Policies and Procedures
ADMISSIONS POLICY
We admit children from age 2 1/2 years.
We operate a waiting list and children are listed in order of birth date. We try to keep a place vacant, if financially viable, for emergency admissions. In case of dispute, priority is given to families living in Hardwick followed by families with children already attending Hardwick and Cambourne Community Primary School, Hardwick Campus.
We welcome and encourage children from any background, irrespective of their gender, ethnic background and disabilities - see our Equalities Policy. Parents will be expected to inform the Manager in writing of their child's specific needs or medical conditions when a child is put on the waiting list. Otherwise they must do so as soon as possible, and certainly before they visit the pre-school. We can then ensure we can meet their child's needs, check that our insurance cover is adequate, and, if necessary, seek help and guidance from relevant professionals. The pre-school may have to ask a parents permission to contact a child's GP or other involved professional - see our Special Educational Needs and Disabilities Policy.
If your child is not toilet trained, please inform your child’s key person or the Manager at your initial visit to pre-school. Children's nappies are changed on a changing mat in the children's toilet area, usually by your child's key person. For further information please see our Health and Hygiene policy and practice.
Once a child's name is on the waiting list, parents will be contacted in the term before their child is due to start at pre-school to confirm that the place is still required and to ask for their preferred choice of days and hours - we recommend a minimum of two mornings/afternoons as this helps children to settle, to become familiar with the pre-school, the staff, the routine and boundaries, and the other children. Following this, parents will receive a welcome pack, which will contain:
A Registration form to complete and return.
Dates for a new parents meeting and for a visit to pre-school for parent(s) and child.
A starting date and allocation of days and hours.
Details of how to obtain this brochure "Hardwick Pre-School" on our website.
A "Home/Pre-School" agreement to sign and return.
An order form for an optional starter pack and a uniform order form.
Access to Tapestry, you child's online learning journal.
Term dates.
An invoice and/or Early Years Funding form.
A Healthy lunch leaflet, Gym leaflet and Forest School leaflet, if applicable.
A 'Welcome' card for your child.
The Waiting List
If your child is 12 months old or over and you would like to put their name on the waiting list for Hardwick Pre-School please contact the pre-school Manager by email: hardwick.preschool@yahoo.co.uk
Admissions policy reviewed 15/02/23 by Lynda Wilson, Manager
BEHAVIOUR MANAGEMENT - POLICY AND PROCEDURE
We believe children and adults flourish best in an environment in which everyone knows what is expected of them and children are free to develop their play and learning without fear of being hurt or hindered by anyone else. We aim to work towards a situation in which children can develop self discipline and self esteem in an atmosphere of mutual respect and encouragement.
We neither encourage nor discourage gun and weapon play. We will empower children to tell others if they do not like the behaviour displayed towards them and to seek adult support if they need this to be reinforced.
In order to achieve this:
Rules governing the conduct of the pre-school and the behaviour of the children will be discussed and agreed within the pre-school and explained to all newcomers, both children and adults.
There are documents on the parents' notice board in the cloakroom depicting our rules, how we encourage good behaviour and how we deal with unwanted behaviour.
Photographic rules are agreed with the children and are displayed for the children in the main room.
All adults in the pre-school will ensure the rules are applied consistently, so children have the security of knowing what to expect and can build up useful habits of behaviour.
All adults will aim to provide a positive model for the children with regard to friendliness, care and courtesy, and to offer strategies for handling any conflict.
Adults in the pre-school will praise and encourage desirable behaviour such as kindness and willingness to share. We will take positive steps to avoid situations in which children receive adult attention only in return for undesirable behaviour.
When children behave in unacceptable ways:
They will be given one-to-one adult support in seeing what was wrong and how to cope more appropriately. Routine strategies include redirection, giving and using consequences. Occasionally children may have "time away" with an adult.
Physical punishment, such as smacking or shaking, will be neither used nor threatened.
Children will never be sent out of the room alone.
Techniques intended to humiliate individual children such as the "naughty chair" will not be used.
Physical restraint, such as holding, will only be used to prevent physical injury to children or adults and/or serious damage to property. Any significant event of this sort will be recorded, and the parent informed the same day.
In cases of serious misbehaviour, such as bullying, physical abuse (hitting, kicking, shaking, biting, hair pulling), racial or other abuse, the unacceptability of the behaviour and attitudes will be made clear immediately, but by means of explanations rather than personal blame.
In any case of misbehaviour, it will always be made clear to the child or children in question that it is the behaviour and not the child that is unwelcome.
Adults will not shout or raise their voices in a threatening way.
Adults in the pre-school will make themselves aware of, and respect, a range of cultural expectations regarding interactions between people.
Any behaviour problems will be handled in a developmentally appropriate fashion, respecting children's individual level of understanding and maturity.
Adults will be aware that some kinds of behaviour may arise from a child's special educational needs or disability.
Recurring problems will be tackled by the whole pre-school, in partnership with the child's parents, using objective observation records to establish an understanding of the cause - a 'Patterns of Behaviour ABCC (Antecedent, Behaviour, Consequence, Communication) Observation form'. A 'Plan for supporting positive interactions' may be written in conjunction with parents to outline strategies to be used when certain behaviour is displayed.
Behaviour Management Co-ordinator
Behaviour Management policy and procedures reviewed 15/2/23 by Lynda Wilson, Manager
COMPLAINTS PROCEDURE
Hardwick Pre-School aim to provide the highest quality education and care for all 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 pre-school at any time – there are slips in the cloakroom to encourage you to make comments and suggestions, anonymously if you wish, a comments and suggestions form on our website, and we ask you to complete an annual parent questionnaire.
Making Complaints Known
Stage 1
A parent who is uneasy about any aspect of the pre-school’s provision should first of all talk over their concerns with the Manager, or the Chair if the matter concerns the Manager or a committee member.
Most complaints should be resolved amicably and informally at this stage.
Stage 2
If an initial complaint does not have a satisfactory outcome within an agreed time period or if the problem recurs, the parent should put the concerns or complaint in writing to the Manager and the Chair. A trusted staff member can assist you in completing a Complaints Record if you prefer. The Manager or Chair will reply in writing within 14 working days. All information relating to the complaint and investigation of the complaint will be stored alongside the Complaints Record.
