NURSERY POLICIES

Behaviour Policy
Anti-Bullying Policy
Learning Difficulties and/or Disabilities Policy
Child Safety Policies
Outdoor Play Policy
Toys and Play Equipment Policy
Sick Child Policy
Accident Policy
Child Photograph Policy

Behaviour Policy

We aim to promote an environment in which children can develop self-discipline, self-esteem, an awareness of the needs of others and an understanding of the effect their actions have on those around them, in an atmosphere of mutual respect and encouragement.

Behaviour management is undertaken on a day-to-day basis and aspects we want to encourage include independence, self-reliance, co-operation, creativity, helpfulness, kindness and consideration of others. Behaviour that we would challenge would include hitting, excluding others, stealing, lying, destructive actions, racist, sexist or discriminatory attitudes.

Staff will value each child as an individual and recognise children’s differing needs regarding behaviour and its management. If staff have any concerns regarding a child’s behaviour they should inform their immediate supervisor/Manager as appropriate, who will then raise any concerns with the parents. The Confidentiality Policy of the setting must be observed at all times.

GOOD PRACTICE

• All adults will be encouraged to provide a positive role model for children with regard to friendliness, care and courtesy and should offer strategies for handling any conflict
• Everyday adults in the setting will praise and endorse positive behaviour in each child. By increasing the use of praising statements and reducing the number of negative comments, you will help the child grow in confidence and self-esteem, as well as encouraging the right behaviour
• Rules governing the conduct of the group and the behaviour of the children will be discussed and agreed within the setting and appropriately explained to all newcomers, both children and adults
• Adults should give clear direction, followed by praise (including praise of the nearest, if you see a child who is not carrying out your instructions)
• Rules should apply to everyone – children, setting workers and visitors
• Where possible, rules will promote the positive – “follow the dotted line on the path” rather than “don’t cut across the corner through the mud”
• All adults in the setting should be consistent in their handling of unacceptable behaviour, all children should be treated equally, so that they have the security of knowing what to expect and can build up useful habits of behaviour
• Any behaviour problems will be tackled in a developmentally appropriate manner, respecting individual children’s age and stage of development, and their level of understanding and maturity
• What is and what is not considered to be acceptable behaviour will be regularly explained and re-iterated. Children cannot be expected to follow rules and expectations that they do not know and/or understand
• Children will be helped to distinguish right from wrong through everyday stories, experiences, adult interaction, etc., to enable them to develop self-awareness and self-discipline
• All adults in the setting will be encouraged to take positive steps to avoid situations in which children receive adult attention only in return for undesirable behaviour
• Adults in the setting will make themselves aware of, and respect, a range of cultural expectations regarding interactions between people. They must appreciate differing parenting values and methods, and must not stand in judgement

When dealing with unacceptable behaviour:

• Children will never be sent out of the room by themselves
• Adults must know that any form of physical punishment is forbidden, even if a parent requests this. Physical punishment includes smacking, shaking, pinching, squeezing, rough handling, throwing missiles or any other assault on a child. It will be neither used nor threatened
• Physical intervention, such as holding, will only be used to prevent personal injury to children or adults and/or serious damage to property. Such interventions will be recorded and the parent/carer informed the same day
• Techniques intended to single out and humiliate individual children, such as the ‘naughty chair’ will not be used
• Adults will not shout or raise their voices in a threatening way
• dults must ensure that any sanctions imposed are appropriate to the age and development of the child

Points to be considered:

• In any case of misbehaviour, it will always be made clear that it is the behaviour, not the child, that is unwelcome
• Sanctions or disciplinary measures should be relevant, brief, provide an opportunity to make amends, as immediate as possible. These could include talk to – reason with – distract- a short time out- reward
• The unacceptability of behaviour and attitudes will be made clear immediately by means of explanations that are appropriate to the individual child rather than by personal blame
• They will be given one-to-one adult support to identify what was wrong, learn/understand the effect their behaviour has on themselves and others and how to cope more appropriately
• Adults will be aware that some kinds of behaviour may arise from a child’s special needs, which could include difficulties or changes in their home/personal life

Long-term issues:

Recurring problems will be tackled by the child’s key worker, the SENCO and other staff where appropriate, using objective observation records to establish an understanding of the cause.

