Little Rainbows Pre School
For children aged 2 - 5 years

Located in;  Callicroft Primary School, Rodway Road, Patchway, Bristol BS34 5EG
07796 076253
Little Rainbows Pre-school

The SEND Reform - Local Offer - South Gloucestershire
The SEND reform: how they build on Early Years Foundation Stage statutory framework – what the early years sector needs to know and what they need to do.

Background

Through the Special Educational Needs and Disability reforms (SEND reforms), the government, is requiring Clinical Commissioning Groups and local authorities to work together to integrate services across the 0-25 age range. Under the new system there will be a much clearer emphasis on offering help to the earliest possible point, with children and young people with SEN and their parents or carers fully involved in decisions about their support and what they want to achieve. The reforms are set out in the Children and Families Act 2014, and the new SEN Code of Practice: 0-25 years.

Key principles in the Children and Families Act 2014 in relation to SEND.

Participation: the Act promotes the participation of parents, children and young people in decision-making about SEND.

Outcomes: the Act focuses on outcomes and improving progress with children and young people with SEND.

Integration: the Act requires a joint approach across all agencies:
Education, health and social care will be required to co-operate at a local level to meet children and young people’s needs:

Local authorities and health commissioning groups will be required to commission services jointly for children and young people with SEND, and present that publicly as the local offer. This will help ensure that services are joined up around a common set of outcomes and those parents and young people are clear what support is available locally.

Changes in assessment and planning.

The majority of children with SEN or disabilities will continue to have their needs met within mainstream early years settings. Early Years Action and Early Years Action Plus will be replaced by SEN Support : a graduated approach to identifying and meeting SEN, with early years provision following the principles and commitments of the EYFS statutory framework in involving parents in identifying needs, deciding outcomes, planning provision and seeking expertise at whatever point is needed.

Health service must inform the parent and the local authority if they identify a child under compulsory school age as having SEN or disability (e.g. through the neo-natal screening programmes or the Healthy Child Programme two year old check)

Little Rainbows Pre-school will work together with parent/carers to agree ambitious outcomes for identified children and set clear progress targets. And be clear in their planning about how resources are going to support and reach the targets.

Parents will be fully involved in discussions about their child’s progress and reviews of the provision needed to achieve the agreed outcomes.

Educational health and care plans are intended for those with more complex needs. The educational health and care plan assessment and planning process is much more joined up, outcome focused and delivered in partnership with parent carers. It will be delivered and agreed within a maximum of 20 weeks.

A local authority should conduct an EHC needs assessment for children under compulsory school age when the special education provision require to meet the child’s needs cannot reasonably be provided from the resources normally available to the early education provider or school, or when it is likely the child will need an EHC plan in school.

Where young children do need an EHC plan, the local authoritiey must seek advice from the early years setting in making decisions about undertaking and EHC needs assessment and preparing an EHC plan. LAs should consider whether the child’s current early years provider can support the child’s SEN or whether they need to offer additional support through a plan.

Families of children with an educational health and care plan must be offered a personal budget.

Statements will be transferred over to Educational, Health and Care (EHC) assessments and plans from September 2014, usually during an annual review or at a key transition point such as preparing to go into reception.

All children develop at their own pace. Where a child has a complicated and long term need which covers education, health and care, an EHC plan may be appropriate. However, there are other issues, such as speech and language delay or behavioural problems, which are not necessarily caused by a special educational need or disability.

Local offer.

From September  2014 every local authority will be required to have a “local offer” which informs parents, carers and young people with SEN or disabilities what educational, health, care and other services such as transport and leisure are available in their local area.

This includes childcare provision which is suitable for disabled children and those with SEN. It will also set out what information services are available locally, how parents and young people can request an EHC plan assessment, the arrangements to resolve disagreements, including through access to mediation. The Local Offer should also cover the support available to all children and young people with SEND from universal services such as GP’s targeted services for those who need additional short term support and specialist services for those needing specialised, long term support.

The local authority must involve parents, young people and education settings such as children’s centres and early years settings in the local offer. It must also publicly consult on the local offer, and publish the results of that consultation, including what they have done as a result of the consultation feedback. The local offer must contain provision for children and young people with SEN or disabilities from across the 0-25 year old range. The code encourages LAs to consider commissioning services such as Portage, or peripatetic services for children with hearing or visual impairment.

Little Rainbows Pre-school will:
Continually monitor and support children to ensure that they develop and learn as appropriate, identifying any developmental issues, working with parents to address any identified problems, use their own best endeavours to support the child – using their own resources, drawing in extra help if needed (SEN Support), and if necessary encourage the parent to refer their child for an Educational Health and Care Plan assessment. We will maintain a record of children under our care, which will be available to parents and will include how the setting supports children with SEN and disabilities.

Little Rainbows Pre-School will co-operate with the local authority in reviewing the provision that is available locally and help develop the local offer. The local authority must ensure that all providers they fund in the maintained, private, voluntary and independent sectors are aware of the requirement on them to have regard to SEND Code of Practice, and should make sure funding arrangements for early education reflect the need to provide suitable support for settings in meeting their duties to support these children.

As part of the SEND Reform 2014 Little Rainbows Pre-school will:

Use our best endeavours to make sure that a child with SEN gets the support they need;
Endure that the children with SEN engage in the activities of Little Rainbows Pre-school alongside those who do not have SEN;
Ensure there is a qualified practitioner designated as the SENCO who must ensure all practitioners in the setting understand their responsibilities to children with SEN, make sure parents are closely involved and that their insights inform action taken by the setting and liaising with professionals or agencies beyond the setting;
Inform parents when they are making special educational provision for a child;

The following procedures are in place as part of the SEND reform.

When a child joins the pre-school an introduction meeting with the parents is help to discuss the child’s individual needs. All children are treated equally and we will ensure that any child with a disability is able to participate in all activities and are not treated any differently or less favourably.
If equipment or the environment needs to be resourced this will be done to the best of our ability. A risk assessment will be put in place and all areas met prior to the child’s start date. If a care plan is necessary this will be completed and updated on a regular basis and copies kept where required in the school, a copy will be kept on the child’s personal records and a copy will be given to the child’s parents/ carer.
Regular discussions with the parent will ensure that risk assessments and care plans are maintained and any changes in the child’s needs met.
All staff will be updated on a regular basis of any changes or amendments to the child’s risk assessment, care plans or needs.
The pre-school has a ramp to the main entrance of the school. The rear of the building also has a ramp that leads into the classroom. Either can be accessed for the pre-school classroom.
We provide disabled facilities with a toilet and shower.
All staff have current first aid training and if necessary training from health professionals.
Resources that are deemed necessary to enable a child to access the pre-school freely or to participate in activities will be provided wherever possible.
If the pre-school is unable to provide necessary resources financially, grants and fundraising will be resourced to the best of our ability.

PVI settings: only maintained settings are required to accommodate children with EHC plans. However, it is best practice for all PVI settings to have a SENCO, whether specific to the setting or as a group of settings. If a PVI setting has the infrastructure to be able to support a child with complex needs, they can do so.

For a “good or better” early years setting, this is well established practice. The Code sets out an approach set out around an “assess, plan, do, review” approach to supporting children with SEN or disabilities. This resonates strongly with Early Years Foundations Stage, which all registered settings must follow. As with the wider reforms to the EYSF, the government is not specifying how settings document the additional SEN support that is being offered, but emphasises the importance of agreeing clear outcomes, and monitoring how well the child is progressing in comparison to all the support they are receiving, and what they will do if the child is not improving.

Services and provision for children and young people with special educational needs and disabilities (SEND) in south Gloucestershire – Local Offer.

What is the South Gloucestershire ‘Local offer’?

The ‘Local offer’ is clear, accessible information in one place www.southglos.gov.uk/local-offer for children and young people with special educational needs and disabilities, (SEND) and their parents/carers, about services and provision available for them in South Gloucestershire. For those who do not have access to a computer, the Local Offer will be available in other ways and in libraries, one-stop shops and other public places.

What is the Local Offer?

How the new 0-25 service works, includes criteria for accessing the service, copies of forms such as the ‘needs assessment’ and EHCP.
How personal budget works.
Where to get independent advice and support.
Local authority and health services, availability to everyone (universal services)
Local authority and health services for vulnerable children and young people/young adults (targeted and preventative services).
Local authority and health specialist services such for children and young people/young adults with complex needs.

The Local Offer is more than a directory of services and will be added to all the time.

South Gloucestershire Council is developing it Local Offer in consultation with parents, children and young people. It will include what is available in the wider community, neighbouring areas, in leisure centres, and via local voluntary and community organisations, churches, local employers and businesses.

Your feedback ad ideas for improvements to the Local Offer are welcome. See www.southglos.gov.uk/local-offer.
Our Pre-school Policies
Please try and find time to have a quick look though our policies.  This will give you an insight as to how we work.
    Admission Policy
Statement of intent
It is our intention to make our pre-school accessible to children and families from all sections of the local community. We are registered with Ofsted to provide up to 26 places at any one time. We do not require children to be toilet trained on admission.

Aim
We aim to ensure that all sections of our community have access to the pre-school through open, fair and clearly communicated procedures.

Methods
In order to achieve this aim, we operate the following admissions policy.
• We ensure that the existence of the pre-school is widely advertised in places accessible to all sections of the community.
• We ensure that information about our pre-school is accessible in
written and spoken form and, where appropriate, in different languages. • We keep a place vacant, if this is financially viable, to accommodate an emergency admission.
• We describe our pre-school and its practices in terms which make it clear that it welcomes both, fathers and mothers, other relations and other carers, including childminders.
• We describe our pre-school and its practices in terms of how it treats individuals, regardless of their gender, special educational needs, disabilities, background, religion, ethnicity or competence in spoken English.
• We describe our pre-school and its practices in terms of how it enables children with disabilities to take part in the life of the preschool.
• We monitor the gender and ethnic background of children joining the group to ensure that no accidental discrimination is taking place.
• We make our equal opportunities policy widely known.
• We consult with families about the opening times of the pre-school
to avoid excluding anyone.
• We are flexible about attendance patterns to accommodate the needs of individual children and families.
• We offer families the opportunity to visit the pre-school before applying for a place and before taking up that place. The visit(s) can occur whenever a parent is ready by arrangement.
Aim & Values
* To provide a fun and stimulating atmosphere for all pre-school children where learning and development takes place within a caring, nurturing, safe and secure environment.
* To provide well-planned play which incorporates a variety of experiences which catch children's interests and fire their imaginations. Children can think, act out, question, model, build, create and learn.
* To work in partnership with parents; being approachable, valuing parents' input and sharing insights of their child's learning and development.
* To support children as they develop their social skills; sharing, negoitiating and understanding their own and others' feelings. We support their new friendships, growing independence, confidence and belief in themselves.
* To value children's uniqueness and individuality, responding to their interests and supporting their specific learning and development needs.
* To develop an inclusive community where all members are heard, feel respected and valued for who they are as individuals, regardless of gender, culture, race, religion or ability.
Fees and Payment Policy

Statement of intent
The pre-school believes every child should be able to access a pre-school place regardless of economic background, and that the pre-school is a valuable resource to the local community.
Aim
To provide a suitable method of financing the running of a quality early years setting, whilst acknowledging that the first years of a child’s life are the most financially draining on a family.
Method
Under the constitution adopted by the Pre-school Management Committee, the Management Committee have responsibility for setting the levels of charges for a session of attendance at the Pre-school.  As far as possible the fees to be charged will be kept to a minimum, whilst remaining competitive within the local market and helping to maintain the Pre-school as a viable concern.

Our fees at this present time are £8.50 per session (each session is 3 hours).  Fees are payable if your child is out sick, on holiday, or their days fall on in-service days and/or bank holidays or if the pre-school is closed for an emergency where rent and wages are still payable.   If you should cancel or your child place be suspended fees will incurr a  four week notice period.   In the event that we should have to reduce a child’s number of sessions due to circumstances beyond our control, fees will only be payable for those sessions attended.

Each term you will receive an invoice for the whole term with a breakdown of how this is worked out.  This invoice needs to be paid within the first week of term.

If payments are not met within the first week, payment will be demanded immediately via a letter which will incur an administration charge of £10.  If payment is not then met immediately your child's place will be suspended until full payment has been made.  If payment has not been met after 4 weeks of your child's place being suspended, the Board of Directors will cancel your child's place.  If any letters are written with regard to outstanding payments a charge of £10.00 will be incurred for each letter.


If you should cancel your place you will be  required to give a four week notice period, in writing (holiday times are not included).   We will accept a letter or email as written notice, we will not accept text, phone calls or word of mouth. 

