden injuries, shrinking away from unexpected arm movements
Sexual
allegations made by the child or
young person, pre-occupation with sexual matters, sexual activity through
words, play or drawings, severe sleep disturbances with fears and phobias,
being sexually provocative with adults
Neglect
regression in behaviour, nervousness,
sudden under-achievement, inappropriate relationships with peers/adults,
attention seeking, running away/stealing/lying, looking uncared-for, scavenging
for food, unkempt clothing, listlessness, underweight, poor hygiene
Delivery and collection of
children
Arrival
Sessions are 9.15 to 12 and 12.30-3.
On arrival parents should wait downstairs until 9.15/12.30. Until the session
starts the hall door may be open and unmanned and staff may be moving heavy
equipment. Parents are responsible for their own children until then.
For the safety of all our children
please ensure that all doors all doors and the gate at the stair head are
closed. At apple tree time close the hall door, hanging the string of bells on
it so that we are all aware of anyone entering or leaving the room.
Collection
At the end of the session the
children are in the little room for singing time. Parents should come up and
collect any notices or ‘work’.
Children will be released one at a
time from the little room door to an authorised person collecting. We should
know if anyone different will be collecting a child. If you are informed of any
change please note it in the diary. We will phone to check if anyone different
arrives.
Problem about collection
In the event of any problem arising
over access the safety of the children is our first concern.
If the children are in the quiet room
close and if necessary lock the door.
Child not collected
If a child is not collected at the
end of a session our practise is to wait 15 minutes and then phone the parents.
Two adults must remain until the child is collected.
If not contactable at home then
contact any other number we have.
In the event of no one being contactable within 30
minutes, inform the minister before making
arrangements with social services for the child to be collected.
Missing child
If a child should go missing we would
action the following procedure
Send one adult to search the
immediate area outside and another to search the building.
Call the police
Inform the parent/carer
Parents are the first educators of
their young children and the most important people in a child’s life, and we
aim to work with parents as partners as much as possible to form a strong link
between the parents and setting. Our aim is to support their essential work.
White Tree
Preschool encourages parental involvement in a variety of ways.
A brochure is
published giving details of the setting for those interested in applying for a
place for their child. This contains brief outlines of policies and procedures.
Full copies are available on request.
Fees
Fees are payable
in the first week of each half term in advance.
Where more than one child from the same family has an unfunded place
fees for the second and subsequent child will be reduced by 10%.
3 months written
notice or fees in lieu is required if removing your child before school
age. Fees are payable for the whole
period regardless of any absences. We ask for a contract to be signed agreeing to
this.
Most children
attending this setting are currently eligible for government funding from the
January April or September following the third birthday. This is subject to regular review.
Information we need
Details of the
child's achievements to date are recorded on the health and information sheet
completed when the child starts at the setting.
Parents are also asked to supply information and to keep us up to date
about medical conditions, allergies, special diets, religion and cultural
issues, who can collect the child and emergency contact numbers.
The parent is asked to supply
Appropriate
clothing, a drink in a named beaker if the child is not to have milk or water,
occasional fruit ,snacks tissues or wet wipes, a change of clothes, nappies if
likely to be required, sun protection.
Parental responsibilities
The parent is
asked to inform the setting about, the child's absence, any changes in
circumstances, any significant happenings which could
affect behaviour.
Parents should be
aware of the need to give consent
for outings, first aid and medication, photographs.
Parents are asked
to keep their child away from the setting for 24 hours after any vomiting or
diarrhoea, if they have any infectious illness, if head lice are present
(leaflets detailing treatment are available).
Setting's responsibilities
The setting will
inform the parent about any concerns and any significant happenings during the
session
It will involve
parents in the records kept about their child
It will allow
parents access to all records kept on their child on request
Any information
passed on by parents as they arrive in the setting is recorded in the daily
diary. The preschool leader will
transfer any items of ongoing relevance to the child’s record. Equally anything to be reported to parents is
also recorded there.
Observations made
and photographs taken are included in the book which each child takes with them
when they leave. The observations are
the notes which any adult in the setting, including parents, make whenever
significant achievement is observed.
