Introduction

Last updated: July 30 2024

Last reviewed: July 30 2024

Early years providers must meet all the statutory requirements of the Early Years Foundation Stage and take all necessary steps to keep children safe and well, including by maintaining records, policies and procedures. 

As working documents policies and procedures govern all aspects of the setting’s operations and are vital for consistency and quality assurance across the provision. They are required to be in writing, except for childminders who must be able to explain their policies and procedures to parents, carers, and others and ensure that any assistants follow them; therefore, it may be beneficial to have them in written form.

Policies describe the approach of operating as an organisation and incorporate current legislation and registration requirements. Procedures detail the methods by which the policies are implemented. Some may need adjustment following risk assessment carried out in the setting.

Staff, agency workers, volunteers and students need to fully understand and know how to implement the policies and procedures, which must also be accessible to parents, so that everyone knows what actions they need to take in practice to achieve them.

Each of the policies and procedures that group and school based providers and childminders are required to have in place are provided in this publication, as well as some recommended by the Alliance as good practice.

Adopting, implementing and reviewing policies

• Copies of the policies and procedures to be adopted should be made available to all parents and staff; giving everyone the opportunity to discuss and fully understand each policy and procedure.

• It should be explained to parents, employees and volunteers that the policies contain the rules required for running the setting in a way which complies with the requirements of the EYFS and Ofsted registration and must be adhered to.

• All staff and volunteers should be aware of the content of the policies and procedures, and their role and responsibility in implementing them.

• Each policy and procedure should be continually monitored by collecting evidence about the results of their implementation. The evidence should be used to make any necessary changes to the policies and procedures and/or the way they are implemented.

• All staff and parents should contribute to the evidence collected and share in decisions about any necessary changes.

• Named/designated safeguarding lead persons in each setting have a delegated responsibility to make sure that relevant procedures are known by all members of staff and are adhered to, bringing any cause for concern to the manager’s attention.

If any adaptations are needed to any policy or procedure, it must still meet the requirements of the relevant regulations. Some providers may decide to develop further policies, which are not required by regulations, but which would enable a clear direction for any specific issue pertaining to the setting. For example, some providers may require a policy on sharing premises with another facility. Or in some cases a local authority or a funding body may require a policy or procedure that is not included in this publication. 

Risk assessment is vital to implementation of many procedures. The setting manager ensures that risk assessments where helpful, are carried out and updated regularly and will amend or add to the procedures as required. Risk assessment procedures are detailed in procedures 01.1 Risk assessment and 02.1 Fire safety.

Children’s rights and entitlements statement

This statement underpins the policies and procedures–in particular, to 06 Safeguarding Children, Young People and Vulnerable Adults procedures. It is important that all staff uphold and work with the principles and ethos within this statement.

We support the 54 Articles contained within the UN Convention on the Rights of the Child (1989). We recognise that these articles apply to children globally and draw attention to the disparity between and within countries and across regions of the world in the way that children receive and enjoy basic rights. We support organisations and statutory agencies to promote recognition and achievement of children’s rights to ensure a better experience for all children. 

The Early Years Alliance’s ‘four key commitments’ are broad statements against which policies and procedures across the organisation will be drawn to provide a consistent and coherent strategy for safeguarding children young people and vulnerable adults in all services provided.

1. The Alliance is committed to empowering children, young people, and vulnerable adults, promoting their right to be ‘strong, resilient, actively listened to, and heard’. 

1. The Alliance upholds a culture of safety in which children, young people and vulnerable adults are protected from abuse and harm in all areas of its curriculum and service delivery.  

1. The Alliance is committed to preventing harm and responding promptly and appropriately to all incidents or concerns of abuse that may occur. Working with statutory agencies to achieve the best possible outcomes for every child. 

1. The Alliance is dedicated to increasing safeguarding confidence, knowledge and good practice throughout its training and learning programmes for adults, advocating support and representation for those in greatest need. 

What it means to promote children’s rights and entitlements:

To be strong means to be

• secure in their foremost attachment relationships where they are loved and cared for, by at least one person who is able to offer consistent, positive and unconditional regard and who can be relied on

• safe and valued as individuals in their families and in relationships beyond the family, such as day care or school 

• self-assured and form a positive sense of themselves – including all aspects of their identity and heritage

• included equally and belong in early years settings and in community life

• confident in abilities and proud of their achievements 

• progressing optimally in all aspects of their development and learning

• to be part of a peer group in which to learn to negotiate, develop social skills and identity as global citizen, respecting the rights of others in a diverse world

• to participate and be able to represent themselves in aspects of service delivery that affects them as well as aspects of key decisions that affect their lives.