If you should cancel your child’s place and money is outstanding your notice will not be accepted until the outstanding balance is paid in full.  We will take steps to recover any fees outstanding through legal advisors.  In the event that we should have to reduce a child’s number of sessions due to circumstances beyond our control, fees will only be payable for those sessions attended.

The Nursery Education Grant is available for all three year olds.  As soon as your child is entitled to funding this will be arranged for you.  Necessary documentation will be provided for you to complete.  The Nursery Education Grant at this time funds for 38 weeks a year for up to five, 3 hour sessions a week.  Any sessions over these five sessions covered by the grant will be invoiced each term.

If your child is 2 years of age you may also be entitled to up to 15 hours per week funding from South Gloucestershire Council.  If you have a two year old and claim one of the following:
Income support, Job seekers allowance, Employment and support allowance, Have a household income of less than approx. £16,000, a child who has been through the care process or a child with Special Educational Needs and or Disability.  If you meet one of these qualification listed then you can contact  South Gloucestershire Council on 01454 868008 to confirm your eligibility. 
Once your eligibility has been confirmed you will be issued with a reference number that you will need to submit to us.  We are able to help and advise you where necessary with any two year old claim.
If you are experiencing any problems with payments you are asked to speak to the Manager as in some extreme circumstances a payment plan could be put in place for you with the discretion of the Board of Directors.  If any payment plan arranged is defaulted on your child’s place will be suspended with immediate effect.
Where the pre-school has to close due to an emergency i.e. severe  – weather conditions, closure of school site, fees will still be payable.  If the closure is for more than five consecutive days it will be passed to the Board of Directors to consider any refunds of fees and payments.


Emergency Closure Policy
Statement of intent
The pre-school will endeavour to be open from 9.00 am to 3.00 pm, Monday to Friday during term times without disruption. Where disruption is unavoidable, all involved in the pre-school will be kept informed and the pre-school will re-open at the earliest possible opportunity.

Aim
In the unlikely even that the pre-school has to close at times other than scheduled in the normal opening hours and dates, the policy will be applied to ensure that all involved in the pre-school have a clear
understanding of the procedures which will take place.

Methods
An emergency closure will be implemented in the following circumstances:
• When the building is unusable through accidental or malicious damage
• When the building is unusable due to required maintenance work. Where possible we will endeavour to negotiate scheduled work to be carried out during times of closure.
• When an outbreak of illness within the pre-school community requires closure in line with Health Protection Agency (HPA) and Ofsted guidelines.
• When illness levels within the staff body mean it is impossible to maintain the correct ratios of suitable adults to children.
• When an emergency occurs during the pre-school session which requires the pre-school to close early.

In the event of any of the above incidents occurring which requires the pre-school to not open on a given session, the Board of Directors, Manager and Deputy will make contact with the families of the pre-school affected for that session in advance of the day where practical.

Where this is not practical, a member of staff will be asked to remain at the building until such time as it can be determined that all the affected families have been made aware of the situation. The Manager and the Deputy Manager will be responsible for informing the relevant authorities of the unexpected closure.

• Parties who may need to be informed are Ofsted, Health Protection Agency, local Health Authority, Health and Safety Executive and RIDDOR, depending on the circumstances of the closure. Parents will be informed about how they can find out when the pre-school will re-open and other pertinent information according to the circumstances of the closure. This may include asking them to nominate a preferred contact number/email address, or holding a special meeting to keep parents informed.

Emergency closure after a session has started

In the event of an emergency closure after the session has started, parents and carers will be informed by telephone that they are required to collect their child as soon as possible. If the closure is due to sickness, the children and all staff who are unaffected will remain on the premises until all children can be collected. If too few staff are well enough to stay on the premises, the Board of Directors will be contacted and asked to stay on until the other children have been collected. If the closure is due to an emergency which requires the building to be evacuated, the children will be safely evacuated according to the current Fire Drill procedures. Contact information for all the children will be taken out of the building alongside the daily register.

Once the building is evacuated, the Manager will ensure the relevant authorities/emergency services are called.
The children will then be taken to a place of safety until such time as they can all be collected by parents and carers. The Manager will ensure that all the parents and carers of the children are contacted.  All staff will remain with the children during this time.




Where the pre-school has to close in an emergency, the Board of Directors will arrange for any funding from the local authority to be repaid if required, and for refunds to be made to any families who pay fees after five consecutive days of closure, where rent and other fees have still been payable. This will usually be made by way of a reduction from the next term’s fees,

SEVERE WEATHER CONDITIONS AND OTHER SUCH CLOSURES

Where severe weather causes closure to the pre-school a system has been set up to advise parents as soon as possible of any closure. 

 You will have the option to have a mobile number put on an emergency list, whereby you will receive a text of any closures as soon as is possible.

Information wherever possible will be put on local radio stations (Radio Bristol and Heart).

Wherever possible information will also be added to our website.

If the pre-school should need to close for any other reasons, where rent and staff wages still have to be paid, all pre-school fees will still be payable.  If the closure is for more than five consecutive days then it will be passed to the Board of Directors to see if it is viable to return any such fees or payments.  If the pre-school should need to close due to emergency measures beyond our control within the school premises, fees will only be considered to be reimbursed if rent, wages etc have not had to have been paid out.
Packed Lunch Policy

1. Introduction
What children eat at school is important and school lunches have to meet strict standards to provide a third of a child’s nutrient requirements. Research from the Food Standards Agency (School Lunchbox Survey, 2004) and later research by the School Food Trust has shown that the majority of lunchboxes surveyed were high in fat, sugar and salt.

2. Aim
This policy has been drawn up in consultation with parents, pupils and staff with the following aims:
To improve the nutritional quality of packed lunches and other foods taken into schools.
To ensure that all packed lunches brought from home and consumed in school (or on school trips) provide the child with healthy food that is similar in its nutritional value to food served in schools.
To make a positive contribution to children’s health by encouraging healthy eating habits in childhood setting a trend for lifelong changes.
To contribute to the self-evaluation for review by Ofsted
This policy applies to all pupils and parents providing packed lunches and other foods to be consumed within school or on school trips during normal school hours. This packed lunch policy fits within a wider context of promoting a whole school approach to food and healthy eating.
3. The policy
The school will work with the pupils to provide attractive and appropriate dining room arrangements.
The school will work with parents to ensure that packed lunches abide by the standards listed below.
The school will ensure that free, fresh drinking water is readily available at all times.
Pupils are advised to bring packed lunches in insulated bags with freezer blocks where possible to stop the food going off.
Glass bottles and tins are not permitted due to safety issues that could arise.
All uneaten food and waste will be kept in the lunchbox and returned home with the child so that parents are able to monitor their child’s food consumption.
4. Food contained in a packed lunch
Packed lunches should be based on the Eat Well plate model and should include the following every day:
Fruit and Vegetables - at least one portion of fruit and one portion of vegetables or salad.
Non-dairy source of protein - meat, fish, egg, beans or pulses such as lentils, kidney beans, chickpeas, hummus and falafel.
A starchy food like bread, pasta, rice, couscous, noodles, potatoes or other type of cereals.
Dairy foods such as milk, cheese, yoghurt, fromage frais.
Drinks - the school provides water but a healthy drink, such as water, 100% pure fruit juice, semi-skimmed or skimmed milk, yoghurt or milk drinks and smoothies.
Oily fish, such as salmon, should be included at least once every three weeks.
To keep packed lunches in line with the food based standards for school meals, packed lunches should not include:
High fat, high salt, high sugar snacks such as crisps, sweet popcorn, other high fat / salt packet savoury snacks such as crisps.
Confectionery such as chocolate bars, chocolate-coated biscuits, sweets and chewing gum.
Chocolate spread, honey, jam or marmalade as a sandwich filling.
Cereal bars and fruit bars including fruit winders.
Fizzy / sugary drinks or fruit flavoured squash. This includes diet drinks and energy drinks which can contain high levels of caffeine and other additives and are not suitable for children.
Occasionally, the following may be included:
Meat products such as sausage rolls, individual pies, corned meat and sausages / chipolatas should be included only occasionally due to their high fat and salt content.
Cakes and plain biscuits are allowed but children should be encouraged to eat these only as part of a balanced meal.
Special diets and allergies
The school also recognises that some pupils may require special diets that do not allow for the standards to be met exactly. In this case parents are urged to be responsible in ensuring that packed lunches are as healthy as possible. For these reasons pupils are also not permitted to swap food items.
5. Health and safety
It is the responsibility of the parents / carers to provide an appropriate packed lunch container where food items can be stored securely and appropriately until the lunchtime period. Parents are advised to include an ice pack. Food products prepared and stored in ambient temperatures after a period of time can have increased levels of bacteria in them.
Storage of Packed Lunches
The school will provide storage area / facilities for packed lunch bags, in the most convenient and appropriate place possible. However the school cannot provide cooled storage areas and therefore cannot take legal responsibility for foods prepared at home and then brought into school.
6. Assessment, evaluation and reviewing:
Packed lunches will be regularly reviewed by
Healthy lunches will be rewarded with stickers and certificates home.
Parents and pupils who do not adhere to the Packed Lunch Policy will receive a leaflet in the packed lunch informing them of the policy and be invited in to discuss alternatives that could be used in their child’s lunch box.
 If a child regularly brings a packed lunch that does not conform to the policy then the school will contact the parents to discuss this.
Pupils with special diet or food allergies will be given due consideration.
7. Dissemination of the policy
The school will write to all new and existing parents / carers to inform them of the policy.
The policy will be available on the school’s website and will be incorporated into the school prospectus.
The school will use opportunities such as parents evenings to promote this policy as part of the whole school approach to healthier eating.
All school staff will be informed of this policy and will support its implementation.
8. Policy Review
This policy will be reviewed as part of the schools agreed policy review process. In addition any major legislative or governmental changes regarding school food may lead to this policy being amended.


Parental Involvement Policy
Statement of intent
We believe that children benefit most from pre-school education and care when parents and pre-schools work together in partnership.

Aim
• To support parents as their children's first and most important educators.
• To involve parents in the life of the pre-school and their children's education.
• To support parents in their own continuing education and personal development.

Method
In order to fulfil these aims:
• We encourage parents and carers to visit the setting before applying for a place for their child, and to make at least one visit in the term before their child starts with us;
• We encourage parents to decide how best to settle their child with us when first starting and after a period of prolonged absence, and we are led by the parents in our approach;
• we encourage parents to discuss with each other the various ways they can contribute to the running of the pre-school and the practices of the pre-school.
• We provide each child and their family with a named Key Worker, who acts as their first point of contact for any queries, concerns and discussions. We encourage our Key Worker staff to take pride in their
role, and to increase their own knowledge when challenged by a parent rather than passing the query onto a more senior member of staff; 
• We are committed to an ongoing dialogue with parents to improve our knowledge of the needs of their children and to support their families;
We inform all parents about how the group is run and its policies. We check to ensure parents understand the information which is given to them;
• We encourage and support parents to play an active part in the governance and management of the pre-school;
• We inform all parents on a regular basis about their children's progress;
• We involve parents in the shared record keeping about their children either formally or informally and ensure parents have access to their children's written records;
• We provide opportunities for parents to contribute their own skills, knowledge and interests to the activities of the group;
• We consult with parents about the times of meetings to avoid excluding anyone;
• we provide information about opportunities for being involved in the pre-school in ways which are accessible to parents with basic skills needs, or those for whom English is an additional language;
• We hold meetings in venues which are accessible and appropriate for all;
• We welcome the contributions of parents, in whatever form these may take;
• We inform all parents of the systems for registering queries, complaints or suggestions and check to ensure these are understood. All parents have access to our written complaints procedure; and
• We provide opportunities for parents to learn about the pre-school curriculum and about young children's learning, in the pre-school and at home.

In compliance with National Standard 12, the following documentation is in place:
• Admissions policy;
• Complaints procedure;
• Record of complaints; and
• Activities provided for children.
Photographic Permission
We take photos of the children during their activities in a session for the purpose of updating their learning journeys. Many of these pictures will have other children and adults in the background.  We also allow OFSTED to view these as evidence of activities provided.  Some photos have been used for the purpose of advertising i.e. our Welcome Book and some have been used for external advertising such as Bristol Observer and Evening Post.

We ask permission to take pictures of children to be used for the above purposes.  The photos are taken on a tablet/digital camera and are kept until they have been updated onto the child’s learning journey.  Some pictures will be kept on a child’s file for other uses within the pre-school i.e.  coat pegs, birthday boards and pictorial use around the classroom.  When a child leaves us these pictures will be deleted after they have been copied to disc if the parents want them.  Nobody else has access to the pictures on files other than the Manager and they are usually deleted within two terms of a child leaving.