Stage 3
If this does not resolve the matter, the parent should request a meeting with the Manager and the Chair of the committee. The parent should have a friend or partner present, if required, and an agreed written record of the discussion will be made as well as any decision or action. All parties will sign the record and receive a copy of it.
Stage 4
If the parent and pre-school cannot reach agreement, it is necessary to invite an external mediator, one that is acceptable to both parties to listen to both sides and offer advice. A mediator has no legal powers but can help to define the problem, review the actions so far and suggest further ways in which it might be resolved. Staff within the Early Years and Childcare Service or Early Years Alliance will be available to act as mediator if both parties wish.
The mediator will keep all discussions confidential and will keep an agreed written record of any meeting(s) that are held. These should be signed by all parties at the meeting and all parties should have a copy.
Stage 5
When the mediator has concluded any investigations a final meeting between the parent, the pre-school Manager and Chair is held. The purpose of this meeting is to reach a decision and the mediator’s advice is used to reach a conclusion. Everybody present at this meeting signs the record of the meeting and is given a copy.
Parents can contact Ofsted at any time during the complaint process. The pre-school keeps a log of any complaints received.
The Role of the registering authority - Ofsted
In some circumstances it will be necessary to bring in Ofsted, which has a duty to ensure laid down requirements are adhered to. Ofsted would be involved if there seemed to be a possible breach of registration requirements or Early Years Foundation Stage Statutory requirements. In these cases both parent and pre-school would be informed and pre-school would work with the registering body to ensure a proper investigation of the complaint followed by appropriate action.
The registering authority is: OFSTED
Piccadilly Gate
Store Street
Manchester
M1 2WD Tel: 0300 123 1231
We believe that most complaints are made constructively and can be resolved at an early stage. We also believe that it is in the best interests of the pre-school and parents that complaints should be taken seriously and dealt with fairly and in a way that respects confidentiality.
Complaints procedure reviewed 28/2/23 Lynda Wilson, Manager
CONFIDENTIALITY POLICY
Hardwick Pre-School’s work with children and families will sometimes bring us into contact with confidential information. We aim to ensure that all parents can share their information in the confidence that it will only be used to enhance the welfare of their child/ren. Our record keeping systems meet legal requirements and we store and share information within the framework of the Data Protection Act 2018, the General Data Protection Regulations (GDPR), and Human Rights Act 1998.
To ensure that all those using and working in the pre-school can do so with confidence, we will respect confidentiality in the following ways:
Parents will have access to the records of their own children but will not have access to the records of any other child.
Staff will not discuss individual children other than for purposes of curriculum planning/group management with people other than the parents and adults authorised by the parents of that child.
Information given by parents to the pre-school staff will not be passed on to other adults, apart from the committee Chair or Vice-Chair, without permission. In the absence of the committee Chair or Vice-Chair information may need to be shared with another named committee officer, on a need-to-know basis.
Issues to do with the employment of staff, whether paid or unpaid, will remain confidential to the people directly involved with making personnel decisions.
Any anxieties and evidence relating to a child's welfare will be kept in a confidential file and will only be available to staff trained as Child Protection Designated Persons.
Adults who volunteer on the rota will be advised to keep confidential anything they learn about both the children and staff.
Students on recognised courses observing in the pre-school will be advised of our confidentiality policy and required to respect it.
All the undertakings above are subject to the paramount commitment of the pre-school, which is to the safety and well-being of the child. Please see also our Safeguarding and Child Protection policy and procedure.
Confidentiality policy reviewed 15/02//23 by Lynda Wilson, Manager
EQUALITIES POLICY
Hardwick Pre-School is committed to providing equality of opportunity for all children and families. We aim to work in accordance with all relevant legislation, including
Equality Act 2010
Children Act 1989, 2004
Special Educational Needs and Disability Act (SENDA) 2001, and Regulations 2014
Children and Families Act 2014
We believe that the pre-school's activities should be open to all children and families and to all adults committed to their education and care. We aim to ensure that all who wish to work in, or volunteer to help with, our pre-school have an equal chance to do so.
Equalities Named Co-ordinators (ENCo's)
- Denise Summerfield, Deputy Manager.
- Joanna Wright, Senior Assistant/3rd in Charge.
Equality Act 2010 duty
Hardwick Pre-School is registered for 26 children at any one time. We currently have 35 children attending pre-school. This year we have a higher proportion of boys to girls. Our intake is usually predominantly White British, however, this year we have 51% of children who are White British and 49% of children who are from other ethnic backgrounds. 31% of children have English as an Additional Language, 0% of children have an Education, Health and Care plan, and 11% have Special Educational Needs and/or Disabilities.
Admissions
The pre-school is open to every family in the community. The waiting list is operated in order of birth date.
Families joining the pre-school are made aware of its Equalities Policy.
Employment
The pre-school will advertise all job vacancies and will appoint the best person for each role using explicit and fair criteria. We will treat fairly all applicants and all those appointed. Commitment to implementing the pre-school's Equalities Policy will form part of the job description for all staff.
Within the constraints of the job description, we seek to offer job opportunities equally to all sections of the community.
Families
The pre-school recognises that many different types of family group successfully love and care for children.
The pre-school offers a flexible payment system for families with differing means.
The pre-school is accessible to all. The pre-school premises has a ramp, double doors and an access toilet.
We have a volunteer rota open to all who wish to volunteer within the pre-school, when coronavirus restrictions allow.
The Curriculum
All children will be respected and their individuality and potential recognised, valued and nurtured. We aim to identify the vulnerable and underachieving groups at pre-school and include strategies to close the gap in achievement between underachieving groups of children and others.
Activities and the use of play equipment offer children opportunities to develop in an environment free from prejudice and discrimination.
Management of resources within the pre-school will ensure that both girls and boys have full access to all kinds of activities and equipment and are equally encouraged to enjoy and learn from them.
Appropriate opportunities will be given to children to explore, acknowledge and value similarities and differences between themselves and others.
Resources
These will be chosen to give children a balanced view of the world and an appreciation of the rich diversity of our multiracial society.
Materials will be selected to help children to develop their self respect and to respect other people by avoiding stereotypes and by using images and words that reflect positively the contribution of all members of society.
Celebrations
Our aim is to show respectful awareness of all the major events in the lives of the children and families in the pre-school, 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 that are celebrated in our area and/or by the families involved in the pre-school.
Without indoctrination in any specific faith, 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 staff in the pre-school are not themselves familiar, information will be sought from a variety of sources, i.e. people to whom that festival is a familiar one, books, or the Internet.