Where possible and appropriate parents/carers should be involved in, and aware of, strategies being used with the setting to help their child control unacceptable behaviour. The key worker will consult them regularly on these issues, as appropriate.

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Anti-Bullying Policy

We are committed to providing an environment that is safe, welcoming and free from bullying for all – children and adults alike. Bullying of any form is unacceptable – whether the offender is a child or an adult. The victim is never responsible for being the target of bullying.

Bullying is defined as the repeated harassement of others through emotional, physical, verbal or psychological abuse, e.g:

EMOTIONAL

Being deliberately unkind, shunning or excluding another person from a group or tormenting them – e.g. forcing another person to be ‘left out’ of a game or activity, passing notes about others or making fun of another person.

PHYSICAL

Pushing, scratching, spitting, kicking, hitting, biting, taking or damaging belongings, tripping up, punching or using any other sort of violence against another person.

VERBAL

Name-calling, put-downs, ridiculing or using words to attack, threaten or insult, e.g. spreading rumours or making fun of another person’s appearance.

PSYCHOLOGICAL

Behaviour likely to instill a sense of fear or anxiety in another person.

PREVENTING BULLYING BEHAVIOUR

Everyone in the setting will make every effort to create a tolerant and caring environment where bullying behaviour is not accepted and cannot flourish. Staff will openly discuss issues surrounding bullying, including why bullying behaviour will not be tolerated and possible consequences.

DEALING WITH BULLYING BEHAVIOUR

If, despite all efforts to prevent it, bullying behaviour occurs on occasion the following principles will govern the setting’s response:

• All incidents of bullying will be addressed thoroughly and sensitively
• Children will be encouraged to immediately report any incident of bullying that they witness. They will be reassured that what they say will be taken seriously and handled carefully
• Staff have a duty to inform the manager if they witness, or have serious reason to believe that there has been, an incident of bullying behaviour involving children or adults at the setting
• If a child or member of staff tells someone that they are being bullied, they will be given the time to explain what has happened and reassured that they were right to tell
• The individual who has been the victim of bullying will be helped and supported by the staff team. They will be kept under close supervision and staff will check on their welfare regularly
• In most cases, bullying can be addressed according to the strategies set out in our Behaviour Management Policy. The bully will be encouraged to discuss their behaviour and think through the consequences of their actions. Where appropriate, they will be encouraged to talk through the incident with the other person concerned.
• The Manager will inform the parents/carers of all the children involved in any persistent or serious bullying incident. If appropriate, they will facilitate a meeting between the relevant parents/carers. All staff will, at all times, handle such incidents with care and sensitivity

All records of bullying will be reported to the Manager and recorded in the Incident Record. In the light of reported incidents, the setting will review their procedures in respect of bullying.

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Learning Difficulties and/or Disabilities Policy

This Early Years Childcare Group (EYCG) Policy should be read in conjunction with the DfES SEN Code of Practice 2001, the SEN Toolkit and the Requirements of Nursery Education Grant, copies of which are available at each nursery.

INTRODUCTION

It is the aim of all the EYCG nurseries to provide quality care and education for all children, regardless of age, gender, ethnicity, or competence in English. Whilst recognising that some children will need special help, every child is valued as an individual. A child with learning difficulties and/or disabilities may be seen as one who has needs significantly different to the majority of children in their group. These needs may be short or long term and may include physical, emotional, sensory, social, behavioral, learning difficulties, or the ‘gifted’ child.

It is important that all staff are aware of issues relating to learning difficulties and/or disabilities and equal opportunities. It is the responsibility of every staff member to be aware of, and to meet, the needs of all the children with the help of the designated Special Educational Needs Co-Ordinator (the SENCO) whilst recognising that it may be necessary at times to call upon outside agencies and expertise. Each nursery will have their own named SENCO and key person, who will be responsible for maintaining the learning difficulties and/or disabilities register and the day-to-day operations. The nursery is in partnership with outside agencies and the SENCO will liaise with the Early Years Special Needs Teacher and Social Services and can also supply addresses for several national voluntary organizations if required. The SENCO will hold a record / register system for all children with possible problem areas, often the key person will need to keep a detailed diary of events.