All parents accessing the Tapestry Application will have signed a Tapestry Parent User Agreement.

Managing children with allergies or who are sick or infectious Policy
Statement of Intent
We provide care for healthy children and promote health through identifying allergies and preventing contact with the allergenic substance and through preventing cross infection of viruses and bacterial infections. This includes teaching the children about good hygiene. We ask parents to work with us to limit the spread of illness to other children and members of staff.

Procedure for children with allergies
When a child starts at the pre-school we ask parents whether they suffer from any known allergy. This is recorded on the registration form. If a child has an allergy, a risk assessment is carried out to detail the following:

 the allergen (the substance, material or living creature the child is allergic to, such as nuts, eggs, bee stings, cats etc)
 the nature of the allergic reaction e.g. rash, anaphylactic shock, breathing difficulties
 what to do in case of an allergic reaction, any medication used and how to administer it, e.g. Epipen
 control measures, such as how the child can be prevented from contact with the allergen

review
This form is kept on the child’s personal file and all staff are made aware which children have known allergies. A list of children’s allergies/special needs is displayed on the inside of our private cupboard. All staff know where the list is displayed. A consent form allowing staff to administer the necessary medication must be completed by the parents/guardian and kept in the child’s file. For life saving medication such as Epipens, written confirmation must be obtained from our insurers to extend our insurance.

Procedure for children with sickness or infectious disease
If your child has vomited or had diarrhoea your child needs to stay away from Pre-school for a minimum of 48 hours after the last bout of vomiting or diarrhoea.  
Any child who is known to have suffered from sickness or diarrhoea in the previous 48 hours will not be allowed to attend pre-school.
We ask parents to inform a member of staff if their child has any illness, so that we can display a sign to inform parents, staff and visitors that we have had a case of that infection or illness in pre-school. This allows other parents to be on the lookout for the symptoms in their child. Children who are unwell with an infectious disease should NOT be at pre-school and they should NOT return until the risk of passing on the infection has passed.

Where there is a risk of an epidemic or pandemic in the community, we will at all times follow the advice of the Health Protection Agency, including closing the pre-school if necessary to prevent the spread of infection. If any child or adult at the Pre-school contracts a notifiable disease, we will inform Ofsted and follow the advice given by the Health Protection Agency.

If your child should have an illness, condition, infection where you are not sure of regarding any exclusion period from the pre-school please contact the Manger who is able to give you guidelines recommended by the government and information on the pre-school policies.  A copy of this will also be displayed on the notice board.
Other Considerations
Infectious Diseases
Parents should inform the pre-school if their child has been diagnosed with an infection like Measles, Chickenpox, a serious stomach complaint or a contagious infection. They MUST inform the pre-school if their child has had Rubella (German Measles) in case they have been in contact with anyone in the early stages of pregnancy.

Head Lice
Although it is not official policy, we request that children with head lice do not attend pre-school until they have been successfully treated. The contagious nature of head lice means that it can rapidly spread among a class making it a far more difficult problem to eradicate than if it were isolated and treated in the initial stages. We ask parents to check their child’s head regularly so that any outbreaks can be dealt with swiftly.  
If children are found to have live head lice we will ask you to take your child home and treat and not return until all live head lice have been removed.

We ask all parents to be vigilant when their children get colds, coughs and viruses.  Although your child might not be feeling that bad their coughing and sneezing can spread to other children.  We ask you to inform us if your child could be developing a cold so that we can keep an eye on them or if there is a possibility they have been in contact with a virus.  This helps us if we need to notify any parents whose children may be vulnerable when these germs are being passed around.

When there is a known virus going around we will endeavour to keep you updated of its movements.  If we are concerned that your child may be coming down with a possible virus we will let you know immediately and if necessary ask you to keep your child home for a few days to try and reduce the spread of infection.  If your child is running a slight temperature or showing signs of not being well and requires paracetamol suspension to help them, then it we advise you to keep them at home until you are satisfied that there is nothing wrong.

Conjunctivitis

If your child should contract conjunctivitis we ask you to keep your child off school until you are sure their eyes are clear.  Conjunctivitis can spread rapidly by infected children in this environment.  If we suspect your child of having conjunctivitis we will ask you to take your child home and clean and treat the infection and not to return until your child’s eyes are clear.  If your child has been off with conjunctivitis and returns with red or sticky eyes that concerns us, as to still being infected, we will ask you to return home with your child until their eyes are clear.

If we feel that you child is not able to participate fully in the regular daily routines, through being unwell, we advise you to keep your child at home until they are able to do so.

Settling In and Transitions Policy
Statement of intent
We want children to feel safe, stimulated and happy in the pre-school
and to feel secure and comfortable with staff. We also want parents to have confidence in both their children's well being and their role as active partners with the pre-school.

Aim
We aim to make the pre-school a welcome place where children settle quickly and easily because consideration has been given to the individual needs and circumstances of children and their families.

Methods
• Before a child starts to attend the pre-school, we use a variety of ways to provide their parents with information. These include written information, displays about pre-school activities, information days and evenings, and individual meetings with parents.
• During the half term before a child is enrolled, we provide opportunities for the child and their parents to visit the pre-school and stay for part or all of the sessions. These visit sessions are free of charge.
• When a child starts to attend, we work with their parents to decide on the best way to help the child to settle into the pre-school.
• We allocate a Key Worker to each child and their family, before they start, the Key Worker welcomes and looks after the child and their parents at the child's first session.
• The Key Worker becomes the first point of contact for the child and their family during their time at the pre-school, and is involved in the child’s care and play throughout the sessions. Where possible the
Key Worker will continue in that role throughout the child’s time at pre-school.
• We use pre-start visits and the first session at which a child attends to explain and complete with their parents the child's registration records.
• We ask parents/carers to lead the settling in process for their child. If they would prefer to stay for part or all of the early sessions, we support them in this decision. When a parent/carer feels it is time for them to leave and allow their child to settle alone, we support them and their child in this. All children have different experiences and personalities when they start at the pre-school and we understand that the parent/carer knows their child best.
• Parents are welcome to telephone at any time during the session to check on their child, and their child’s Key Worker will be available at collection time to discuss the child’s progress and involvement
during the session.

Transition

Following a successful introduction to the setting we want the child’s next transition to nursery or reception class to be as successful.
• We work with parents to try to place children in groups with others who will be attending the same nursery or reception class. This helps children in their first days at the new setting.
• We actively pursue links with other settings, inviting teachers/support staff to visit the children at the pre-school in the period leading up to the transition.
• When teachers/support staff cannot visit, we offer to meet with them for a professional discussion on the children in our care.
• Before any approaches are made to external bodies, the support and consent of the parents is sought.
• During the final half term at the pre-school, activities are organised to reflect the transition process, and children are given the opportunity to express and concerns and fears they have. These are discussed within the activities and shared sensitively with parents.
• The pre-school will provide a copy of each child’s records to the parents for them to keep. If they wish these can also be shared with the receiving setting. A formal report will be forwarded to the
receiving setting by the pre-school in accordance with the requirements of the local authority. Prior to sending this parents will be asked to sign their consent for sharing this information, and will have the opportunity to look at the report and discuss it with their child’s Key Worker.
.
SOCIAL NETWORKING
Social Networking sites (i.e. Facebook and Bebo) and other third party websites (i.e. Twitter, Myspace, Chat rooms) – have become an integral part of everyday life, and are designed for communication within in our personal lives.  They provide a great way for people to maintain contact with friends and family, and make new friends. It also allows people to share photographs, videos and comments with others.

Everyone employed/associated with Little Rainbows C.I.C. (Practitioner’s, Directors, Work Placements, Students, helpers and volunteers, etc), hold a professional position and are responsible for the care and education for Early Years Children, we therefore
expect everyone to adhere to our Confidentiality Policy and also our Child Protection Policy. These policies must also be adhered to when using the internet in your personal time.

This policy has been written, not to stop anyone from conducting legitimate activities on the internet, but serves to flag-up those areas in which conflicts can arise.

No reference should be made as to who your employer is.
No references should be made about Pre-school children or parents.
No photo’s or videos containing Pre-school parents and/or children should be put on the internet, and should a person tag/name you in a photo/video that is deemed inappropriate, a note should be sent to that person, explaining why you wish to be removed.
Please consider the content of all photos before placing them on the internet, and always ensure that you have everyone’s permission before you do so.
Under no circumstances should comments be made about the Pre-school, its employees/Directors or any of our associates.
Everyone should respect the privacy and feelings of others.
It is not acceptable to unload your frustrations through messages on a networking site (professional or social), where they are potentially very public.
If you are unsure, or you believe something that has been written which gives rise to concerns within this or any other Pre-school policy, please refer this to the Manager or Deputy Manager.


Please remember - typing into your own computer feels like a private conversation in your personal space, on the contrary, online communications are very public and always leave a digital trail.

Although we appreciate everyone has the right to a personal life separate from their hours of work, however, anyone can be called to account for behaviour in their private life that directly questions their ability to do their job well and safely and/or breaches any of our Policies.

Non compliance with this policy will be considered as gross misconduct due to the possibility of Confidentiality and Child Protection issues, and will be dealt with in accordance to our Grievance Procedures, as detailed in your Contract of Employment.

Outings Policy
Statement of Intent
Our pre-school believes that a child’s pre-school experience can be further enriched by exploring the local environment and having the opportunity to take part in organised visits.

Aim
To provide all our children, with the opportunity to venture outside of the immediate pre-school building and garden, thus extending their experiences, in a safe and well-organised manner.

Method
1. Days out
It is usual that parents will be required to accompany their children at all times. Children will remain the responsibility of their parent/carer. If a parent is unable to attend, alternative arrangements may be possible, please see the Manager for further details.
Where a coach hirer is used, seatbelts are mandatory.
The location will be chosen to enhance the EYFS curriculum and meet the needs of pre-school age children.
Staff will take a first aid box, accident report book and a mobile phone for emergencies.
All contact information will be taken for each family attending the outing. A list of emergency contact details will also be left with a nominated person, not attending the outing. This will include details of how the group can be contacted.
A member of staff will take the register before and after the outing.
If special clothing or footwear is needed for the outing – you be given prior notice.
All parents and children will be shown a contact point, in case they become unattached from the group. In some instances identity badges/name labels may be available to everyone.

2. Short outings

For short visits such as the shops, park and local area, adult ratios will change to 1:4 (adult to child) for 3 year olds and 1:2 for 2 year olds, and higher where possible. A mobile phone will be taken on all outings and a risk assessment completed for each outing.
Contact and Collection of Children Policy
Statement of intent
Our pre-school keeps up to date records and contact details of the adults involved in the care of the children attending. These are used to ensure children can be safely collected at the end of the session, and at other times when necessary. Systems are in place to ensure that children cannot leave the premises without an authorised adult and that children are properly cared for in the event of a delay to their collection at the end of a session. These ensure the child is cared for safely by an experienced and qualified practitioner who is known to the child.

Aim
In the event that a child is not collected by an authorised adult, we will ensure that the child receives a high standard of care in order to cause as little distress as possible. We inform parents/carers of our procedures
so that, if they are unavoidably delayed, they will be reassured that their children will be properly cared for.

Procedures
1. Parents of children starting at the pre-school are asked to provide specific information which is recorded on our Child Information Form, including:
• home address and telephone number if the parents do not have a telephone, an alternative number must be given, perhaps a neighbour's;
• place of work, address and telephone number (if applicable);
• mobile telephone number (if applicable);
• names, addresses, telephone numbers of adults who are authorised by the parents to collect their child from pre-school,for example a childminder or grandparent;
• information about any person who does not have legal access to the child.
2. When parents are aware that they will not be at home or in their usual place of work, they record how they can be contacted in the daily register.
3. On occasions when parents or the persons normally authorised to collect the child are not able to collect the child, they record the name, address and telephone number of the person who will be collecting their
child in the daily register. We agree with parents how the identification of the person who is to collect their child will be verified.
4. Parents are informed that if they are not able to collect the child as planned, they must inform us so that we can begin to take back up
procedures. We provide parents with our contact telephone number.
5. If a child is not collected at the end of the session/day, we follow the following procedures:
• the daily register is checked for any information about changes to the normal collection routines;
• if no information is available, parents/carers are contacted at home or at work;
• if this is unsuccessful, the adults who are authorised by the parents to collect their child from pre-school and whose telephone numbers are recorded on the Child Information Form are contacted;∙ all reasonable attempts are made to contact the parents/carers, for example a neighbour is contacted or another member of staff visits the child's home;
• the child stays at pre-school in the care of two fully vetted
workers until the child is safely collected;
• the child does not leave the premises with anyone other than those named on the Child Information Form and in the Collection Book;
• if no-one collects the child and the premises are closing, or staff are no longer available to care for the child, we contact our local authority
Social Services Department (01454 866832) and inform OFSTED
(0300 123 1231).
• a full written report of the incident is recorded.
• parents should be aware that the pre-school reserves the right to make a charge for children being collected later than the closing time advertised. This charge will be made for each fifteen minutes or
part thereof after the closing time. Current charges are available on request from the pre-school and are subject to change each year as decided by the Board of Directors. Charges will be made per child.