Children and families who celebrate festivals with which the rest of the pre-school is not familiar will be invited to share their festival with the rest of the group, if they 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.
Special Educational Needs and Disabilities
The pre-school recognises the wide range of special educational needs and disabilities of children and families in the community, and will aim to meet these needs (see our Special Educational Needs and Disabilities policy).
Planning for pre-school meetings and events will take into account the needs of people with differing needs.
Special Educational Needs Co-ordinator's (SENCo's)
- Lynda Wilson, Manager.
- Denise Summerfield, Deputy Manager.
English as an Additional Language
The pre-school recognises that children will need additional support when learning English as an Additional Language. We will implement appropriate strategies and activities to ensure progression for bilingual children. Parents will be asked to assist us in learning key words in their child's home language.
English as an Additional Language Co-ordinator's
.
Discriminatory behaviour/remarks
Any discriminatory language, behaviour or remarks by children, parents or any other adults are unacceptable in pre-school.
Our response will be to demonstrate support for the victim(s), to help those responsible to understand and overcome their prejudices and to make it clear that such behaviour or remarks will not be tolerated. We will report any prejudice related incidents to the local authority following guidance in the Equalities Named Co-ordinator (ENCo) handbook.
Food
Working in partnership with parents, children's medical, cultural and dietary needs will be met.
Meetings
The time, place and conduct of meetings will ensure that all families have an equal opportunity to be involved in the running of the pre-school.
Equalities policy reviewed 15/02/23 by Lynda Wilson, Manager
HEALTH AND HYGIENE - POLICY AND PRACTICE
HEALTH
Food
A healthy eating snack is provided during both the morning and afternoon, to which parents are asked to contribute. Attention will be paid to children's particular dietary requirements.
When cooking with children as an activity, staff will aim to provide healthy, wholesome food, promoting and extending the children's understanding of a healthy diet.
Parents are made aware of items for a healthy packed lunch for those children staying for lunch at pre-school via our Healthy Lunch flyer. Parents must supply an ice pack inside their child's lunch box to keep the contents within temperature guidelines.
We have hazard checklists arising from our risk assessment procedures to ensure food is stored at the correct temperature, is not out of date or spoiled.
All staff members handling food have appropriate training.
Ofsted will be informed if we have an instance of food poisoning affecting two or more children at the earliest opportunity but at least within 14 days of the first instance.
Drink
Children are offered a third pint carton of semi-skimmed, pasteurised milk each day they attend. They can drink this with their snack or can have water if they prefer.
We have a hazard checklist arising from our risk assessment procedure to ensure milk is stored at the correct temperature.
Drinking water is available at all times.
Environment
Children will have the opportunity to play in the fresh air throughout the year. We aim to have free flow access between indoor and outdoor spaces.
Children are able to relax and play quietly in the book corner if they choose to.
Children who are tired are encouraged to the book corner to rest. We have a beanbag, cushions and a blanket if a child requires a nap.
Computer access
Children are limited to the amount of time they spend at the computer by using a sand timer and adult supervision.
Parental controls are applied on the children's computer applications.
Illness
Parents are asked to keep their children at home if they have any infection, and to inform the pre-school staff as to the nature of the infection so that the pre-school can alert other parents, if applicable, and make careful observations of any child who seems unwell. Parents are asked not to bring any child (including siblings and minded children) into the pre-school if they have been vomiting or had diarrhoea until at least 48 hours has elapsed since the last attack.
Parents will be contacted and asked to collect their child immediately if they are unwell at pre-school. The child will be taken by a staff member to a quiet area of the room away from other children until the parent’s arrival to minimise the spread of infection.
Cuts or open sores, whether on adults or children, will be covered with sticking plaster or other dressing if written permission has previously been given by the parent.
In case of contagious diseases such as chickenpox, guidance is taken from Public Health England recommendations. A copy of which is next to the first aid cabinet and on the parents' notice board in the cloakroom.
We will inform Ofsted of a serious illness within our pre-school as soon as reasonably practicable but at least within 14 days of the onset of the illness.
Coronavirus (COVID-19)
Please do not send your child to pre-school if they have any symptoms of coronavirus.
Head lice and threadworms
If a child has head lice or threadworms, their parent should inform the pre-school staff. A Class Dojo message and/or email will be sent to alert parents to the presence of these in the pre-school.
Further advice on head lice and threadworms can be obtained from the NHS website: https://www.nhs.uk
Allergies
Parents are required to record any known allergies on their child’s registration form. A list of allergens in the snack foods we regularly provide is on our website. For special events, a list of allergens in food provided will be sent to parents via email.
First Aid
Pre-School will ensure that the first aid equipment is kept clean, replenished and replaced as necessary.
Sterile items will be kept sealed in their packages until needed.
There will always be at least one qualified first aider on the premises, trained to administer first aid to children. A list of qualified first aiders is on the parents' notice board in the cloakroom, on the photographic board, on the first aid cabinet, and on our website. Staff aim to maintain their First Aid training by attending relevant courses every three years, and by completing annual refresher training.
Nappy/Pull-up Changing
If applicable, nappy/pull-up changing will be carried out by a child’s key person or another staff member the child feels comfortable with. Children will be changed on a changing mat in the children’s toilet area, taking care to respect the child’s privacy, whilst within view of other staff members.
Staff will support parents in toilet training their child so please inform your child’s key person if you would like our support with this.
Children on prescribed medication
We will only administer prescribed medication if the dose is 4 times a day or if the medication is required to be taken with food, and we hold a medication consent form completed by a child's parent. If a child has not had a medication before it is advised that the parent keeps a child at home for the first 48 hours to ensure there is no adverse effect. Children should be well enough to attend pre-school if they are taking any medication. We will not administer medications that have not been prescribed, such as Calpol.
The child’s key person will be responsible for administering medication, ensuring parent consent forms have been completed, storing medication correctly and completing appropriate records of medicine administered. In the absence of a child’s key person the Manager or Deputy Manager will oversee the administering of medication.
If a child may require emergency administration of medication (apart from asthma inhalers), staff must have appropriate training before a child starts attending pre-school. This is also subject to clearance by our insurers.
Medicines must be supplied in their original container, be clearly labelled, be in date and prescribed for the current condition.
Medicines will not be administered unless a doctor has prescribed them for that child.