To be resilient means to 

• be sure of their self worth and dignity

• be able to be assertive and state their needs effectively

• be able to overcome difficulties and problems

• be positive in their outlook on life

• be able to cope with challenge and change

• have a sense of justice towards self and others

• to develop a sense of responsibility towards self and others

• to be able to represent themselves and others in key decision making processes

To be actively listened to and heard means:

• adults who are close to children recognise their need and right to express and communicate their thoughts, feelings and ideas

• adults who are close to children are able to tune in to their verbal, sign and body language in order to understand and interpret what is being expressed and communicated

• adults who are close to children are able to respond appropriately and, when required, act upon their understanding of what children express and communicate

• adults respect children’s rights and facilitate children’s participation and representation in imaginative and child centres ways in all aspects of core services.

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Early years practice policy

Last updated: July 30 2024

Last reviewed: July 30 2024

Alongside associated procedures in Early years practice, this policy was revised by Milton Mount Playgroup on 30 July 2024.

Aim

Children are safe, happy, and eager to participate and to learn.

Objectives 

• Babies and young children need to form a secure attachment to their key person when they join the setting to feel safe, happy and eager to participate and learn. It is their entitlement to be settled comfortably into a new environment.

• The needs of part-time children are considered.

• There is a procedure for when children do not settle and for prolonged absences.

• Introductions and induction of the parent is carried out before children start.

• Prime times of the day make the very best of routine opportunities to promote ‘tuning-in’ to the child emotionally and create opportunities for learning. We actively promote British values, inclusion, equality of opportunity and the valuing of diversity. 

• We operate a positive behaviour management approach. Behaviour management procedures cover how staff should respond to all aspects of behaviour, including children who exhibit challenging behaviour towards other children. These procedures build on the Early Years Alliance’s approach to learning based on three key statements. 

1. • 1. Learning is a lifelong process, which enables children and adults to contribute to and shape their world.

     2. We want the curriculum we provide to help children to learn to:

• be confident and independent

• be aware of and responsive to their feelings

• make caring and thoughtful relationships with other people

• become increasingly excited by, interested in, and knowledgeable and questioning about the world around them.

1. • 1. We provide a wide range of interesting child-chosen and adult-initiated activities which:

• give children opportunities to use all their senses

• help children of different ages and stages to play together

• help children be the directors of their own learning

    

• help children develop an inquiring and questioning attitude to the world around them

The Early Years Foundation Stage is used as a framework to provide care and learning opportunities for babies and children under two years.

Older Children (2-5 years)

• To feel securely settled and ready to learn, children from two to five years need to form attachments with adults who care for them, primarily to a key person, but with other adults and children too. In this way children feel part of a community of learners; they can contribute to that community and receive from it. The three-stage model referred to in procedure 9.4 is applicable, but with some differences in the procedures for children moving up into the next group and for older children.

Waiting list and admissions

Our provision is accessible to children and families from all sections of the local and wider community. We aim to ensure that all sections of the community receive accessible information and that our admissions procedures are fair, clear, and open to all parents who apply for places. The availability of a place at the setting considers staff/child ratios, the age of the child and registration requirements.

• We endeavour to operate in an inclusive manner which enables all children and families to access our services.

• We also have regard for the needs of parents who are:

• looking to take up work, remain in work or extend their hours of work

• looking to commence training or education

• We work in partnership with the local authority and other agencies to ensure that our provision is accessible to all sections of the community. 

• Services are widely advertised and information is accessible to all sections of the community.

• Where the number of children wanting places exceeds the number of places available a waiting list is operated using clear criteria for allocation of places as detailed in section 09.1 Waiting list and admissions procedure.

Funded places – free entitlement

All 3- and 4-year-olds in England are entitled to 15 hours free childcare and early education each week for 38 weeks of the year. Some eligible two year olds are also entitled. Funded places are offered in accordance with national and local codes of practice and adherence to the relevant Provider Agreement/Contract with the local authority.

Legal References

Special Educational Needs and Disability Act 2001

Special Educational Needs and Disability Code of Practice (DfE 2014) 

Equality Act 2010

Childcare Act 2006

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Fire safety policy

Last updated: July 30 2024

Last reviewed: July 30 2024

 

Alongside associated procedures in Fire safety, this policy was reviewed by Milton Mount Playgroup on 30 June, 2024

Designated Fire Marshalls are: Renata Dormer, Lindsey Burnell

Aim

Our provision is a suitable, clean, and safe place for children to be cared for, where they can grow and learn. We meet all statutory requirements about fire safety and fulfil the criteria for meeting the relevant Early Years Foundation Stage Safeguarding and Welfare Requirements.

Objectives

• We recognise that we have a corporate responsibility and a duty of care for those who work in and receive a service from our provision, but individual employees and service users also have a responsibility to ensure their own safety as well as that of others. Risk assessment is the key means through which this is achieved.

• A fire safety risk assessment is carried out by a competent person in accordance with the Regulatory Reform (Fire Safety) Order 2005. 

• A Fire Log is completed and regularly updated.

• Necessary equipment is in place to promote fire safety. 

Legal references

Regulatory Reform (Fire Safety) Order 2005)

Electricity at Work Regulations (1989)

Further guidance

Fire Safety Record (Alliance Publication)

Fire Safety Risk Assessment: Educational Premises www.communities.gov.uk/publications/fire/firesafetyrisk6

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Food safety and nutrition policy

Last updated: July 30 2024

Last reviewed: July 30 2024

Alongside associated procedures in Food safety and nutrition, this policy was reviewed by Milton Mount Playgroup on 30 June, 2024.