A positive partnership between staff, parents and carers, children and outside agencies is paramount. All parents/carers are welcome to make an appointment to come into nursery to discuss their child’s education or any concerns they may have. Any concerns about a child, which are identified by the key person, will be discussed with the SENCO and Manager prior to informing the parents.

If the concerns remain, procedures for the staged approach to support the child with its educational needs will be triggered. It is essential that the child’s parents/carers are fully involved at all times and at all stages. As part of the dialogue between home and nursery the parents should be well aware of any concerns long before any suggestion is made regarding referral.

A broad and balanced curriculum carefully planned for each child, will be implemented to meet individual needs. Appropriate targets will be set to enable the correct steps in the development of the child; parents will be involved at each stage.

Resources will be made available to accommodate any special requirements of the child. All staff will be familiar with the Code of Practice. Consideration to any training requirements will be met enabling the nursery to constantly up-date their policy.

1. Principles

The EYCG is committed to providing inclusive experiences for all children:

• In accordance with our Equal Opportunities Policy, the EYCG believes that all children benefit from mixing with a wide variety of children and adults. EYCG actively seeks to include / welcome children from all cultures and backgrounds, including disabled children and those with special educational needs.
• EYCG will attempt to make relevant provision to support their learning.
• The feelings and opinions of each child are valued and responded to.
• Children with learning difficulties and/or disabilities have a right to a broad and balanced curriculum and to be educated and encouraged to develop their full potential alongside other children.
• EYCG believe that the feelings and opinions of parents (and all those with parental responsibility) are important and will support them in the vital role they play in supporting their child’s learning and development.

2. Our Aims

The EYCG wishes to:

• Work closely with parents, keeping them informed about their child’s learning and encouraging them to work in partnership with the nursery.
• Wherever possible, to share learning objectives with all children, including those with learning difficulties and/or disabilities, to involve them in evaluating their progress and in setting new targets.
• Ensure that teaching methods, resources and learning goals are adapted to meet the individual needs of the child.
• dentify any learning difficulty and/or disability as early as possible and to offer appropriate support for learning and development.
• Work with other agencies, where appropriate, to provide the best learning and development opportunities for individual children.

3. Working in Partnership with Parents

The EYCG believes that children do best when staff and parents work together. Parents have a unique knowledge of their child and we encourage them to share this knowledge with their child’s Key Person. The Key Person will be available to talk to the parents regularly, to share their child’s progress and discuss any concerns they may have. Parents will be invited to any review meetings and to contribute to the development of their child’s Individual Education Plan (IEP).

Information on support agencies, including the Parent Partnership Project, is available from the Nursery / Out –of-School Club.

4. Admission Arrangements

To enable EYCG to have a full picture of each child’s requirements we would, in addition to our usual admission arrangements, talk to parents about their child’s learning difficulties and/or disabilities, gather background information from them and, if appropriate, from any professionals working with their child.

Where a child who is already attending one of our settings is identified as having a learning difficulty and/or disability, the EYCG will support the parents in finding the most appropriate way to address any issues that may arise.

The EYCG is aware of the potential for funding arrangements should there be an agreed need for additional support.

5. SENCO’s Name and Role

The Code of Practice requires each setting to have appointed a member of staff to take the rôle of Special Needs Co-coordinator (SENCO).

The SENCO at Bingham Day Nursery is…………………………………………………………….

In addition to the day-to-day management of our Learning Difficulties and/or Disabilities Policy, they are responsible for:

• Ensuring liaison with parents and other professionals in respect of children with learning difficulties and/or disabilties.
• Advising and supporting other practitioners in the setting.
• Ensuring appropriate Individual Education Plans are in place.
• Ensuring that relevant background information about individual children with learning difficulties and/or disabilities is recorded, collated and updated.