Parents are responsible for ensuring medication held at pre-school is in date and for supplying replacements.
Parents will be asked to complete a medication consent form to give staff written permission to administer any medication.
A medication administered form will be completed when medication has been administered and parents will be advised the medication has been administered via Class Dojo.
Medication consent forms are kept with the child’s registration form and the medication administered forms are in the medication administered book.
Health Care plans
It may be necessary for a child to have a specific health care plan detailing how to manage their care at pre-school.
This will be devised alongside parents, sometimes with advice from a health professional.
Information sources
Parents will have the opportunity to discuss health issues with pre-school staff and will have access to information available to the pre-school.
Pre-School aims to maintain links with the Health Visiting Team, and to gather health information and advice from health agencies.
No smoking
Smoking is not permitted within the pre-school or anywhere on the school premises.
Safety in the Sun
In the warmer seasons we wish to protect the children from over-exposure to UV rays. We ask parents to apply a sunscreen which will last for a day before they come to pre-school and wear appropriate clothing including a sun hat. We encourage children to play in shaded areas and encourage them to drink water to keep their body hydrated.
HYGIENE
To prevent infection, adults in the pre-school ensure that the following good practices are observed:
Personal hygiene
Hands of all adults and children are washed after using the toilet and before handling food.
Children with pierced ears are not allowed to try on or share each other's earrings.
Tissues are always available and children are encouraged to blow and wipe their noses when necessary. Soiled tissues are disposed of hygienically.
Children are encouraged to shield their mouths with their elbow when coughing.
Paper towels are used and disposed of appropriately.
Hygiene rules related to bodily fluids are followed with particular care and all staff are aware of how infections can be transmitted.
Adults will wear disposable gloves when changing nappies, pull-ups or soiled clothes, and will wash their hands once the gloves are removed.
Hands of all adults and children will be washed or hand sanitiser will be used on arrival at pre-school, after snacks and lunch, and after any breaks to help prevent the spread of coronavirus (COVID-19).
Cleaning and clearing
Any spills of blood, vomit or excrement are wiped up promptly and disposed of appropriately.
Disposable gloves are always used when cleaning up spills of body fluids. Floors and other affected surfaces are disinfected. Fabrics contaminated with body fluids are thoroughly washed in hot water, apart from children's clothing.
Spare laundered pants, and other clothing, are available in case of accidents, and polythene bags are available in which to double wrap soiled garments for parents to take home and launder. We ask that parents supply a set of spare clothes in their child's pre-school bag.
All surfaces are cleaned daily with an appropriate cleaner.
Food
The pre-school will observe current legislation regarding food hygiene, registration and training.
All staff handling food will have appropriate training. A list of staff trained in food safety is on the parents' notice board in the cloakroom, in the adult kitchen, on the photographic board in the cloakroom and on the website. Staff will maintain their food safety training by completing relevant training every three years.
In particular, each adult will:
Always wash hands under running water before handling food and after using the toilet.
Not be involved with the preparation of food if suffering from any infectious/contagious illness or skin conditions.
Never cough or sneeze over food.
Use different cleaning cloths for kitchen, messy play and toilet areas.
Health and Safety Co-ordinator's
-
Lynda Wilson, Manager;
- Joanna Wright, Senior Assistant.
Health and Hygiene policy and practice reviewed 15/02/23 by Lynda Wilson, Manager
PARENTAL INVOLVEMENT
We believe that children will benefit most from pre-school when we work in partnership with parents.
Parents are the first and most important educators of their young children. The aim of the pre-school is to support parents in their essential role. We will:
Involve parents in shared record keeping about their own child, both formally and informally, ensuring that parents have ready access to their child’s developmental records.
Ensure that parents can access information about their child's progress and have an opportunity to discuss it with their child’s key person.
Ensure that parents are given information about the pre-school and the pre-school curriculum.
Ensure that all parents have opportunities to contribute their own skills, knowledge and interests to the activities of the pre-school.
Ensure that all new parents are aware of and can contribute to the pre-school's systems and policies.
Encourage parents on an individual basis to play and take an active part in the management of the pre-school.
Ensure that all parents are fully informed about appropriate meetings, conferences, workshops and training.
Arrange meetings so that no-one is regularly excluded.
Arrange meetings in venues that are accessible and appropriate for all.
Welcome the contributions of parents, whatever form these may take.
Make known to all parents the systems for registering queries, complaints or suggestions.
Provide opportunities for parents to learn about the pre-school curriculum.
Seek the views and suggestions of parents.
Parental involvement policy reviewed 15/02/22 by Lynda Wilson, Manager
PLANNING POLICY
Our planning is based upon the principle that children learn most effectively when they are interested and motivated by our pre-school activities. Therefore, all staff make daily observations of children to record each child’s interests, their progress, how they are learning, and their current learning needs. Staff use children’s interests to extend their ideas, learning and development.
In addition, a child’s key person will observe them for a longer period and produce a ‘learning story’; a ‘learning story’ is a more detailed observation about what the child is doing.
Both types of observation are often holistic and will cover more than one area of learning and development when staff link the observations to the Early Years Foundation Stage.
A child’s key person is responsible for monitoring their learning and development, identifying their needs and interests, monitoring how they are learning, and using this information to inform future planning.
Staff aim to encourage parents to contribute to their child’s records by sharing information about their child’s achievements, interests and activities at home.
Using information gathered by staff, information from parents and ideas from the children, the staff team plan a balance of adult-led focused activities alongside self-selected child-initiated activities to offer each child appropriate challenge, progress and development. Although some adult-led focused activities are planned with particular children in mind, all children are able to choose to participate. Evaluations of the adult-led focused activities indicate if the activities are meeting planned learning objectives.
We aim to ensure through our planning that all children reach their potential. This includes children who are gifted and talented and children who have special educational needs and/or disabilities.
Planning includes a long term plan, medium term plans and weekly plans.
The long term plan includes topics, topic outlines and events that happen each year, for example, celebrations and transition to Reception classes. This is flexible to allow staff to follow children's own interests.
The medium term plans outline the learning intentions for the half term. This ensures a balanced curriculum covering each of the seven areas of learning and development in the Early Years Foundation Stage.
Weekly plans outline activities in each area of learning and development, both indoors and outdoors, which aim to help every child make good progress towards the Early Learning Goals. It outlines aspects such as resources needed and organisation of staff.