 Safeguarding Children Policy
Statement of intent
Our pre-school wants to work with children, parents and the community to ensure the safety of children and to give them the very best start in life.

Aims
Our aims are to:
• create an environment in our pre-school which encourages children to develop a positive self image, regardless of race, language, religion, culture or home background;
• help children to establish and sustain satisfying relationships within their families, with peers, and with other adults;
• encourage children to develop a sense of autonomy and independence;
• enable children to have the self confidence and the vocabulary to resist inappropriate approaches; and
• work with parents to build their understanding of and commitment to the welfare of all our children.

Liaison with other bodies
• We work within the Area Child Protection Committee guidelines.
• We have a copy of Area Child Protection Guidelines available for staff and parents to see.
• We notify the registration authority (OFSTED) of any incident or accident and any changes in our arrangements which affect the wellbeing of children.
• We have procedures for contacting the local authority on child protection issues, including maintaining a list of names, addresses and telephone numbers of social workers, to ensure that it is easy, in any
emergency, for the pre-school and social services to work well together.
• Records of the local NSPCC contacts are also kept.
• If a report is to be made to the authorities, we act within the Area Child Protection guidance in deciding whether we must inform the child's parents at the same time.
Categories of concern
Neglect.
The persistent or severe neglect of a child which results in, significant impairment of the child’s health or development. Examples include:
• Failure to provide adequate food, clothing or shelter (including abandonment or exclusion from home)
• Failure to protect from physical or emotional harm.
• Failure to meet a child’s basic emotional needs.
• Failure to ensure adequate supervision.
• Failure to ensure access to appropriate medical care.

Physical abuse.

Deliberate or intended injury to a child. Examples include:
• Hitting, shaking, throwing, burning, scalding, drowning, suffocating or poisoning.
• Deliberate inducement of an illness.
Sexual abuse.
Actual or likely sexual exploitation. Examples include:
• Use of force or enticement to take part in sexual activity, penetrative or non-penetrative.
• Involvement in non-contact activities such as looking at or making abusive images.
• Encouraging children to watch sexual activities
• Encouraging children to behave in sexually inappropriate ways.
• Any sexual activity with a child under the age of 16 years (with or without agreement).
Emotional Abuse.
Persistent or severe emotional ill treatment or rejection which adversely affects the child’s emotional and behavioural development. Examples include:
• Conveying to a child that they are worthless, unloved or inadequate.
• Overprotection, limiting exploration and learning, preventing normal social interaction or imposing inappropriate expectations.
• Causing a child to feel frightened or in danger by the witnessing of violence towards another person whether domestic or not.
Staffing and volunteering
• Our named person (a member of staff or a Director) who co-ordinates child protection issues is Sarah Coghlan.
• We provide adequate and appropriate staffing resources to meet the needs of children.
• Applicants for posts within the pre-school are clearly informed that the positions are exempt from the Rehabilitation of Offenders Act 1974. Candidates are informed of the need to carry out checks before posts can be confirmed. Where applications are rejected because of  information that has been disclosed, applicants have the right to know and to challenge incorrect information.
• We abide by OFSTED requirements in respect of references and police checks for staff and volunteers, to ensure that no disqualified person or unfit person works at the pre-school or has access to the children.
• Volunteers do not work unsupervised.
• We abide by the Protection of Children Act requirements in respect of any person who is dismissed from our employment, or resigns in circumstances that would otherwise have lead to dismissal for
reasons of child protection concern.
• We have procedures for recording the details of visitors to the pre-school.
• We take security steps to ensure that we have control over who comes into the pre-school so that no unauthorised person has unsupervised access to the children.
Disciplinary Action
• Where a member of staff or a volunteer is dismissed from the preschool
or internally disciplined because of misconduct relating to a child, we notify the Department of Health administrators so that the name may be included on the List for the Protection of Children and Vulnerable Adults in accordance with the Safeguarding Vulnerable Groups Act 2006. 
Training
• We seek out training opportunities for all adults involved in the pre-school to ensure that they are able to recognise the signs and symptoms of possible physical abuse, emotional abuse, sexual abuse and
neglect and so that they are aware of the local authority guidelines for making referrals. We ensure that all staff know the procedures for reporting and recording their concerns in the pre-school.
Planning
• The layout of the room allows for constant supervision. Where children need to spend time away from the rest of the group, they are never left unsupervised.
Curriculum
• We introduce key elements of child protection into our foundation stage curriculum, so that children can develop understanding of why and how to keep safe.
• We create within the pre-school a culture of value and respect for the individual.
• We ensure that this is carried out in a way that is appropriate for the ages and stages of our children.
Allegations against staff
• We ensure that all parents know how to complain about staff or volunteer action within the pre-school, which may include an allegation of abuse.
• We follow the guidance of the Safeguarding Children Board (LSCB) whenever a complaint is made that a member of staff or volunteer has abused a child.
• We follow all the disclosure and recording procedures when an allegation is made that a member of staff or volunteer has abused a child, as if it were an allegation of abuse by any other person.

Responding to suspicions of abuse
• We acknowledge that abuse of children can take different forms physical, emotional, sexual and neglect.
• When children are suffering from physical, sexual or emotional abuse, this may be demonstrated through changes in their behaviour, or in their play. Where such changes in behaviour occur, or where children's play gives cause for concern, the pre-school investigates.
• We allow investigation to be carried out with sensitivity. Staff in the pre-school take care not to influence the outcome either through the way they speak to children or ask questions of children.
• Where a child shows signs and symptoms of 'failure to thrive' or neglect, we make appropriate referrals.

Disclosures
Where a child makes a disclosure to a member of staff, that member of staff:
• offers reassurance to the child;
• listens to the child; and
• gives reassurance, that she or he will take action.
The member of staff does not question the child.

Recording suspicions of abuse and disclosures
Staff make a record of:
• The child's name;
• The child's address;
• The age of the child;
• The date and time of the observation or the disclosure;
• An objective record of the observation or disclosure;
• The exact words spoken by the child;
• The name of the person to whom the concern was reported, with date and time; and
• The names of any other person present at the time.
These records are signed and dated and kept in a separate confidential file.
All members of staff know the procedures for recording and reporting.
Informing Parents
Parents are normally the first point of contact. If a suspicion of abuse is recorded, parents are informed at the same time as the report is made, except where the guidance of the local Safeguarding Children Board does not allow this. This will usually be the case where the parent is the likely abuser. In these cases the investigating officers will inform parents.

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

PHYSICAL CONTACT WITH PUPILS
It is unrealistic to suggest that staff should touch pupils only in emergencies. Very few people would adhere to a no touch policy if it applied to people they care about. Physical prompts, guides and reassurances are necessary in a range of settings appropriate to the
age of the child and circumstances at the time. More intrusive physical contact may be necessary when people are supporting young children with disabilities. Positive touch is appropriate when it meets the needs of the child but in order to protect both staff and children schools should provide clear guidance about when and how touch should be used.
Staff must bear in mind that even perfectly innocent actions can sometimes be misconstrued. Children/young people may find being touched uncomfortable or distressing for a variety of reasons. It is important for staff to be sensitive to a young person’s reaction to physical contact and to act appropriately. It is also extremely
important not to touch pupils however casually, in ways or on parts of the body that might be considered inappropriate.

In extreme cases, a member of staff may have to physically restrain a pupil to prevent him/her causing injury to him/herself, to others or to property. In such instances no more than ‘reasonable force’ should be used and staff must seek to avoid causing injury to the pupil. Advice on the use of force to control or restrain pupils is contained in the Education & Inspections Act 2006.  Any such use of physical restrain that has been used will be recorded.

Support to families
• The pre-school takes every step in its power to build up trusting and supportive relations among families, staff and volunteers in the group.
• The pre-school continues to welcome the child and the family whilst investigations are being made in relation to abuse in the home situation.
• Confidential records kept on a child are shared with the child's parents or those who have parental responsibility for the child only if appropriate under the guidance of the Safeguarding Children Board.
• With the proviso that the care and safety of the child is paramount, we do all in our power to support and work with the child's family.
SEND Policy
Statement of intent

We provide an environment in which all children are supported to reach their full potential.


Aim

• We have regard for the Special Educational Needs & Disability Code of Practice.
• We include all children in our provision.
• We provide practitioners to help support parents and children with special educational needs & disability (SEND).
• We identify the specific needs of children with SENd and meet those needs through a range of strategies.
• We work in partnership with parents and other agencies in meeting individual children's needs.
• We monitor and review our practice and provision and, when necessary, make adjustments.

“A person has a disability for the purpose of this Act if he has a physical or mental impairment, which has a substantial and long term
adverse effect on his ability to carry out normal day to day activities.” (DDA)
“Inclusion is a process of identifying, understanding and breaking down the barriers to participation and belonging.” (National Children’s Forum)

Method


• Our designated member of staff to be Special Educational Needs Coordinator (SENDCO) is made known to parents.  The SENDCO has received appropriate training in this area.
The SENDCO takes responsibility for supporting specific staff in their role as Key Worker to a child with SEND, and any relevant issues are discussed in regular staff meetings in order to maintain staff awareness when appropriate.
• SENDCOs have time to complete documentation as and when required. SEND Support Plans are reviewed according to need (usually every six weeks) and individual progress is assessed on an ongoing basis for all children including those with SEND by Key Workers. Where the child involved has SEND, the Key Worker is supported in this by the SENDCO.
• We work to ensure that all children can access all areas of the pre-school.
• We ensure that the provision for children with SEND is the responsibility of all members of the setting.
• We ensure that our inclusive admissions practice ensures equality of access and opportunity.
• We ensure that our physical environment is as far as possible suitable for children with impairments. Adjustments are made to the provision of resources and access to these resources to suit the children attending the pre-school at any given time.
• We work closely with parents of children with SEND to create and maintain a positive partnership.
• We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children's education.
• We provide parents with information on sources of independent advice and support (Parent Partnership).
• We liaise with other professionals involved with children with SEND and their families, including transition arrangements with other settings and schools.
• We use the graduated response system for identifying, assessing and responding to children's special educational needs & disability.








Graduated Response

• Initial Concern/Identification (this may come from the parent/carer/staff/other). An appropriate discussion with parent/carer, the child’s Key Worker and the SENDCO takes place, and may include other relevant staff members. The Setting Support Worker
may be called for support and there will be agreement on specific observations between the parties. These are documented and reviewed.


GRATUATED APPROACH

• SEND Support

When observations confirm concerns, parents/carers, SENDCO will discuss the child’s SEND support plan. Specific related observations and documentation will be drawn up and a review date will be established to evaluate progress (suggested twelve weeks). This process is ongoing while the child continues to make progress.

• 0 – 25 Service Input: Single Education Health and Care Plan

If Parent/Carer, SENDCO, staff, and SEND Support Worker have continued concerns about the child’s progress/lack of response despite extra and differentiated support being given, then referral to appropriate specialist service is made. If the specialist service agree to the child moving onto this stage they offer support and contribute to child along with parent/carers and others involved and the child is moved to the Single Education Care and Health Plan. Observations and documentation are continued and a review date agreed. Parent/carers offered the full range of parent partnership services (See Code or Practice).

• Statutory Assessment

Continued involvement from all above, to ensure adequate support through this process (See Code of Practice).
• We provide a broad and balanced curriculum for all children with SEND.
• We provide a differentiated curriculum to meet individual needs and abilities.
• We use a system of planning, implementing, monitoring, evaluating and reviewing for all children, recording these on SEND Support Plans for children with SEND.
• We ensure that children with SEND are appropriately involved at all stages of the graduated response, taking into account their levels of ability.
• We use a system for keeping records of the assessment, planning, provision and review for all children, and specific paperwork for children with SEND
• We endeavour to access resources (human and financial) to implement our SEND policy.
• We ensure the privacy of all children including those with SEND when intimate care is being provided.
• We provide training for practitioners and volunteers.
• We raise awareness of any specialism the setting may need to employ.
• We ensure the effectiveness of our SEND provision by collecting information from a range of sources e.g. SEND Support Reviews, staff and management meetings, parental and external agencies views, inspections and complaints. This information is collated, evaluated and reviewed annually.
• We provide a complaints procedure.
• We monitor and review our policy annually.