Sometimes the same thing is noted several times, especially when
children have a favourite activity. They
are made to help inform planning and are in no way intended to be a complete
record but we feel that parents will enjoy the record of their child's time
with us.
Each child leaving
to start school has a report completed on their progress towards the early
learning goals. The Early Years Profile
is also completed
How parents can be involved
There is a parent
duty rota on the notice board. Parents
are asked to sign up to help at an occasional session. However younger siblings may not attend.
There are three
notice boards
• A general publicity board shared with the
Toddler Club in the Crush Hall
• One on the landing where parents can share
information
• The main notice board with day to day
information in the hall.
Social events and
fundraising events are sometimes arranged for parents, carers and staff.
A newsletter is
published at least each term giving details of the topics to be covered in the
next term, dates and events including Church and Community events.
Children must feel happy and secure without their parents, before they
can play and learn successfully. They
need to be confident that their parents or carers will return at the end of the
session.
In order to achieve this our policy is:
Ø
For prospective parents and children to be invited
to visit in the term before starting..
Ø
To recognise that parents know their child best and
to work with them to make the child feel welcome and secure.
Ø
To encourage parents to separate from their child
for brief periods at first which can be built up to longer absences if needed
until the child is ready to be left for a whole session .
Ø
To recognise that at some stage the child may need
to be left even though distressed. In
such cases the child will be given the continual support of one member of
staff. If the child continues to be
unduly distressed and is unable to settle, then the parent will be contacted
and asked to return.
Ø
That if a child is upset when left, parents are
welcome to telephone the group at any time to enquire about them.
Ø
That children will be allowed
to bring in items of comfort, but we encourage that they are left in bags or
boxes to give reassurance, but to discourage dependence.
Ø
To give each child adequate time and support to
settle into the setting. Parents worries and concerns will be taken seriously.
Ø
Parents who are anxious about their child will be
given reassurance and information about their child’s activities and welfare
during the session.
Ø
To
recommend that parents/carers of children new to the group
return early so the child does not become distressed when other children are
collected and they are left waiting.
(Young children have little concept of time and may not understand that
you will “be here soon”.)
Ø
To recognise that children develop at different
rates and parents should not be discouraged if their child does not settle in
as quickly as another. We will offer
reassurance and support.
At White Tree Preschool we provide a caring, happy, stimulating and friendly environment for your children.
This policy promotes the type of behaviour which will achieve this.
Bristol City Council has a no smacking policy which we abide by. This means that there are no circumstances in which a child will be punished by smacking, slapping, shaking or any other physical punishment. Neither will a child be frightened, humiliated, deprived of or forced to eat food or drink.
At all times we promote positive behaviour within the Setting, encouraging the development of a sense of right and wrong.
We have agreed on the following strategies to put our policy into practice:
· The Setting will have clear and simple rules which can be understood by the children.
· Acceptable behaviour will always be promoted, e.g. encouraging and
· supporting the children in setting limits for themselves.
· Whenever possible we will work together with parents to provide consistency between home and setting environments.
· Parents will be issued with clear guidelines about unacceptable behaviour.
· Parents will be kept informed if children behave in an unacceptable way. If a child has been upset due to an incident in the Setting parents will be advised.
· In the event of unacceptable behaviour, the child will be removed from the situation. They will be treated in a positive way, explaining that the behaviour has consequences for others. It will always be made clear that it is the behaviour that we do not like, not the child. Children will be encouraged to say sorry if appropriate
· Staff will use positive techniques of guidance including redirection of children, early intervention to prevent disagreements children can not handle, anticipation and elimination of potential problems with equipment etc
· Where children have been subjected to discriminatory abuse, staff will ensure that the children understand that it is through no fault of theirs that this has happened. Both parties will be supported in an appropriate manner immediately.
· Staff members will be consistent when dealing with behaviour difficulties. Regular staff meetings are held to discuss ways of ensuring this.
Guidelines
The behaviours listed below are unacceptable within our setting:
Biting / spitting
Climbing up onto furniture, e.g. tables, chairs and cupboards
Discriminatory abuse
Kicking / hitting
Pushing
Running
Screaming / Shouting
Throwing toys, sand or water
Or any other behaviour which could threaten the safety of the child or others around them.
Reviewed Aug 06