Planning policy reviewed 15/02/23 by Lynda Wilson, Manager
SAFEGUARDING AND CHILD PROTECTION POLICY AND PROCEDURE
We intend to create in our pre-school an environment in which children’s rights to be strong, resilient and listened to are respected; in which children are safe from abuse and harm; and in which any suspicion of abuse is promptly and appropriately responded to.
We will follow Cambridgeshire and Peterborough Safeguarding Children Board (CPSCB) procedures and have regard for Working Together to Safeguard Children 2018 and What to Do if You are Worried a Child is Being Abused 2015 (Department for Education). We will abide by the Safeguarding Vulnerable Groups Act (2006).
In order to achieve this we will:
Exclude known abusers
It will be made clear to applicants for posts within the pre-school that the position is exempt from the provisions of the Rehabilitation of Offenders Act 1974.
All applicants for work within the pre-school, whether paid or voluntary, will be interviewed before an appointment is made and will be asked to provide two references. All such references will be followed up. In the case of applicants with unexplained gaps in their employment history, or who have moved rapidly from one job to another, explanations will be sought.
All appointments, both paid and voluntary, will be subject to a supervised probationary period. An enhanced Disclosure and Barring Service (DBS) check will be obtained for each new appointment by the pre-school. All staff have signed up for the enhanced DBS check annual update and also have a contractual responsibility to inform the pre-school of any subsequent offence that may affect their suitability to work with children.
Seek and supply training
We will seek out training opportunities for all adults involved in the pre-school to ensure that they recognise the signs and signals of possible physical abuse, neglect, emotional abuse and sexual abuse, including child sexual exploitation. Staff trained as Child Protection Designated Persons (DPs) will update their training every two years and will refresh their knowledge and skills at least annually using information from sources such as the Child Protection DP Knowledge Hub and Child Protection Information Networks (CPINs). All other staff will maintain their Child Protection training by attending relevant courses every three years and will refresh their knowledge regularly during pre-school training days.
We will ensure all staff are aware of the procedures for reporting and recording their concerns.
Prevent abuse by means of good practice
Staff will act as positive role models, maintaining appropriate and professional boundaries in their relationships with children and families.
Adults will not be out of view of other adults with individual children or with small groups.
Volunteers, students and visitors will be supervised.
Mobile telephones, smart phones, cameras and any other devices capable of capturing images and sharing them as well as bags belonging to staff, volunteers, visitors and students will be placed in a locked cupboard or office.
Photographs of the children taken on the pre-school camera(s) or tablets will only be downloaded onto pre-school computer equipment or 'Tapestry', online learning journals. The pre-school camera(s) or tablets are not used in toilet or changing areas.
Parental controls are applied on children's computer applications.
A staff member who needs to take a child aside will not leave the area where the rest of the pre-school is meeting, whether it is the pre-school or the school gym.
Only staff with a pre-school enhanced Disclosure and Barring Service check will be allowed into the children’s toilet area.
We will promote children’s rights to be strong, resilient and listened to by encouraging them to develop a sense of autonomy and independence through adult support in making choices; in finding names for their own feelings and acceptable ways to express them; and in helping children to establish and sustain satisfying relationships with their peers and adults. This will enable the children to have the self-confidence and the vocabulary to resist inappropriate approaches.
The layout of the pre-school and deployment of staff will permit constant supervision of all children.
We have control over who comes into the pre-school and record details of visitors.
Respond appropriately to suspicions of abuse
We follow Cambridgeshire and Peterborough Safeguarding Children Board (CPSCB) procedures.
The first concern will be the child. A child whose condition or behaviour has given cause for concern will be listened to, reassured and helped to understand that they themselves are valued and respected and have not been at fault. Staff will be clear that they cannot promise to keep the information a secret and will explain that it will be necessary to tell someone else in order to help them and to keep them safe.
Staff will complete a 'Log of Concern' form in the first instance and give this to the pre-school Child Protection Designated Person.
The Child Protection Designated Person will decide what action to take next. This may include making a referral to Social Care, Telephone number: 0345 045 5203.
Changes in children's behaviour, appearance or play will be investigated.
Parents will normally be the first point of reference and discussions that have taken place with parents will be recorded on the 'Log of Concern' form. But if they are not in a position to allay any legitimate anxieties, the matter will also be taken up with Social Care.
In circumstances where a child could be placed at risk of harm such as potential physical or sexual abuse, Social Care will be the first point of reference.
All such suspicions and investigations will be kept confidential, shared only with those who need to know. The people most commonly involved will be the Child Protection Designated Persons and the pre-school staff working directly with the child.
Prevention of Radicalisation, Prevent Duty 2015
We recognise that children and young people are vulnerable to extremist ideology and radicalisation, and protecting children from this risk forms part of our safeguarding procedures.
Honour-Based Violence including Female Genital Mutilation (FGM)
We will treat all forms of Honour-Based Violence as abuse, including breast ironing, female genital mutilation and forced marriage. FGM is illegal in the UK and where a child is at risk of FGM or FGM is suspected, an immediate referral will be made to Social Care and the police will be contacted.
Allegations of abuse against staff members or volunteers
Parents should complain about the behaviour or actions of a staff member or volunteer to the pre-school Manager. There is a poster on the parent's notice board in the pre-school cloakroom outlining the procedures that will be followed.
Staff members have a "Whistle-Blowing Policy" to adhere to if they have any concerns about unacceptable practice or behaviour towards a child by another staff member or volunteer.
We will refer any such complaint immediately to the Local Authority Designated Officer (LADO), Telephone number: 01223 727967. We will fully co-operate with any investigation carried out including any police investigations.
Ofsted will be informed of any allegations made against staff or volunteers within the pre-school at the earliest opportunity but at least within 14 days of the initial allegation.
Confidential records will be kept of the allegation and of all subsequent proceedings.
Ofsted will also be informed at the earliest opportunity but at least within 14 days if a staff member, volunteer or committee member is disqualified or may be disqualified following the pre-school becoming aware of relevant information. The staff member, volunteer or committee member's association with Hardwick Pre-School will be suspended during any investigations and will be terminated if they are disqualified.
Keep records
Whenever worrying changes are observed in a child's behaviour, physical condition, play or appearance, a specific and confidential record will be set up – a 'Log of Concern' form. This is quite separate from the usual on-going records of children's progress and development.