It may be necessary on occasions for other professions to visit the setting to video or photograph children who may be under further assessment of their additional needs & disabilities..0
.  Any pictures/videos will only be used within the professional assessment team for the duration of that assessment and will be destroyed on completion of the same.
Complaints Policy

Statement of intent

Our pre-school believes that children and parents are entitled to expect  courtesy and prompt, careful attention to their needs and wishes. We welcome suggestions on how to improve our pre-school and will
give prompt and serious attention to any concerns about the running of the preschool. We anticipate that most concerns will be resolved quickly by an informal approach to the appropriate member of staff. If this
does not achieve the desired result, we have a set of procedures for dealing with concerns.

Aim

We aim to bring all concerns about the running of our pre-school
to a satisfactory conclusion for all of the parties involved.

Methods

To achieve this, we operate the following complaints procedure.

How to complain

Stage 1
• Any parent who is uneasy about an aspect of the pre-school's
provision talks over, first of all, their worries and anxieties with their Key Worker or the pre-school Manager.

Stage 2
• If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to Stage 2 of the procedure by putting the concerns or complaint in writing to the pre-school Manager and the
Board of Directors.


• A written complaint will be investigated and the results of this investigation will be made available to the complainant within 28 working days of the complaint being received.
• Most complaints should be able to be resolved informally at Stage 1 or at Stage 2.

Stage 3
• The parent requests a meeting with the pre-school Manager and the Board of Directors. Both the parent and the Manager should have a friend or partner present if required. An agreed written record of the discussion is made. All of the parties present at the meeting sign the record and receive a copy of it.
• This signed record signifies that the procedure has concluded.

Stage 4
• If at the Stage 3 meeting the parent and pre-school cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice. A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved.
• Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators.
• The mediator keeps all discussions confidential. S/he can hold separate meetings with the pre-school personnel (pre-school Manager
and the Board of Directors) and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives.
Stage 5
• When the mediator has concluded her/his investigations, a final meeting between the parent, the pre-school Manager and the Board of Directors is held.
• The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator's advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.
• A record of this meeting, including the decision on the action to be taken, is made. Everyone present at the meeting signs the record and receives a copy of it. This signed record signifies that the procedure has concluded.

The role of the Office for Standards in Education, Early Years Directorate (OFSTED), and the Local Safeguarding Children Board.

• Parents may approach OFSTED directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of our registration requirements, it is essential to involve OFSTED as the registering and inspection body with a duty to ensure the National Standards for Day Care are adhered to.




The address and telephone number of our OFSTED regional centre are:

The National Business Unit
Ofsted
Picadilly Gate
Store Street
Store Street
Manchester
M1 2WD

Telephone: 0300 1231231
and can also be located on the information Board
www.ofsted.gov.uk

These details are displayed on our pre-school's notice board and in our information booklet.

If a child appears to be at risk, our pre-school follows the procedures of the Local Safeguarding Children Board in our local authority.
In these cases, both the parent and pre-school are informed and the pre-school’s nominated Child Protection Office (Michelle Holman) works with OFSTED or the Area Child Protection Committee to ensure a proper investigation of the complaint followed by appropriate action. (see full Child Protection Policy).
Records

A record of complaints against our pre-school and/or the children and/or the adults working in our pre-school is kept, including the date, the circumstances of the complaint and how the complaint was managed.

Confidentiality policy
Statement of intent
It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality pre-school care and education.

Aim
We aim to ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their children.

Method
To ensure that all those using, and working in, the pre-school
can do so with confidence, we respect confidentiality in the following ways.

• Parents have ready access to the files and records of their own children but do not have access to information about any other child.

• We will only discuss confidential information with those who have parental responsibility for a child, unless instructed otherwise by those with parental responsibility or in a case of our Safeguarding Policy applies.

• A private room can be made available for parents who wish to discuss anything in confidence with a staff member.

• Staff will not discuss personal information given by parents with other members of staff, except where it affects the care of, and planning for, the child's needs.
• Staff induction includes an awareness of the importance of confidentiality in the role of the Key Worker.

• Any concerns/evidence relating to a child's personal safety are kept in a secure, confidential file and are shared with as few people as possible on a "need to know" basis.

• Personal information about children, families and staff is kept securely in a lockable file whilst remaining as accessible as possible.

• Issues to do with the employment of staff, whether paid or unpaid, remain confidential to the people decisions.

• Students, work experience or volunteers are advised of our confidentiality policy and required to respect it.

• A breach of this policy can be considered to be gross misconduct by staff, and will be dealt with accordingly under the staff grievance and disciplinary policy.

• In order to share information with outside professionals, either as part of the graduated response (SEN) or for transition, the express permission of the parents will be sought in advance. All the undertakings above are subject to the paramount commitment of the pre-school, which is to the safety and wellbeing of the child.
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Accidents and First Aid Policy and Procedure
All members of staff at Little Rainbows Pre School are required to hold a Paediatric
First Aid Certificate. At least one member of staff with current Paediatric First Aid will be on
the premises or on an outing at any one time. Paediatric First Aid qualifications will be
appropriate to caring for infants and young children and approved by the Local Authority (as
listed in the Lincolnshire Early Years Training directory).
Little Rainbows Pre School has valid Public and Employer’s Liability Insurance cover.

Accidents and Incidents
In order to deal with accidents and incidents we will ensure that:
• The first aid kit complies with the Health and Safety (First Aid) Regulations 1981.
• The first aid kit is regularly checked by a designated person. The designated person is Coralie
Selway.

• The first aid kit is clearly marked and is easily accessible to adults and out of reach of children.

• The first aid kit is located in the classroom store cupboard and a medical box and burns kit is stored in the emergency cupboard in the kitchen/dining room.

• An accident/incident and first aid log is on the premises at all times and is easily
accessible
• The accident/incident and first aid log is completed as required with the date, time, details
of the accident/incident, first aid treatment administered and signed by staff and a witness
.Parents will be informed as soon as possible of the accident /incident and asked to sign the
first aid log on the day the accident occurred.
• Staff members are aware of the location of the first aid kit, accident/incident log and the
procedure for reporting.
• Parents/carers have signed the appropriate consent forms on their child’s registration to
the setting.
• Medical advice/assistance is sought (GP or Hospital) where necessary.
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Fire Safety Policy
Statement of intent
Health and safety is an important consideration for the pre-school.
We will take all reasonable steps to provide a safe and caring environment for children, staff and our visitors.

Aim
To provide a safe, calm and efficient method of evacuating the pre-school building in the event of an emergency. To ensure the children, staff and any visitors are evacuated safely and quickly and that the children are saved from any undue stress connected with the situation.

Method
• All staff are updated on the current Fire Drill procedures at the start of each term.
• When changes to the Fire Drill are needed, staff are made aware of these on their first working day after the changes take place.
• The current Fire Drill is displayed in all working rooms of the preschool.
• Fire Drills will be practiced at a minimum of one per half term. This ensures children are aware of their role, the procedure itself and they will be less distressed by a real evacuation.
• During evacuation, staff will not raise their voices to children unnecessarily and will maintain a calm composure. The welfare and wellbeing of the children will remain of paramount importance at all
times.
• In the event of an evacuation, the Manager/Deputy will undertake a roll call of all on the premises as soon as the pre-school has been evacuated. She/he will have a copy of the daily register and contact details for the children and staff.  The Manager will have a mobile phone for making phone calls.

• After the roll call is completed the emergency services will be called to inform them of the incident and to alert them to anyone missing from the roll call and potentially still in the building.
• The staff will then escort the children to the nearest place of safety, from where parents will be contacted to collect their child.
• All staff will remain with the children until they are collected.

A Fire Risk Assessment will be undertaken by the Manager/Deputy annually, or as required if incidents occur. This will be kept with the overall Risk Assessment. Fire fighting equipment as supplied by the building managers is maintained annually and as required if more
frequently. Children are taught not to play this equipment by the pre-school.
Planning, Observations and Assessment Policy
Statement of intent
Quality observations are at the centre of the Early Years Foundation Stage, and enable staff to:
• Celebrate each child’s achievements
• Share information with parents
• Plan for a child’s interests
• Plan for a child’s next steps of development
• Ensure every child accesses a broad range of activities

Aim
To use quality observations of children in the preschool to inform and determine the direction of future planning. To ensure children are offered appropriate opportunities for development.

Method
• Staff will make observations of the children whenever appropriate.
• A focus, adult directed activity will be offered every session to the children in appropriate groups. This will be formally observed.
• All observations will be referenced to the seven areas of learning and the Early Learning Goals (ELG) stipulated in the Early Years Foundation Stage (EYFS).
• Observations will be used by a child’s Key Worker to inform future planning and each child’s Play Plans.
• Play Plans will be referenced to the EYFS and ELG’s.
• Children’s achievements will be recorded on personal record sheets, observation record sheets, Individual Assessment Tool (IAT) documentation and in End of Year Reports.
• Observations, Play Plans and other parts of the records described in this policy will be kept by the child’s Key Worker. Key Workers may take the records home overnight but must ensure that they are available on a daily basis for parents/carers. In the event of a long term absence arrangements must be made for the records to be returned to the pre-school and a backup staff member will maintain the records until the Key Worker returns.

Parental Involvement

Parents will be asked to provide baseline information on their child’s stage of development on entry to the pre-school. They can add to this information at any time by speaking to their child’s Key Worker.  We value the different languages children bring to pre-school. Staff teams identify which children are using a community language as their main spoken language. Appropriate training will be sought for staff if necessary. The purpose of this is to develop the child’s community language alongside English.

We acknowledge that some parents may not feel able to contribute in writing to the records of their child. For all parents, time is available for speaking with their child’s Key Worker, and parents can ask for details of their conversations to be added to their child’s records to inform observations and planning.

Parents are welcome to view the records of their child at any time by asking their child’s Key Worker.

Forms of Observation

Observations will be recorded in a variety of forms, using the most appropriate for the activity and observation in question. These will include:

Written descriptions
Photographs
Audio recordings
Examples of child’s work

Staff at the pre-school will take photographs or other recordings of the children attending the pre-school, to record achievement or inform planning. Parental permission will be sought, in writing, if such recordings are to be used for any other purposes than recording achievement or informing planning.
Nappy Changing Policy
Statement of intent
Some children will still be wearing nappies when they start pre-school.
Staff may have to change nappies from time to time and some children may be reluctant for this to happen.

Aim
The aim is to ensure that nappies are changed in a caring and hygienic
manner with minimum distress to the child, whilst ensuring that the child’s privacy and dignity is respected at all times, in a way agreed with the parents/carers.

Method
Nappies are changed on the designated changing mat where there are
facilities for staff and children to wash their hands.

• The setting has facilities to change nappies such as a changing mat
and a sink to wash hands
• Gloves and aprons are used by staff when changing nappies
• Parents are asked to bring their own nappies, nappy sacks, wipes and
any creams which they use on their child
• Potty training is encouraged in accordance with the wishes and
methods of the parent/carer
• If a child is distressed by nappy changing the parent/carer may be
asked to attend the setting to change the nappy
• Nappies are changed when needed
All materials will be put immediately into a double-bagged nappy sack and sealed, then put out of children’s reach
All children will be encouraged to be as independent as possible, i.e. pull-ups
Children and staff will always wash their hands and our Hygiene Policy followed.
Changing mats will be cleaned with anti-bacterial spray after each nappy change.
Any adult changing a nappy/pull-up will have full and current CRB clearance

Parent/School Communication Policy
Statement of intent
At Little Rainbows we have an open door policy where parents are always welcome to come in and share their views and concerns.

Aim
It is our aim at Little Rainbows to keep all parents/carers fully informed/involved in the day to day running of the pre-school.

Method
Little Rainbows has an open-door policy. Parents of students or prospective students are welcome to visit and observe the classes at any time. No appointment is necessary.
A questionnaire is required upon registration. This allows the teachers to become familiar with your child’s routine and temperament from the start of his/her stay at Little Rainbows.
In the beginning of the school year, parents are given an outline of the whole school year’s curriculum.
Parents are kept informed about activities, student progress and special events through the newsletter, parents meetings, development reports, progress reports, open house, hand-out sheets, bulletin board notices, informal discussions with your child’s Key Worker at arrival or departure times, or by telephone.
A suggestion book is held on the premises encouraging all parents to make comments and/or suggestions.
Questionnaires are sent out annually to all parents/carers asking for the comments and/or suggestions about our Pre-school.

All parents are given the pre-school mobile phone number (both the Managers and the Deputy’s numbers) should they wish to discuss any matters over the telephone during the day, evenings and holidays.
Progress/Development Reports

Progress reports are issued to parents annually.  All Key Workers are available for parents/carers should they wish to discuss their child’s progress/development at any time, and regular meetings are set up by each child’s Key Worker to discuss their child’s progress and next steps.