If a parent has a concern about any aspect of their child’s development, they are invited to talk to their child’s Key Person, the setting’s SENCO or Manager.

6. Involving Children in their Learning

Children who are capable of forming views have a right to receive, and make known, information; to express an opinion and to have that opinion taken into account.

Whenever possible, children’s opinions and views will be sought. They will be encouraged to be involved in setting their learning targets and in evaluating their progress. Their likes and dislikes will be taken into account when planning their learning.

7. Facilities and Access

Bingham Day Nursery and Out-of-School/Holiday Club

East Leake Day Nursery and Out-of-School/Holiday Club

8. Identification, Assessment and Review procedure –
The Graduated Approach

The EYCG follows the Graduated Approach as recommended by the DfES SEN Code of Practice.

The child’s Key Person will monitor all areas of the child’s development and any concerns raised will be discussed with the parents. These concerns will be noted by staff and arrangements made to observe and record the child’s skills both at home and in the setting.

Information will be shared and, if the concerns are confirmed, the SEN provision will be agreed – either Early Years Action or Early Years Action Plus, whichever is appropriate.

EARLY YEARS ACTION

• An Individual Education Plan (IEP) – identifying interventions that are additional to, or different from, those provided as part of the usual curriculum – will be completed by the SENCO, parents and Key Person. The views and preferences of the child will be taken into account.
• The SENCO will make arrangements to review the child’s progress with the parents and Key Person, at least every term, to agree the next steps. If progress continues to be a concern it may be helpful to implement provision at Early Years Action Plus level.
• The SENCO will gather any additional information.

EARLY YEARS ACTION PLUS

• The SENCO, parents and Key Person together agree a more detailed IEP, which includes advice from external agencies. The IEP will identify interventions that are additional to, or different from, those provided at Early Years Action. The views and preferences of the child will be taken into account.
• The SENCO will make arrangements to review the child’s progress with the parents and Key Person, at least every term.
• The SENCO will gather any additional information.

If the child’s rate of progress at Early Years Action Plus is a cause for concern then it may be necessary, in consultation with the parents and any supporting agency, to consider discussing statutory, multi-disciplinary assessment with the LEA.

9. Resources

The EYCG already makes a wide variety of toys and equipment available in each of its settings. When purchasing new resources we consider the needs of all children, including children with learning difficulties and/or disabilities. We will explore ways of making specialist equipment or toys available if needed.

Some children with learning difficulties and/or disabilties may benefit from extra adult help. Every effort will be made to secure additional funding from the Education Inclusion Fund should this be considered necessary.

10. Inclusion Strategies

Children with learning difficulties and/or disabilties will be fully included in all aspects of the EYCG setting’s provision. When planning for special events or outings, their needs will be considered and arrangements made for them to be included.

11. Arrangements for Curriculum Access

The EYCG aims to meet individual needs by planning an appropriate balanced and broad based curriculum. We use a range of teaching / learning styles and equipment to ensure all children are able to access activities.

The EYCG uses a short term planning sheet, which combines curriculum objectives with the child’s targets detailed on their IEP.

12. Links with External Agencies

The EYCG has established links with local health services, social services and education services.

There may be occasions when the EYCG needs to seek advice from professionals outside their settings, e.g. from health, education or social services. We will discuss this fully with parents before contacting any agencies.

The EYCG recognizes the value of working co-operatively with other professionals and sharing information, however, our policy on confidentiality will still apply. We are able to share concerns with our Early Years Specialist Teacher from the Inclusion Support Service, who visits our settings regularly.

13. Transition Arrangements

In order to ensure a smooth transition, the EYCG setting will, with the parents’ consent, make arrangements to share all relevant information with the child’s next placement. This could include written records, visits and meetings.

14. Staff Development and Training

The EYCG recognises the value of ongoing training and staff are encouraged to attend training on learning difficulties and/or disabilities, either in-house or by attending courses provided by an external agency. Any information about learning difficulties and/or disabilties gathered by our SENCOs will be made available to all staff.