In addition to the name, address and date of birth of the child, the record will include: timed and dated observations, describing objectively the child's behaviour/appearance, without comment or interpretation; whenever possible, the exact words spoken by the child will be recorded; the name and signature of the staff member recording the details will be present on every log.
Such records will be kept in a separate locked file and will not be accessible to people other than those trained as pre-school Child Protection Designated Persons.
Parents do not have an automatic right to access child welfare records and consideration will be given as to what the consequences of information sharing might be (in line with Information Sharing Guidance, 2018). Unless it would place the child at risk of significant harm, parents will be informed that a Log of Concern form has been completed.
Child Welfare files will be transferred onto your child's school or other early years setting and pre-school keep a record of the file transfer.
Liaise with other agencies
The pre-school operates in accordance with guidelines laid down in Working Together to Safeguard Children 2018 and 'Information sharing - Advice for practitioners providing safeguarding services to children, young people, parents and carers' (DfE, 2018).
Confidential records kept on children about whom the pre-school is anxious will be shared with Social Care if the pre-school feels that adequate explanations for changes in the child's condition have not been provided.
The pre-school will maintain ongoing contact with Social Care, together with names, addresses and telephone numbers of individual social workers, to ensure that it would be easy, in any emergency, for the pre-school and Social Care to work well together.
Contact details of sources of advice, help and support will also be kept, for example NSPCC.
The General Data Protection Regulation (GDPR) and Data Protection Act 2018 do not prevent, or limit, the sharing of information for the purposes of keeping children and young people safe. Information sharing decisions are recorded along with reasons for the decision.
Support families
The pre-school will take every step in its power to build up trusting and supportive relationships between families, staff and volunteers in the group.
We recognise that children living in a home environment where there is domestic abuse/violence, mental ill-health or substance misuse may be vulnerable and in need of our support and protection.
Where abuse at home is suspected, the pre-school will continue to welcome the child and family while investigations proceed.
Confidential records kept on a child will be shared with parents only if appropriate under the guidance of Social Care.
With the proviso that the care and safety of the child must always be paramount, the pre-school will do all in its power to support and work with the child's family.
Child Protection Designated Persons
- Lynda Wilson, Manager.
- Joanna Wright, Senior Assistant/3rd in Charge.
- Victoria Bane, Senior Assistant
Safeguarding and Child Protection policy and procedure reviewed 15/02/23 by Lynda Wilson, Manager
SAFETY - POLICY AND PRACTICE
The safety of young children in our care is of paramount importance.
In order to ensure the safety of both children and adults, the pre-school will ensure that:
Supervision:
All children are supervised by adults at all times.
Whenever children are on the premises at least two adults are present.
All staff are aware of the system in operation for children's arrivals and departures and staff members will be monitoring children during these periods.
A register of children is completed soon after their arrival so that a complete record of children present is available in an emergency.
The completion of the register is the responsibility of the Manager or Deputy Manager, or in exceptional circumstances the 3rd in charge.
The presence of staff and students is recorded on a weekly time sheet. The presence of rota volunteers and visitors is recorded in the visitor’s book.
Activities such as cooking, woodwork and energetic play receive close supervision.
Staff are unable to accept responsibility for children before opening, and after a child has been collected.
Children will leave the pre-school only with authorised adults. If your child is to be collected by another adult you can inform us via Class Dojo, email or phone. If the adult collecting the child is not familiar to pre-school staff we may ask for the adult to provide identification.
Lost children:
In the event that a child becomes lost, staff members will check the pre-school room and pre-school garden including all exits, toilets and cupboards. If the child is not found, the search will then be widened to cover the school grounds whilst a senior staff member telephones the child’s parents and the police. If the child is still not found, the search will again be widened to include Hardwick village concentrating in the first instance on known routes, i.e. to home address.
The pre-school will gather as much of the following information as possible in order to assist the police on their arrival:
Child’s name and date of birth;
Description of child;
Description of child’s clothing;
Photograph of child;
Details of child’s medical conditions (if applicable);
Child’s emotional state;
Home address and address of any relatives/carers living locally;
Time and location of last sighting;
Areas searched.
In the event of a child being lost, the pre-school committee Chair and Ofsted will be contacted at the earliest convenience but at least within 14 days of the incident. A significant incidence form will be completed by the pre-school Manager or Deputy Manager.
Accidents:
The nearest staff member trained in First Aid will deal with any accidents following current first aid procedures.
Accidents will be recorded in the accident book by the staff member who dealt with the accident and parents will be informed of the accident via Tapestry, an online learning journal.
Information forms are also in the accident book for bumps to the head.
A parent may be telephoned to collect their child if it is felt non-emergency medical treatment is required.
In a medical emergency, staff will telephone the emergency services for an ambulance then the parents of the child or emergency contact for the adult.
Environment:
The main entrance is secured after children’s arrivals and departures.
Outdoor space is secured and enclosed.
Fire Action posters are displayed on the parent's notice board in the cloakroom, on the fire door and next to the patio doors.
Each room has an Evacuation plan with the route to the nearest exit.
There are adequate systems and equipment for the detection and control of fire.
Fire doors are never obstructed by the pre-school and fire exits are easily identifiable.
Heaters, wires and leads are adequately guarded and are subject to a daily hazard checklist arising from our risk assessment procedures.
All dangerous materials, including medicines and cleaning materials, are stored out of reach of children.
Children do not have unsupervised access to the kitchen or any cupboards storing hazardous materials.
Adults do not place hot drinks within reach of children and are vigilant when taking hot drinks to the office or to a staff member outside.
Smoking is not permitted within the pre-school or anywhere on the school premises.
Parental controls are applied on children's computer applications and children's time on the computer is limited via the use of a sand timer and adult supervision.
Checks:
The identity of visitors is checked and visitors do not have unsupervised access to children. The staff member signing the visitor into pre-school is responsible for checking the identity of unknown visitors.
First aid kits are checked monthly and contents are replenished as necessary.
The accident book is checked monthly to ensure there are no reoccurring hazards.
Equipment is checked informally every time it is used to ensure it is safe, and is subject to a periodic hazard checklist arising from our risk assessment procedures.
The layout and ratios allow children and adults to move safely and freely between activities.
The premises are checked before locking up at the end of the day.
Large equipment is erected with care and checked before and after use.
Fire extinguishers are checked annually.
Fire drills are held at least twice a year. Records of these are kept in the pre-school register.