Newsletter
Newsletters are issued regularly to let parents know about current events at school, classroom news, as well as to highlight special activities and programs.

Parents Meetings
Meetings are arranged to ensure that all families who wish to be involved in the running of the pre-school can attend.
Information about meetings are communicated in a variety of ways written, verbal and in translation if appropriate, to ensure that all parents have information about access to the meetings.

Staff
Staff communicate daily before each session, at weekly meetings and at the beginning/end of each term.  All staff are encouraged to communicate with each other and they are aware that they are able to speak to the Manager/Deputy at any time.  Staff appraisals are held annually and earlier if necessary.
Behaviour Management Policy
Statement of intent
Our pre-school believes that children flourish best when they know how they are expected to behave and should be free to play and learn without fear of being hurt or unfairly restricted by anyone else.

Aim
We aim to provide an environment in which there is acceptable behaviour and where children learn to respect themselves, other people and their environment.

Methods
• We have a named person who has overall responsibility for issues concerning behaviour. This person is currently Coralie Selway.
• We require the named person to: keep her/himself up to date
with current legislation and research and thinking on handling children's
behaviour; to access relevant sources of expertise on handling children's behaviour; and check that all staff have relevant training on handling children's behaviour. We keep a record of staff attendance at this training.
• We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.
• We require all staff, volunteers and students to use positive strategies for handling any conflict by helping children find solutions in ways which are appropriate for the children's ages and stages of development for
example distraction, praise and reward.
• We familiarise new staff and volunteers with the pre-school's
Behaviour Policy and its rules for behaviour.


• We expect all members of the pre-school children, parents, staff, volunteers and students to keep to the rules, requiring these to be applied consistently.
• We praise and endorse desirable behaviour such as kindness and willingness to share.
• We avoid creating situations in which children receive adult attention only in return for undesirable behaviour.
• We recognise that codes for interacting with other people vary between cultures and require staff to be aware of and respect those
used by members of the pre-school.
• When children behave in unacceptable ways, we help them to see what was wrong and how to cope more appropriately.
• We never send children out of the room by themselves.
• We never use physical punishment, such as smacking or shaking. Children are never threatened with these.
• We do not use techniques intended to single out and humiliate individual children.
• We only use physical restraint, such as holding, to prevent physical injury to children or adults and/or serious damage to property. Details of such an event (what happened, what action was taken and by
whom, and the names of witnesses) are brought to the attention of our pre-school Manager and are recorded in our Incident Book. A parent is informed on the same day and signs the Incident Book to indicate that they have been informed.
• In cases of serious misbehaviour, such as racial or other abuse, we make clear immediately the unacceptability of the behaviour and attitudes, by means of explanations rather than personal blame.
• We do not shout or raise our voices in a threatening way to respond to children's behaviour.
• We handle children's unacceptable behaviour in ways which are appropriate to their ages and stages of development for example by distraction, discussion or by withdrawing the child from the situation.
• We work in partnership with children's parents. Parents are regularly informed about their children's behaviour by their key Worker. We work with parents to address recurring unacceptable behaviour, using objective observation records to help us to understand the cause and to decide jointly how to respond appropriately.

Bullying
Bullying involves the persistent physical or verbal abuse of another child or children. We take bullying very seriously.

If a child bullies another child or children:
• we intervene to stop the child harming the other child or children;
• we explain to the child doing the bullying why her/his behaviour is inappropriate;
• we give reassurance to the child or children who have been bullied;
• we help the child who has done the bullying to say sorry for her/his actions;
• we make sure that children who bully receive praise when they display acceptable behaviour;
• we do not label children who bully;
• when children bully, we discuss what has happened with their parents and work out with them a plan for handling the child's behaviour; and
• when children have been bullied, we share what has happened with their parents, explaining that the child who did the bullying is being helped to adopt more acceptable ways of behaving.
Anti-Bullying Policy
Statement of Intent
Little Rainbows Pre School is committed to providing a caring, friendly and safe environment for all
children that is free from bullying.
Bullying is defined as the persistent physical, verbal or emotional abuse of another child or children. It is often planned and most bullies are aware of the impact of their actions.
All alleged incidents of bullying will be taken seriously and investigated.

Aim
To reassure the bullied child that they will be listened to and every effort will be made by the staff to help and support them.

Method
• Not label children as ‘bullies’.
• Establish facts surrounding the allegations.
• Help a child that has been bullying to recognise and understand the implications of their actions.
• Recognise that children who bully have often been bullied or are being bullied themselves.
• Discuss with the parents/carers of the child who has been bullying the situation and strategies       for managing the behaviour.
• Discuss the situation with the parents/carers of the child who has been bullied and offer
reassurance that the situation is being dealt with.
• Record all relevant details of an investigation of alleged bullying.
Children attending the setting will be supported to become more assertive and develop their self esteem
Equipment, resources and activities will be used to promote anti bullying.
Suspending or expelling a child from the setting will only be used as a last resort where other strategies have failed and indicates the seriousness of an episode of bullying. If necessary and appropriate the police may be consulted, depending on the type of bullying.

Help lines and Organisations
• Bullying UK – www.bullying.co.uk
• Kidscape - 020 7730 3300 - www.kidscape.org.uk
• Childline - 0800 1111 - www.childline.org.uk
• NSPCC – 0808 800 5000 - www.nspcc.org.uk
THE USE OF PERSONAL MOBILE PHONES
“The mobile” refers to the personal mobile phone of any member of staff, volunteer or visitor to the setting.   Little Rainbows Pre-school has a mobile phone which will be with the Manager at all times.  Should there be a need for a second phone the deputy’s personal mobile will be used as an emergency phone. 

All personal mobile phones are to be kept in the store cupboard in the main classroom.

All staff should ensure that family, schools etc have the pre-school mobile number for use in an emergency.

If a member of staff wishes to receive or make a telephone call during working time on their personal number then this must be done in front of either the Manager or the Deputy.If the call is personal and the member of staff wishes to speak in private the mobile must be taken off the premises.This must be in the member of staffs own time i.e. break times or lunch times or with approval from the Manager or Deputy.

No member of staff may take their personal mobile outside of the classroom.Under no circumstances should a personal mobile be taken into the garden, toileting block or staff/dining room.

Under no circumstances can a mobile phone be used instead of one of the pre-school cameras.

Consistent and unnecessary use of a mobile phone during works time will not be permitted.

In respect of visitors mobile phones should be kept on their person.  Should they wish to make or take a call then they must do either in the presence of a staff member or off the premises.  If it is suspected that any photographs have been taken by visitors then they will be asked to delete them if they contain pictures of any child whatsoever.  The Manager will check that such photos have been deleted.
Health and Safety Policy
Statement of intent
Our pre-school believes that the health and safety of children is of paramount importance. We make our pre-school a safe and healthy place for children, parents, staff and volunteers.

Aim
We aim to make children, parents and staff aware of health and safety issues and to minimise the hazards and risks to enable the children to thrive in a healthy and safe environment.

Method
The member of staff responsible for health and safety is Coralie Selway. She is competent to carry out these responsibilities.

Risk Assessment
Our risk assessment process includes:
• checking for hazards and risks indoors and outside, and in our activities and procedures. This is the responsibility of every staff member on a daily basis.
• An annual risk assessment is also carried out by Coralie Selway.
Our assessment covers adults and children;
• deciding which areas need attention; and
• developing an action plan which specifies the action required, the timescales for action, the person responsible for the action and any funding required. We maintain lists of health and safety issues which are checked:
• daily before the session begins;
• and continually throughout the session, the week and the term.

Insurance Cover
• We have public liability insurance and employers' liability insurance. The certificate is displayed in the Main Room.

Awareness Raising
Our induction training for s• taff and volunteers includes a clear explanation of health and safety issues so that all adults are able to adhere to our policy and understand their shared responsibility for health
and safety. The induction training covers matters of employee wellbeing,
including safe lifting and the storage of potentially dangerous substances. This is carried out by the Manager.
• Health and safety issues are explained to the parents of new children so that they understand the part they play in the daily life of the pre-school.
• As necessary, health and safety training is included in the annual training plans of staff and health and safety is discussed regularly at staff meetings.
• We have a no smoking policy.
• Children are made aware of health and safety issues through discussions, planned activities and routines.

Children's safety
• Only persons who have been checked for criminal records by an enhanced disclosure from the Criminal Records Bureau and are registered with OFSTED as child carers have unsupervised access
to the children, including helping them with toileting.
• Adults do not normally supervise children on their own.
• All children are supervised by adults at all times.
• Whenever children are on the premises at least two adults are present.

Security
• Systems are in place for the safe arrival and departure of children.
• The arrival and departure of staff members is recorded.
• The arrival and departure times of adult volunteers and visitors are recorded.
• Our systems prevent unauthorised access to our premises.
• Our systems prevent children from leaving our premises unnoticed.
• The personal possessions of staff and volunteers are securely stored during pre-school sessions.

Windows
• Low level windows are made from materials which prevent accidental breakage or are made safe.
• Windows are protected from accidental breakage or vandalism from people outside the building.

Doors
• We take precautions to prevent children's fingers from being trapped in doors.

Floors
• All surfaces are checked daily to ensure they are clean and not uneven or damaged.

Kitchen
• Children do not have access to the kitchen.
• All surfaces are clean and nonporous.
• There are separate facilities for hand washing and for washing up.
• Cleaning materials and other dangerous materials are stored out of children's reach, in a locked cupboard.
• When children take part in cooking activities, they:
• are supervised at all times;
• are kept away from hot surfaces and hot water; and
• do not have unsupervised access to electrical equipment.

Electrical/gas equipment
• All electrical/gas equipment conforms to safety requirements and is checked regularly.
• Our boiler/electrical switchgear/meter cupboard is not accessible to the children.
• Fires, heaters, electric sockets, wires and leads are properly guarded and the children are taught not to touch them.
• Storage heaters are checked daily to make sure they are not covered.
• There are sufficient sockets to prevent overloading.
• The temperature of hot water is controlled to prevent scalds.
• Lighting and ventilation is adequate in all areas including storage areas.

Storage
• All resources and materials which children select are stored safely.
• All equipment and resources are stored or stacked safely to prevent them accidentally falling or collapsing.

Outdoor area
• Our outdoor area is securely fenced.
• Our outdoor area is checked for safety and cleared of rubbish before it is used.
• Adults and children are alerted to the dangers of poisonous plants, herbicides and pesticides.
• Where water can form a pool on equipment, it is emptied before children start playing outside.
• All outdoor activities are supervised at all times.
• We require parents to provide suitable outdoor clothing for their children, including, but not restricted to, coats, hats, sun hats, and sun protection cream. Where appropriate we will have a limited supply of
these for use in an emergency.

Hygiene
• We regularly seek information from the Environmental Health Department and the Health Authority to ensure that we keep up to date
with the latest recommendations.
• Our daily routines encourage the children to learn about personal hygiene.  We have a daily cleaning routine for the pre-school
which includes play room(s), kitchen, rest area, toilets and nappy changing areas. We ensure that resources, equipment, dressing up clothes and furnishings are cleaned when necessary.
• The toilet area has a high standard of hygiene including hand washing and drying facilities.

We implement good hygiene practices by:
• cleaning tables between activities;
• checking toilets regularly;
• wearing protective clothing such as aprons and disposable gloves as
appropriate;
• providing sets of clean clothes;
• providing tissues and wipes

Activities
• Before purchase or loan, equipment and resources are checked to ensure that they are safe for the ages and stages of the children currently attending the pre-school.
• The layout of play equipment allows adults and children to move safely and freely between activities.
• All equipment is regularly checked for cleanliness and safety and any dangerous items are repaired or discarded.
• All materials including paint and glue are non-toxic.
• Sand is clean and suitable for children's play.
• Physical play is constantly supervised.
• Children are taught to handle and store tools safely.
• Children who are sleeping are checked regularly.
• Children learn about health, safety and personal hygiene through the activities we provide and the routines we follow.

Food and drink
• Staff who prepare and handle food receive appropriate training and understand and comply with food safety and hygiene regulations.
• All food and drink is stored appropriately.
• Adults do not carry hot drinks through the play area(s) and do not place hot drinks within reach of children.
• Snack and meal times are appropriately supervised and children do not walk about with food and drinks.
• Fresh drinking water is available to the children at all times, upon request.
• We operate systems to ensure that children do not have access to food/drinks to which they are allergic.