15. Complaints Procedure

The EYCG values the partnership between parents and staff but, should a problem arise, parents are asked to discuss this fully with the Manager. Any complaints will be treated in accordance with our Complaints Procedure and the same time lines will be adhered to.

16. Arrangements for Monitoring, Reviewing and Evaluating & Effectiveness of this policy

The effectiveness of our Policy will be reviewed annually by seeking the opinions of parents and staff. Amendments will be made to ensure it reflects our current practice and any local or national developments.

Next Review September 2008

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Child Safety Policies

ALL staff and visitors must either sign the fire register upon entering and leaving the building, or indicate their arrival / departure on designated attendance boards.

Where a child is taken ill at nursery or is in need of medication, the Manager should be consulted before contacting the parent / guardian.

No medicines can be administered without written permission from the child’s parent / guardian as detailed in our Medication Policy. Parents / guardians will have been asked to complete a consent form identifying creams and wipes to be used on their child, staff should refer to this prior to using any medicines, creams, wipes, etc.

A NO SMACKING and NO SHOUTING policy is operated at all times.

Where a child requires a sleep at nursery, no repetitive patting is allowed.

In the event of one child biting another the following procedures are to be observed:-

1st bite – Reason with child

Explain that it is wrong and has hurt the other child. Show them the mark and how upset the other child is.

2nd bite – Repeat the same procedure

Any further bites require the implementation of a short time away from the situation. The parent / guardian should not be consulted unless biting occurs repeatedly, in this event inform the manager who will in turn approach the parent / guardian. The name of the child who has bitten should not be disclosed.

A minimum of 2 members of staff are required to remain on the premises until the last child has been collected.

Any unauthorised persons attempting to collect children from the nursery should be referred to the Manager immediately. Verification must be obtained from parent / guardian before allowing the child to leave the premises with anyone different.

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Outdoor Play Policy

A quality outdoor learning environment is an essential part of Nursery life. When children are running, climbing and crawling, they are not only learning about fast and slow, up and down, under and over, but also about the concepts necessary to the understanding of language, maths and science. More importantly they develop confidence and self-esteem with their increasing abilities.

Children need to be provided with space, suitable materials and quality time in order to explore energetically and for sustained periods. Certain basic activities and resources should always be available outside, but minor changes that stimulate and maintain interest should be recorded on the weekly planning. Staff should consider the “Equal Opportunities Policy” when planning for outdoor play.

SAFETY ISSUES

A weekly inspection of the outdoor site to identify any faults or dangers, arising from vandalism or breakage; will be carried out by the Manager/caretaker as appropriate. The inspection will include the whole site, i.e. gates, fences, pathways, play surfaces, seats and equipment.

A daily inspection of the site; will be carried out by a member of staff/caretaker, to ensure that the outdoor play area is safe prior to bringing the first children outside to play. The security of the site must be checked at the beginning of each individual outdoor play session.

Any surrounding features, which are likely to constitute a danger to the children using the area, should be removed or protected by appropriate safety measures. Any toys or equipment found to be unsafe or damaged should be removed immediately. However, it is important to remember that an area where children are completely unable to take any risks is unlikely to be challenging or useful in supporting their developing judgements about their own safety.

Outdoor play equipment will need to be stored inside wherever possible. If using outside storage space this will need to be secured when the setting is closed. Equipment that is heavy and used regularly should be kept to the front of the store, to allow easy access for lifting purposes.

Adults should consider the age of the children when organising outdoor play, there should be effective use of the space available, including play surfaces, adult supervision, and equipment.

Staff and children need to be appropriately dressed, parents should be consulted to ensure awareness of what is required, i.e. sun hats and sun cream or coats and Wellington boots.

Children should be allowed the opportunity to access the outside in all reasonable weathers, however the use of certain areas and equipment may need to be restricted, if deemed to be a potential hazard.

In the event of an accident/injury occurring outside, staff should follow the procedures laid down in the “Accident Policy”.