Risk Assessment:
Risk assessments are in the risk assessment folder on the shelf in our main room.
A hazard checklist, arising from our risk assessment procedures, is completed morning and afternoon and is displayed on the store cupboard door.
Additionally we carry out weekly, monthly, termly and annual hazard checklists arising from our risk assessment procedures. These are in the pre-school register, in the accident book and on the door of the main first aid kit.
Management:
In an emergency staff will ensure an emergency telephone call is made, parents are contacted or an emergency contact for an adult is contacted, and that staff deal with the immediate crisis and also manage the children.
Parents, staff and regular volunteers are asked to give permission to allow the seeking of emergency medical advice or treatment.
Recording sheets are available for the reporting of any accident or incident. Should an accident occur, parents will be informed via Tapestry, an online learning journal.
Parents are regularly reminded that existing injuries should be pointed out to staff and a Class Dojo message sent so a Record of Existing Injury can be completed.
A first aid kit stocked to current Health and Safety (First Aid) Regulations is available at all times.
A folder containing COSHH safety data sheets for any hazardous materials is available at all times.
Staff have guidance on the safe use of social networking sites and blogs.
Staff and students are not permitted to use their mobile telephones and cameras during working hours and will have any camera feature on a smart watch disabled during working hours. Staff can use their mobile phones in specified areas away from children during breaks.
Volunteers and visitors are required to lock their mobile telephones, cameras and bags in the office or store cupboard.
Staff are aware of Health and Safety requirements to ensure hazards are minimised and/or reported to the Manager and faulty equipment is reported to the Manager.
The Health and Safety poster is displayed in the kitchen area.
We hold Public Liability Insurance and display the insurance certificate on the parents' notice board in the cloakroom.
Lockdown procedure
We have a procedure for a partial and full lockdown in the event of incidences such as an intruder on the school site with the potential to pose a risk to children and staff, a local environmental risk of air pollution, or a dangerous animal.
If we are advised by the school of, or if we become aware of, any issues that would warrant a partial or full lockdown, the procedure will be implemented. Parents and carers will be advised via email, Class Dojo or telephone and thereafter they should not contact the pre-school or come to the pre-school until advised it is safe to do so. Ofsted will be contacted at the earliest convenience but at least within 14 days of the incident.
Health and Safety Co-ordinator's
-
Lynda Wilson, Manager.
- Joanna Wright, Senior Assistant.
Safety policy and practice reviewed 15/02/22 by Lynda Wilson, Manager
SETTLING IN PRE-SCHOOL - POLICY AND PRACTICE
We want all children to feel safe and happy in the absence of their parents, to recognise other adults as a source of help, friendship and authority and to be able to share with their parents afterwards the new learning experiences they have enjoyed at pre-school.
In order to accomplish this, we aim to create a partnership with parents in the following ways:
Arranging a visit to pre-school for parent(s) and child before the child is due to start.
Offering access to the "Hardwick Pre-School" brochure when the registration forms are sent.
By assigning a key person to your child and family, and an additional staff member. Ensuring your child's key person is readily available to support your child at their initial visit and on their first morning/afternoon at pre-school on a one-to-one basis.
Creating opportunities for sharing information.
By using the “About me" on Tapestry, an online learning journal, to find out about your child.
Ensuring opportunities for parents to add to and comment on their children's progress by making pre-school records readily available and by offering parent meetings, when coronavirus restrictions allow.
Having flexible settling procedures, if appropriate, to meet the needs of individual families and children.
Making clear to families from the outset that they will be supported by the pre-school for as long as it takes to settle their child.
Reassuring parents whose children seem to be taking a long time settling into pre-school.
Introducing new families into the pre-school on a staggered basis, where possible.
Children cannot play or learn successfully if they are anxious and unhappy. Our settling procedures aim to help parents and children to feel comfortable in the pre-school, to ensure that children can benefit from what pre-school has to offer, and to be confident that their parent will return.
Settling in pre-school policy and practice reviewed 15/02/23 by Lynda Wilson, Manager
SPECIAL EDUCATIONAL NEEDS AND DISABILITIES POLICY
Our pre-school aims to:
Have regard to the Special Educational Needs and Disabilities (SEND) Code of Practice 2015 on the identification and assessment of special educational needs;
Provide a welcome, appropriate learning opportunities, and equality of opportunity for all children, valuing them as individuals.
Identify those children at an early age who have special educational needs, be they educational, behavioural, emotional or physical in nature, to enable that child to reach their potential;
Work in partnership with parents in the assessment of and provision for children with special educational needs and disabilities.
Admission of children with special educational needs and disabilities
Please refer to our Admissions and Equalities policies.
Children with special educational needs and disabilities are admitted to the pre-school after consultation between parents, Manager and committee Chair.
Parents are expected to inform the pre-school Manager of their child's special educational needs or disabilities as soon as possible, and certainly before they attend the visit to pre-school. We can then ensure we can meet their child's needs, check our insurance cover is adequate and, if necessary, seek help and advice from relevant professionals. The pre-school may have to ask for parents' permission to contact their child's GP or other involved professionals.
If it is felt that a child's needs cannot be met at pre-school without the support of a one-to-one child support assistant or other professional involvement, then we will liaise with the appropriate authorities and parents in an effort to provide this help. We must have the support of parents in this.
The pre-school is accessible to all children, with a ramp, double doors and an accessible toilet.
Identification and assessment of special educational needs at pre-school
We believe that early identification of special educational needs is of the utmost importance. Guidance is taken from the SEND Code of Practice on the identification and assessment of special educational needs.
We utilise the Practitioner's Development Journal (PDJ).
Our system of observations, which operate in conjunction with parents, enables us to monitor children's needs and progress on an individual basis.
If it is felt a child has special educational needs the pre-school SENCo and/or child’s key person will discuss findings with the child's parents. With parents' permission, together they will initiate individual targets using an assess, plan, do, review cycle (see below).
If more help seems to be needed, an Early Help Assessment (EHA) will be completed by the SENCo, the child’s key person and parents. The EHA will initiate input and involvement from outside professionals, for example a speech and language therapist, an early years support teacher or community paediatrician. The assess, plan do, review cycle will use targets and strategies from the outside professionals.
If the child needs more formal input then a request for an Education, Health and Care Plan (EHCP) can be made, which puts the matter onto a statutory footing.