Outings and visits
• We have agreed procedures for the safe conduct of outings.
• A risk assessment is carried out before an outing takes place.
• Parents always sign consent forms before outings. Staff will also discuss the outing with parents beforehand to allay any worries the parent may have and ensure they are fully aware of the content of
the outing.
• Our adult to child ratio is high, normally one adult to two children. All staff members will hold a current First Aid certificate.
• The children are appropriately supervised to ensure no child gets lost and that there is no unauthorised access to children.
• A member of staff will carry a fully charged and operational mobile phone in addition to, contact details for all families involved in the outing, a first aid kit, parental consent forms for emergency treatment of
children
• For those children remaining at pre-school, the adult to child ratio conforms to the requirements of the National Standards for Day Care.

Animals
• Animals visiting the pre-school are free from disease, safe to be with children and do not pose a health risk.

Fire safety
• Fire doors are clearly marked, never obstructed and easily opened from inside.
• Fire fighting appliances conform to BSEN standards, are fitted in appropriate high risk areas of the building and are checked as specified by the manufacturer.
• Our emergency evacuation procedures are approved by the Fire Safety Officer and are:
• clearly displayed in the premises;
• explained to new members of staff, volunteers and parents; and
• practised regularly at least each half term.
• Records are kept of fire drills and the servicing of fire safety equipment.

First aid and medication
Currently our named First Aider is Coralie Selway. All staff are required to undertake an Ofsted approved First Aid course with particular regard to young children and babies, and hold a current First Aid certificate.

Our first aid kit:
• complies with the Health and Safety (First Aid) Regulations 1981;
• is regularly checked by a designated member of staff and restocked as necessary;
• is easily accessible to adults; and
• is kept out of the reach of children.

At the time of admission to the pre-school, parents' written permission for emergency medical advice or treatment is sought. Parents sign and date their written agreement. In the event of a serious accident occurring one member of staff with a current First Aid certificate will care for the injured person, while another member of staff contacts the emergency services and parents. All other staff remain with the other children, moving them to another room if appropriate. The other children are kept calm and involved in an activity, although staff are ready to give comfort and answer questions if necessary. The injured person will be transported to hospital by the emergency services and accompanied by one member of staff until a relative is available. Staff: child ratios will be maintained by having a member of staff above ratios for such an incident or, in cases where the above ratios member of staff is not available, by calling upon a member of the Board of Directors.

Our Accident Book:
• is kept safely and accessibly;
• uses one page per accident/incident to promote confidentiality:
• all staff and volunteers know where it is kept and how to complete it;
• is shown to parents upon collection where any accident involves their child and they are asked to sign to confirm they have been informed of the accident, the circumstances leading up to it and the treatment given; and
• is reviewed at least half termly to identify any potential or actual hazards.
OFSTED is notified of any injury requiring treatment by a General Practitioner or hospital, or the death of a child or adult by Coralie Selway.
Any injury requiring General Practitioner or hospital treatment to a child, parent, volunteer or visitor is reported to the local office of the Health and Safety Executive by Coralie Selway.
We meet our legal requirements for the safety of our employees by complying with RIDDOR (the Reporting of Injury, Disease and Dangerous Occurrences Regulations). Coralie Selway reports to the local office of the Health and Safety Executive:
• any accident to a member of staff requiring treatment by a General Practitioner or hospital; and
• any dangerous occurrences (i.e. an event which does not cause an accident but could have done).
Children's prescribed drugs are stored in their original containers, are clearly labelled and are inaccessible to the children.
Parents give prior written permission for the administration of medication. Usually if a child requires non-prescribed medication during the session we would ask that the child is kept at home for that session. The administration is recorded accurately by the Key Worker and parents, and parents sign the record book to acknowledge when a medicine has been administered.
If the administration of prescribed medication requires medical knowledge, individual training is provided for the relevant member of staff by a health professional.

Sickness
Our policy for the exclusion of ill or infectious children is discussed with parents and is based on guidance from the Health Protection Agency. This includes procedures for contacting parents or other authorised
adults if a child becomes ill at pre-school. A list of common illnesses and their exclusion periods is displayed on the notice board for reference purposes. For information the exclusion period in the case of sickness and diarrhoea is 48 hours after the last occurrence of the illness.
If a child becomes unwell during the session, the parent/carer will be contacted. For infection control purposes the child may then be seated apart from the other children but a member of staff familiar to the
child will be beside them at all times. The child will be given an activity to take part in if appropriate whilst waiting for collection.

OFSTED is notified of any infectious diseases which are included on the notifiable diseases list.  Advice is then sought from the relevant bodies regarding informing the other families at the pre-school.

Safety of adults
• Adults are provided with guidance about the safe storage, movement, lifting and erection of large pieces of equipment.
• When adults need to reach up to store equipment or to change light bulbs they are provided with safe equipment to do so.
• All warning signs are clear and in appropriate languages.
• Adults do not remain in the building on their own or leave on their own after dark.
• The sickness of staff and their involvement in accidents is recorded. When appropriate, the records are reviewed termly to identify any issues which need to be addressed.

Records
In accordance with the National Standards for Day Care, we keep records of:
• adults authorised to collect children from pre-school;
• the names, addresses and telephone numbers of emergency contacts in case of children's illness or accident;
• the allergies, dietary requirements and illnesses of individual children;
• the times of attendance of children, staff, volunteers and visitors;
• accidents; and
• incidents.

Smoking, drugs and alcohol

• As a public building the pre-school premises are non-smoking.
Visitors to the building and staff are asked not to smoke on the premises, and we would encourage smokers to move away from the
perimeter of the building.
• The welfare of the children is of paramount importance to the pre-school, and as such the use of drugs and alcohol at the pre-school
premises is not allowed. Any staff who report for work under the
influence of either drugs or alcohol will be asked to leave and could face disciplinary action by the Board of Directors.
• Social events to be held within the pre-school premises will not serve alcohol, as the pre-school believes it is inappropriate in the circumstances.

Equality, Diversity and Inclusion Policy
Statement of intent
Our pre-school is committed to providing equality of opportunity and anti-discriminatory practice for all children and families. “Inclusion is a process of identifying, understanding and breaking down the barriers to participation and belonging.” (National Children’s Forum)

Aim
We aim to:
• provide a secure environment in which all our children can flourish and in which all contributions are valued;
• include and value the contribution of all families to our understanding of equality and diversity;
• provide positive non-stereotyping information about different ethnic groups and people with disabilities;
• improve our knowledge and understanding of issues of equality and diversity’
• make inclusion a thread which runs through all of the activities of the preschool.

The legal framework for this policy is:
Race Relations Act 1976;
Race Relations Amendment Act 2000;
Sex Discrimination Act 1986;
Children Act 1989;
The Disability Discrimination Act 1995;
UN Convention on the Rights of the Child 1989;
The Childcare Act 2006 (Every Child Matters);
Special Educational Needs and Disability Act 2001.

Method
• The staff will work daily to uphold the policy through their dealings with children, parents, carers and each other.

Admissions
• Our pre-school is open to all members of the community.
• We advertise our service widely.
• We reflect the diversity of members of our society in our publicity and promotional materials.
• We provide information in clear, concise language, whether in spoken or written form.
• We provide information in as many languages as possible, where appropriate.
• We base our admissions policy on a fair system.
• We do not discriminate against a child with a disability or refuse a child entry to our pre-school because of any disability.
• We ensure that all parents are made aware of our equal opportunities policy.

Employment

• Posts are advertised and all applicants are judged against explicit and fair criteria.
• The applicant who best meets the criteria is offered the post, subject to references and checks by the Criminal Records Bureau. This ensures fairness in the selection process. All job descriptions include a commitment to equality and diversity as part of their specifications.
• We monitor our application process to ensure that it is fair and accessible.

Training
• We seek out training opportunities for staff and volunteers to enable them to develop practices which enable all children to flourish.
• We review our practices to ensure that we are fully implementing our policy for equality and diversity.

Curriculum
The curriculum offered in the pre-school encourages children to develop positive attitudes to people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of critical thinking.

We do this by:
• making children feel valued and good about themselves;
• ensuring that children have equality of access to learning;
• reflecting the widest possible range of communities in the choice of resources;
• avoiding stereotypes or derogatory images in the selection of materials;
• celebrating a wide range of festivals;
• creating an environment of mutual respect and tolerance;
• helping children to understand that discriminatory behaviour and remarks are unacceptable;
• ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities; and
• ensuring that children whose first language is not English have full access to the curriculum and are supported in their learning.
• We welcome the diversity of family life and work with all families.
• We encourage children to contribute stories of their everyday life into the pre-school.
• We encourage parents/carers to take part in the life of the pre-school
and to contribute fully.
• For families who have a first language other than English, we value the contribution their culture and language offer.
• We offer a flexible payment system for families of differing means.

Professional Partnerships
• The pre-school works in partnership with other adults to support the inclusion and development of all children.
• These include primarily the parents/guardians of the child.
• Where appropriate we also work in partnership with health visitors, speech and language therapists, occupational therapists and other qualified professionals involved in the care and development of young children and their families.


Food
• We work in partnership with parents to ensure that the medical, cultural and dietary needs of children are met.
• We help children to learn about a range of food, cultural approaches to mealtimes and eating and to respect the differences among them.

Meetings
• Meetings are arranged to ensure that all families who wish to may be involved in the running of the pre-school can attend.
• Information about meetings is communicated in a variety of ways written, verbal and in translation, if appropriate to ensure that all parents have information about access to the meetings.

.
Missing Child Policy
Statement of intent
All children attending the pre-school are of equal importance and are cared for equally. Staff are deployed and the building is used in such a way as to minimise the chance of children removing themselves from the
main group without being noticed, whilst allowing them a free choice of activities. In this way staff can be made immediately aware of a child needing help or support, and react accordingly.

Aim
To minimise the likelihood of children going missing while in the care of the pre-school, and to provide the correct procedure to follow should that happen.

Method
• Children are welcomed into the setting by a single member of staff.
• A member of staff remains on duty by the door throughout the opening of the pre-school and until all parents and carers have left the premises.
• The main door is kept locked at all times when a member of staff is not on duty at the entrance.
• Children’s times of arrival and departure are noted on the attendance record, and a note is on the attendance record if a child is to leave early or with another adult.
• Staff are deployed throughout the setting and during the session, ensuring that no child is left alone for any period of time without an adult being aware of their location.
• The outdoor area is opened for free-play only after all the children have arrived. This means that staff can move freely outdoors with the children without leaving the main room when parents may need to speak to them.

• The outdoor area is securely fenced and the gate locked at all times. No items are placed beside the fence which could be used by the children to climb over the fence.
• The rooms in which the children play are never left unsupervised/out of vision of staff members.
• A member of staff remains on duty within the main room at all times, unless all the children and staff are in the outdoor area together, from where any visitors can be seen approaching the building. At these times a senior staff member will have a mobile phone for taking telephone calls.
• If all staff and children are outside and a child needs to come inside, a member of staff will accompany them inside.
• Visitors use our intercom system, and are then meet by a member of staff to allow them access to the building.
• Visitors who are not expected are asked to telephone or write to make an appointment before visiting.
Unexpected callers are not admitted unless they are visiting to view the pre-school with the intention of applying for a place.

In the event of a member of staff not being able to locate a child on the premises:
• The premises will be searched thoroughly and immediately.
• The register will be called to determine which child(ren) are missing.
• The grounds surrounding the pre-school will be searched.
• The Manager or Deputy Manager will call the police.
• The Manager or Deputy Manager will inform the parents.
• A full and thorough review of procedures and practices will take place to determine how the incident occurred and changes will be made if appropriate.
Equipment and Resources Policy

Statement of intent
We believe that high quality care and education is promoted by providing children with safe, clean, attractive, age and stage appropriate resources, toys and equipment.

Aim
We aim to provide children with resources and equipment which help to consolidate and extend their knowledge, skills, interests and aptitudes.

Method
In order to achieve this aim:
• we provide play equipment and resources which are safe and where
applicable conform to the BSEN safety standards or Toys (Safety) Regulation (1995);
• we provide a sufficient quantity of equipment and resources for the number of children;
• we provide resources which promote all areas of children's learning and development, which may be child or adult led;
• we select books, equipment and resources which promote positive images of people of all races, cultures and abilities, are non-discriminatory and avoid racial and gender stereotyping;
• we provide play equipment and resources which promote continuity and progression, provide sufficient challenge and meet the needs and interests of all children;
• we provide made, natural and recycled materials which are clean, in good condition and safe for the children to use;
• we provide furniture which is suitable for children and furniture which is suitable for adults;
• we store and display resources and equipment where children can independently choose and select them;
• we check all resources and equipment regularly as they are set out at the beginning of each session and put away at the end of each session. We repair and clean, or replace any unsafe, worn out, dirty or damaged equipment;
• we provide adequate insurance cover for the pre-school's resources and equipment;
• we use the local library to introduce new books and a variety of resources to support children's interests; and
• we plan the provision of activities and appropriate resources so that a balance of familiar equipment and resources and new exciting challenges is offered.