GOOD PRACTICE

Adult support should be pro-active in order to be effective and consideration should be given to:

• Recognising, valuing and building on children’s interest
• Sensitive intervention
• Modelling of skills
• Sharing information
• Asking challenging questions
• Engaging in play alongside children
• Providing additional resources as appropriate

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Toys and Play Equipment Policy

Toys and play equipment should be a source of fun and learning for every child in the nursery setting. However, poorly designed toys, toys that are inappropriate for the child’s age and ability, used incorrectly or in bad repair can lead to injury. Where toys are frequently shared between children, they may also become a source of infection.

All toys and equipment within the nursery must carry a BS, BSI or CE kite mark; see information on safety standards for toys and equipment.

Always check the age guidance instructions on packaging. If a toy is marked “Not suitable for children under 3 years” or carries a pictogram, then it should not be given to children under this age because it contains parts that a child could choke on.

Avoid toys that have:

• Sharp points, jagged edges or rough surfaces
• Small detachable or insecure parts, that could be swallowed or become lodged in the throat, nose or ears. Children can choke on latex balloons.
• Sharp spikes or pins that could be exposed if a child pulls the toy apart
• Long cords or strings. If the toy has a cord more than 12 inches long, cut it shorter
• Caps, guns and other toys that produce very loud noises that could damage hearing
• omputer games and videos with flickering lights that may trigger fits in epileptic children

If you think that a toy is unsafe, remove it immediately from the nursery.

Check all toys and equipment on a daily basis, if found to be damaged they should be removed immediately and taken to the Manager/Caretaker for disposal or repair.

Ensure that all toys and equipment are suitable for cleaning, if not then they must be discarded.

Remove dust regularly from toys, equipment and all other surfaces. Dust harbours germs and can also induce asthma attacks.

Clean toys and equipment as frequently as practical, when visibly soiled, during an outbreak of illness and immediately upon contamination by bodily fluids, (i.e. blood, nasal and eye discharge, saliva, urine, vomit and faeces). Toy cleaning rotas are available in each room.

Clean hard/plastic toys and equipment by washing them with water and a suitable detergent, followed by thorough rinsing and drying.

Disinfect hard/plastic toys and equipment that cannot be washed, rinsed and dried thoroughly using a chemical disinfectant. This process should also be applied to toys and equipment contaminated with bodily fluids listed above.

Launder dirty soft toys in a washing machine, following the manufacturer’s washing instructions. Destroy any contaminated soft toys that cannot go into a washing machine.

Always wash hands thoroughly after handling contaminated toys and equipment. Ensure that all cleaning products are stored in suitable containers away from the access of children.

Store toys in a clean container or cupboard. Always wipe shelves down before replacing clean toys.

Empty paddling pools immediately after use and store deflated or inverted. Children can drown in small amounts of rainwater collected in them. As with all water activities children must be closely supervised. Drain, clean with detergent and dry receptacles used for water play, after each use.

Cover all sandpits both indoors and outdoors to prevent contamination, and make sure the sand is sieved regularly for foreign objects. The sand pit must be emptied immediately and the sand disposed of appropriately if it becomes contaminated with bodily fluids. The sand pit should then be disinfected with a suitable sterilising solution.

Toys and equipment should be stored inside wherever possible as rain, snow and dew cause rust, rot and damage that increase the risk of accidents. Carry out a thorough inspection of the outdoor toys and equipment before the start of each session. Any problems need to be reported to the Manager/Caretaker as appropriate, before allowing the children access to the outdoor play area.

Ensure that children wash their hands after water play, sand play, outdoor play or time in a ball pool.
Replace soft modelling materials and doughs regularly.
Discourage children from putting shared toys in their mouths.
Never allow children to take toys into the toilet area.
Don’t allow pets to share toys, equipment or the play area.

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Sick Child Policy

Sometimes due to the incubation period of childhood diseases or viral infections, a child may become ill whilst attending Nursery.

What Parents/carers Must do

Parents/carers must inform the Nursery straight away if their child is suffering from any illness or condition – the Nursery is required to maintain the appropriate confidentiality.