Support of children with special educational needs and disabilities at pre-school
Special Educational Needs Co-ordinators (SENCo's)
- Lynda Wilson, Manager.
- Denise Summerfield, Deputy Manager.
Role of the SENCo
The SENCo will liaise with parents and other professionals; advise and support other staff; ensure appropriate records are in place; ensure relevant information is collected and updated; take the lead in assessing, monitoring and reviewing actions to support a child; and guide future planning to meet a child's needs.
Observation, curriculum planning and record keeping
We will ensure that the needs of the child are observed. As for all children at pre-school we keep records of the progress of children with special educational needs and disabilities, and use these to formulate plans tailored to the individual needs of a child.
The assess, plan, do, review cycle details additional activities and resources that are needed over and above the usual curriculum. This will take into consideration the individual child’s likes and dislikes. Input from and collaboration with parents, the child and other involved professionals is essential.
Resources
We aim to provide appropriate resources for children with special educational needs and disabilities to support their access, learning and development but we do have budgetary restrictions. We will apply for any additional funding or apply to loan specialist equipment, if available and applicable.
Personal care
The provision of specific personal care will usually be the responsibility of your child’s one-to-one child support assistant or key person. Please refer to the Health and Hygiene - policy and practice
Medication
Please refer to the Health and Hygiene – policy and practice.
Health Care plan
Please refer to the Health and Hygiene - policy and practice.
Liaison with other professionals
With the permission of parents we will make and maintain contact with therapists, education and social care staff or any other specialised professionals as appropriate. By working together we aim to meet individual children’s needs and provide the most appropriate care and education.
Information and parent support
We will take every opportunity to ensure the parents of a child with a disability or special educational need are welcomed, involved and supported in the same manner as all other parents. We will support the parents in any possible way and develop our network to acquire the necessary information about specific situations. We value the information parents provide about their child and the views parents have.
Parents have ready access to their child’s developmental records.
Information about what if offered by Cambridgeshire County Council, the 'local offer', can be found at: https://www.cambridgeshire.gov.uk/residents/children-and-families/local-offer/about-cambridgeshire-s-local-offer
The Special Educational Needs and Disabilities Information, Advice and Support Service (SENDIASS) offers impartial information, advice and support at: https://www.cambridgeshire.gov.uk/residents/children-and-families/local-offer/local-offer-care-and-family-support/send-information-advice-and-support-service-sendiass
Staff training and support
Staff are trained to use Makaton sign language. Our staff attend, whenever possible, training on special educational needs and disabilities arranged by the Cambridgeshire Early Years and Childcare Service or other professional bodies.
Confidentiality
Any information relating to children with special educational needs and disabilities is subject to our Confidentiality Policy. In particular, any information given to pre-school staff by parents will not be passed on to anyone, apart from the Chair or Vice-Chair and statutory bodies, without the parents' permission.
School links
Special educational needs and disabilities records will be transferred to a child’s school or other early years setting unless we have written instructions from parents not to do this.
Special educational needs policy reviewed 15/02/23 by Lynda Wilson, Manager
STAFFING POLICY
We ensure that every child receives a high level of individual attention.
We have contingency plans for staff absences.
We aim for the Manager to hold a minimum of a recognised Level 3 childcare qualification and two year’s experience in a childcare setting, and for at least half of other staff to hold a minimum of a recognised Level 2 childcare qualification. Where this is not the case training will be sought at the first opportunity. Currently, our Manager holds a Level 3 Childcare qualification with 18+ year’s experience; the Deputy Manager holds a Level 3 childcare qualification with 15+ year’s experience; two of the Senior Assistants hold a Level 3 childcare qualification, with 5+ year's experience and 20+ year's experience.
Staff hold regular meetings at which they plan the implementation of the curriculum.
Each child's individual progress is monitored by their key person.
There are relevant sections in our Safeguarding and Child Protection policy and procedure, Confidentiality policy and Equalities policy, which relate to staffing and employment.
In addition, staff have guidance in the staff file which also contains a staff whistle-blowing policy, a disciplinary and grievance procedure and a babysitting policy.
Staff on medication seek medical advice to ensure they are able to work safely with children.
STAFF TRAINING
Our staff are continually undertaking a programme of training, such as training provided by the Early Years and Childcare Service or CACHE training, ensuring they are up-to-date with current thinking on pre-school education and care. In addition, the pre-school subscribes to magazine publications containing articles about current thinking on pre-school education and care.
Staff have three in-house training days per annum.
New staff have induction training.
New staff or staff new to a role are assigned a 'buddy' for support and guidance.
The Manager provides support and mentoring/coaching to all staff, and carries out regular staff appraisals and supervision.
Our budget includes an allocation towards training costs.
A list of qualifications held by our staff and courses they have attended is in our Staff Records file at pre-school and can be seen on request. The highest qualification held by staff is also on our website and on the photographic board in the cloakroom.
STUDENT PLACEMENT POLICY
We recognise that the quality and variety of work which goes on in our pre-school makes it an ideal place for students on placement from school (for example, year 10 students from Comberton Village College on work placement for 2 weeks in the Summer term) and college childcare courses (for example, from Cambridge Regional College or Long Road Sixth Form).
Students are welcomed into the pre-school on the following conditions:
Students will have a pre-placement interview.
Students will have a formal induction.
Students will not be counted in the staffing ratios.
Students will be under the supervision of senior staff members.
The needs of the children are paramount. Students will not be admitted in numbers which hinder the essential work of the pre-school.
Students must be confirmed by their tutor as being engaged in a bona fide childcare course which provides necessary background understanding of children's development and activities (apart from year 10 students who must have an interest in working with children).
Students required to conduct child studies will obtain written permission from the parents of the children to be studied.
Any information gained by the students about the children, families or other adults in the pre-school must remain confidential.
Unless students have an enhanced Disclosure and Barring Service check they will not have unrestricted access to children.
Abuse of trust – The Sexual Offences Act 2003
In accordance with the act, we will consider it an offence for a person over eighteen to have a sexual relationship with a young person under eighteen where that person is in the position of trust in respect of that young person even if the relationship is consensual.
This applies where the young person is in full time education and the responsible adult works in the same establishment as the young person, even if the responsible adult does not teach the young person.
In the pre-school context this would be applicable for students carrying out work experience at pre-school.
Staffing policy incorporating student placement policy reviewed 15/02/22 by Lynda Wilson, Manager