Hygiene Policy
Statement of intent
Our pre-school wants all children and their families to enjoy their time at the pre-school, and to feel and be safe in the environment provided.

Aim
To provide a hygienic and safe environment, for children and other users of the pre-school. To educate the children, of the pre-school in good hygiene practices.

Methods
• The premises are cleaned regularly by cleaning staff and other user groups of the building are encouraged to clean after themselves. General cleanliness is checked each morning before the equipment is set up by the member of staff opening the building.
• Children are encouraged to wash their hands after using the toilet or being changed. Staff model this good practice. Paper towels are used for drying hands to prevent cross contamination.
• Hand washing is a routine event before children and staff enjoy their snack.
• Children are encouraged to use tissues to wipe their own nose and to dispose of the tissue in the bin. Where a child needs assistance wiping their nose, adults assist and model correct disposal of the
tissues afterwards.
• Rubbish is disposed of in bins, which are emptied outside after the session. All food and drink waste is taken outside for disposal.
• Rubbish which has been contaminated by bodily fluids is disposed of outside immediately.
• When dealing with bodily fluids (administering First Aid, changing a child, etc) staff wear gloves which are disposed of so children cannot access them.
• Staff wash hands and wipe all surfaces before preparation of food and drinks. Staff follow their Food Hygiene training good practices. Tables for eating snack from are wiped before snack is served.
• Toys and other equipment are cleaned and replaced on a regular basis and as required.
• The Hygiene Policy is an integral part of the induction of a new member of staff and is discussed with the staff by the Manager.
• Good hygiene is regularly discussed with children through general conversation and through planned activities.
• Soiled clothing is bagged for children to take home. It is stored out of the reach of children until the end of the session and handed directly to the parent or carer by a member of staff.
Environmental Policy
statement
Little Rainbows Pre-school committed to promoting environmentally friendly practice to help reduce pollution, emissions and waste.

Staff will be made aware on how to reduce the use of raw materials, supplies and energy through the staff induction process and continued participation.

Awareness will be raised with the children through discussion, projects and routine systems within the pre-school.

 Scrap paper and junk will be re-used for craft activities where safe and appropriate

 Water will not be wasted

 When taking children on trips, the club will endeavour to use public transport or coaches rather than cars. Routes will be planned to save unnecessary vehicle use

 When on outings the children will be reminded to take rubbish home with them to enable recycling

 Electrical equipment will be turned off at the source of power when not in use (standby mode will not be used)

Hazardous waste such as computer monitors, televisions and other electrical equipment is to be disposed of at appropriate waste management sites.

Where appropriate and whenever possible Little Rainbows Pre-school will participate with local organizations, collections and special events which raise awareness, offer waste solutions and free advice. Partnerships with other clubs will be developed to help sustain environmentally friendly systems.

We will always endeavour to consider how to and who might, reuse the waste produced by the pre-school
Sun Protection Policy
Statement of intent
The pre-school takes very seriously the health and safety of the children in its care. We acknowledge the advice given by Cancer Research UK and in particular its Sun Smart campaign.

Aim
To protect all children in our pre-school, when playing out in the sun.
To help educate all children in safe behaviour in the sun.

Method
• Ensuring that all children are adequately clothed in appropriate sunwear.
• Ensuring that all children have a sun hat and sunscreen, kept in the pre-school for daily use.

We have sun cream that is purchased by the pre-school with a contribution from the parents towards the cost.  The sun cream purchased will be of at least factor 30 and the parents will sign a consent form for the administration of the sun cream and informed of the make/brand of sun cream being used. 

Parents may provide their children with their own sunscreen, which will have their name and the date handed to the pre-school, clearly written on the bottle. This will also be added on the pre-schooler system.  All sunscreen will be discarded 12 months from that date.

A list of every child’s sunscreen, its factor, the date it was handed to the pre-school and all other relevant information will be available daily for the use of all staff and volunteers.
• Ensuring that all children have had sunscreen applied before playing outdoors.
• In accordance with Cancer Research UK guidance we recommend the use of only factor 15 and above sunscreen.
• Where children are not adequately protected we will take steps to adapt our activities in order to protect them.
• Ensuring that any outdoor play is, where possible, outside of the hottest times of the day.
• When appropriate we will provide a shaded area to protect the children whilst they play.
• Ensuring that the children can access the indoor play area at all times so that they can choose to continue their play indoors.

• Ensuring that there is an adequate supply of fresh drinking water available and that the children know how to access it if they feel thirsty or hot, and that cool drinks are available regularly during hot weather.

Student Placement Policy
Statement of intent
Our pre-school recognises that qualifications and training make an important contribution to the quality of the care and education provided by pre-school settings. As part of our commitment to quality, we offer
placements to students undertaking early years' qualifications and training.

Aim
We aim to provide for students on placement with us, experiences which contribute to the successful completion of their studies and which provide examples of quality practice in early years care and education.

Method
• We require long term students to meet the 'suitable person' requirements of OFSTED and as such require them to undergo a similar interview process to our staff. References will also be sought.

• We require schools placing students under the age of 17 years with the pre-school to vouch for their good character.

• We supervise students under the age of 17 years at all times and do not allow them to have unsupervised access to children.

• Students who are placed in our pre-school on a short term basis are not counted in our staffing ratios. Students who are placed for longer periods for example, a year may be counted in our staffing ratios provided we consider them to be competent.

• We take out employers' liability insurance and public liability insurance which covers both trainees and voluntary helpers.
• We require students to keep to our confidentiality policy.

• We cooperate with students' tutors in order to help students to fulfil the requirements of their course of study.

.  We ask students not to wear jewellery whilst with us on work experience.  If a student has facial piercings (including earrings) that they are unable to remove then a plaster must be worn to cover the piercing.  The only acceptable jewellery is a watch or engagement ring.  If the ring should be sharp or protruding it should be covered by a plaster.  We will not accept any liability for any accident or injury caused by a student wearing jewellery.

. There is a strict dress code.  Every student is expected to come into the pre-school suitably dressed.  A student may wear the college/schools polo shirt or a white collared blouse/shirt, along with black tailored trousers and a black buttoned up cardigan.  All trousers should be of appropriate length and not dragging the floor.  Shoes should be black covered in shoes, trainers/huggs casual shoes are not acceptable.  If a student is unsure of the clothing they have they will need to speak to the Manager to gain acceptability. 

You are a face of the pre-school and as such you should ensure your appearance and hygiene should be of the highest standard.  If we are unhappy with any of the above you will be given the opportunity to put this right, if not done so immediately your place will be cancelled through the college/school.

• We provide students, at the first session of their placement, with a short induction on how our pre-school is managed, how our sessions are organised and our policies and procedures.

• We communicate a positive message to students about the value of qualifications and training.

• We make the needs of the children paramount by not admitting students in numbers which hinder the essential work of the preschool.

• We ensure that students placed with us are engaged in bona fide early years' training which provides the necessary background understanding of children's development and activities.
Whistle Blowing Policy
Little Rainbows Pre-school are committed to the highest possible standards of openness, honesty and accountability. In line with that commitment we encourage employees and others with serious concerns about any aspect of the settings operations to come forward and voice those concerns. It is recognised that certain cases will have to proceed on a confidential basis. This policy document makes it clear that employees can do something without fear of reprisals. This Whistle Blowing Policy is intended to encourage and enable employees to raise serious concerns within the setting rather than overlooking a problem or blowing the whistle outside.
Staff have the right and individual responsibility to raise any matters of concern regarding poor practice at work. Staff are responsible for safety and well being of all children attending the setting and this is priority over loyalty towards colleagues.

Procedures
General principles:
The policy is intended to;
• Encourage and enable individuals to raise genuine and legitimate concerns.
• Support staff to take an active role in the elimination of poor practice.
• Ensure concerns are appropriately investigated.
• Protect those making the complaint from victimisation or retaliation.
In addition to the whistle blowing policy, the setting has other policies and procedures covering discipline, grievance and complaints. This policy is intended to complement these, and to cover concerns that fall outside the scope of other procedures.
The management will investigate, promptly and thoroughly, all concerns raised in accordance with this policy, and will take appropriate action.


Confidentiality 
The management will do it’s best to protect a person’s identity when a concern is
raised. However in some circumstances identities will have to be revealed to the person complained against and the complainant may be asked to provide written or verbal evidence in support of their complaint.
If a person’s identity is to be disclosed, he or she will be told before the disclosure and the reasons why the disclosure is necessary.
Having raised the concerns the management/committee will expect the complainant not to talk about it to any other person, inside or outside the setting.
Anonymous complaints
Concerns expressed anonymously, are much less powerful and harder to investigate, however they may be considered.
Untrue allegations
If an allegation is made in good faith but it is not confirmed by the investigation, no action will be taken against the complainant. If, however, an allegation proves to be malicious, action may be taken against the person responsible for the malicious act.

How to raise a concern
In the first instance, concerns should be raised with your immediate line manager. However this may not always be appropriate, in which case concerns should be raised with the management or owner.
Concerns are best raised in writing. You are invited to set out the background and history of the concern giving names, dates and places where possible, and the reason why you are particularly concerned. The earlier you express your concerns the easier it is to take action. If you do not wish to put the allegations in writing, the person to whom you are making the complaint will make a written record of the interview and will ask you to sign to confirm accuracy of the notes taken.
Although you will not be expected to prove the truth about your allegations, you will be required to demonstrate that there are sufficient grounds for your concern.

You should NOT:
• Investigate the matter yourself.
• Alert those suspected of being involved.
• Approach or accuse individuals.
• Tell anyone other than the designated persons (i.e. management/owner).
Within a week of the receipt of your concern, you will receive a written acknowledgment of your concern, with a copy of your statement where appropriate.
The management/owner will investigate your concern and within 2 weeks you will be informed of what action is being taken and will be kept up to date on the progress of the investigation. You will also be informed of the outcome of the investigation. If you are not satisfied with the outcome of the investigation, you may elevate your concerns directly to Social Services or to Ofsted  Tel: 0300 123 3153, email whistleblowing@ofsted.gov.uk.

Recruitment of Ex-offenders Policy
As an organisation using the Criminal Records Bureau (CRB) Disclosure service to assess applicants’ suitability for positions of trust, Little Rainbows Pre-school complies fully with the CRB Code of Practice and under takes to treat all applicants for positions fairly. It undertakes not to discriminate unfairly against any subject of a Disclosure on the basis of a conviction or other information revealed.

Little Rainbows Pre-school is committed to the fair treatment of its staff, potential staff and user of its services, regardless of race, gender, religion, sexual orientation, responsibilities for dependants, age, physical/mental disability or offending background.

This policy will be made available to all Disclosure applicants on the outset of the recruitment process. We actively promote equality for the right mix of talent, skills and potential, and we welcome applicants from a wide range of candidates, including those with criminal records. We select all candidates for interview based on their skills, qualifications and experience.

A Disclosure is only requested after a thorough risk assessment has indicated that one is both proportionate and relevant to the position concerned. For those positions where a Disclosure is required, all application forms, job adverts and recruitment briefs will contain a statement that a Disclosure will be requested in the event of the individual being offered the position.

Where a Disclosure is to form part of the recruitment process, we encourage all applicants called for interview to provide details of their criminal record at an early state in the application process. We request that this information is sent under separate cover, to a designated person within Little Rainbows Pre-school and we guarantee that this information will only be seen by those who need to see it as part of the recruitment process.

Unless the nature of the position allows Little Rainbows Pre- school to ask questions about your entire criminal record, we only ask about unspent convictions as defined in the Rehabilitation of Offenders Act 1974.

We ensure that all those in Little Rainbows Pre-school who are involved in the recruitment process have been suitably trained to identify and assess the relevance and circumstances of offences. We also ensure that they have received appropriate guidance and training in the relevant legislation to the employment of ex-offenders, e.g. Rehabilitation of Offenders Act.

At interview or in a separate discussion, we ensure that an open and measured discussion takes place on the subject of any offences or other matters that might be relevant to the position. Failure to disclose information that is directly relevant to the position sought could lead to withdrawal of an offer of employment.

We make every subject of a CRB Disclosure aware of the existence of the CRB Code of Practice and make a copy available upon request.

We undertake to discuss any matter revealed in a Disclosure with the person seeking the position before withdrawing a conditional offer of employment.

Having a criminal record will not necessarily bar you from working with us. This will depend on the nature of the position and the circumstances and background of your offences.