Parents/carers may be asked to keep their child away from Nursery dependant upon the nature of their illness; this helps to prevent other children from becoming infected.

A child suffering from sickness or diarrhoea must be excluded from Nursery for at least 24 hours from the last vomit or loose motion, this is the minimum requirement specified by the Department of Health, some children may need a longer exclusion period.

A copy of the “Guidance on Infection Control in Schools and Nurseries” is displayed on the main parents’/carers’ notice board and covers the appropriate exclusion periods from Nursery. Further information can be obtained from the Department of Health and on website www.wiredforhealth.gov.uk.

Parents/carers should always seek medical advice from a GP or Health Visitor.

What the Nursery Staff will Do

Where a child is taken ill, or is in need of medication not previously prescribed or agreed, the staff will inform the Nursery Manager immediately.

The Manager will contact the parents/carers using, if necessary, any emergency numbers listed on the child’s records. At all times we will maintain the appropriate confidentiality.

The child will be kept as comfortable as possible in a quiet area. A member of staff will be with them whilst maintaining the correct ratios within the room.

Other children will be reassured, but will have as little contact as possible with the sick child.

The Nursery will inform all parents/carers regarding the outbreaks of any illness.

Under the Children Act Regulations, the Manager must notify Ofsted of any infectious, notifiable and communicable diseases. Details are available at website www.doh.gov.uk.

Ongiong Procedures

Any child having an ongoing medical condition, including any allergies, will have a Risk Assessment undertaken, in full consultation with the parents/carers and health professionals if required. We will maintain standards of confidentiality at all times.

It is very important that the contact numbers for parents/carers are up-to-date, so that we can contact them as soon as possible in such situations.

All Medical Records, therefore, must be checked and updated upon each transfer to a new room in the setting.

In the event of emergency treatment being required, please see Accident Policy

The Manager retains the right to ask any parent to take their child home if the child is found to be not well on entering Nursery.

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Accident Policy

A First Aider will attend to minor injuries, record and relay to the parent/ carer at the end of the day.

If there are any concerns the Duty Manager will contact parent/carer and ask for the child to be seen by a G.P.

In an emergency, 999 or 112 would be dialled for an ambulance to attend. Two Nursery Nurses would accompany the child to hospital. Parents/carers would be contacted and asked to meet the child and Nursery Nurses at the hospital.

Basic First Aid may be given by a qualified member of staff. First Aid is the term given to treatment rendered:

a) Where a person has minor injuries which need to be treated, but do not require qualified medical attention;
b) Where a person needs medical treatment and action will minimize the consequences of injury and/or preserve life until qualified assistance is obtained.

The Nursery will have a minimum of two staff holding a current First Aid Certificate from the St John Ambulance Brigade/British Red Cross Society, and in addition each room will have a person who is able to carry out simple first aid.

Each room will have its own first aid box containing disposable gloves, sterile water, sterile gauze, wound dressing, hypoallergenic plasters, micropore tape and scissors. A more comprehensive first aid box will contain in addition; sterile eye pads, various sizes of individually wrapped sterile unmedicated wound dressings, triangular bandage and safety pins.

If sterile packs are opened or bandages used, these should be replaced immediately. It is the responsibility of the person using the pack to ensure that the replacement is effected.

All accidents will be recorded on the appropriate Accident Sheet, which records the child’s name, date of birth, accident, treatment, date, time, and signature of the staff member dealing with this. The sheet will then be signed by the parent to acknowledge action taken.

Any serious accident will be reported to the Manager and in their absence the Assistant Manager, who will if appropriate, inform the child’s parent/carer and additionally if necessary call an ambulance/take the child to the A&E Department of the hospital.

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Child Photograph Policy

We may have the opportunity to take photographs of your child engaged in activities and/or events whilst they are at nursery.

We appreciate that this is a matter of personal preference and that there are certain guidelines we must follow (including compliance with the Data Protection Act 1998). We assure you that we will exercise the utmost care in using any photographs and it is not our intention to use them as part of our prospectus, website or any other marketing materials, without additional consent being sort.

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