Aim

Our setting is a suitable, clean, and safe place for children to be cared for, where they can grow and learn. We meet all statutory requirements for food safety and fulfil the criteria for meeting the relevant Early Years Foundation Stage Safeguarding and Welfare requirements

Objectives 

• We recognise that we have a corporate responsibility and duty of care for those who work in and receive a service from our provision, but individual employees and service users also have responsibility for ensuring their own safety as well as that of others. Risk assessment is the key means through which this is achieved.

• Procedure 01.3 Kitchen is followed for general hygiene and safety in food preparation areas.

• We provide nutritionally sound meals and snacks which promote health and reduce the risk of obesity and heart disease that may begin in childhood. 

• We follow the main advice on dietary guidelines and the legal requirements for identifying food allergens when planning menus based on the four food groups: 

• meat, fish, and protein alternatives 

• milk and dairy products 

• cereals and grains

• fresh fruit and vegetables.

• Following dietary guidelines to promote health also means taking account of guidelines to reduce risk of disease caused by unhealthy eating.

• Parents share information about their children’s particular dietary needs with staff when they enrol their children and on an on-going basis with their key person. This information is shared with all staff who are involved in the care of the child.

• Foods provided by the setting for children have any allergenic ingredients identified on the menus.

• Care is taken to ensure that children with food allergies do not have contact with food products that they are allergic to.

• Risk assessments are conducted for each individual child who has a food allergy or specific dietary requirement.

Legal references    

Regulation (EC) 852/2004 of the European Parliament and of the Council on the hygiene of foodstuffs.

Food Information Regulations 2014

The Childcare Act 2006

Further guidance

Safer Food Better Business for Caterers (Food Standards Agency) 

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Health and safety policy

Last updated: July 30 2024

Last reviewed: July 30 2024

Alongside associated procedures in Health and safety, this policy was reviewed by Milton Mount Playgroup on July 30, 2024.

Designated Health and Safety Officer is: Renata Dormer

Aim

Our provision is a suitable, clean and safe place for children to be cared for, where they can grow and learn. We meet all statutory requirements for health and safety and fulfil the criteria for meeting the Early Years Foundation Stage Safeguarding and Welfare Requirements.

Objectives 

• We recognise that we have a corporate responsibility and duty of care towards those who work in and receive a service from our provision. Individual staff and service users also have responsibility for ensuring their own safety as well as that of others. Adherence to policies and procedures and risk assessment is the key means through which this is achieved.

• Insurance is in place (including public liability) and an up-to-date certificate is always displayed.

• Risk assessment is carried out where it is helpful to do so, to ensure the safety of children, staff, parents, and visitors. Legislation requires all those individuals in the given workplace to be responsible for the health and safety of premises, equipment and working practices. 

• Smoking and vaping is not allowed on the premises, both indoors and outdoors. If children use any public space that has been used for smoking or vaping, members of staff ensure that there is adequate ventilation to clear the atmosphere. Staff do not smoke or vape in their work clothes and are requested not to smoke or vape within at least one hour of working with children. The use of electronic cigarettes is not allowed on the premises.

• Staff must not be under the influence of alcohol or any other substance which may affect their ability to care for children. If staff are taking medication that they believe may impair them, they seek further medical advice and only work directly with children if that advice is that the medication is unlikely to impair their ability to look after children. The setting manager must be informed.

• Alcohol must not be bought onto the premises for consumption. 

• A risk assessment (01.1a Generic risk assessment) and access audit (01.1b Access audit form) are carried out for each area as required and the procedure is modified according to needs identified for the specific environment.

• Risk assessments are monitored and reviewed by those responsible for health and safety.

Legal references

Health and Safety at Work etc Act 1974

Health and Safety (Consultation with Employees) Regulations 1996

Management of Health and Safety at Work Regulations (1999)

Regulatory Reform (Fire Safety) Order 2005)

Electricity at Work Regulations (1989)

Regulation (EC) No 852/2004 of the European Parliament and of the Council on the hygiene of foodstuffs

Manual Handling Operations Regulations (1992) (Amended 2002)

Medicines Act (1968)

Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) (Amendment) Regulations 2012

Control of Substances Hazardous to Health (COSHH) Regulations 2004

Health and Safety (First Aid) Regulations 1981

Childcare Act 2006

Further guidance

Dynamic Risk Management in the Early Years (Alliance Publication)

Health and Safety Executive www.hse.gov.uk/risk

Food Standards Agency www.food.gov.uk 

Ministry or Housing, Communities & Local Government www.communities.gov.uk

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Health policy

Last updated: July 30 2024

Last reviewed: July 30 2024

Alongside associated procedures in Health, this policy was reviewed by Milton Mount Playgroup on 30 July 2024.

Aim

Our provision is a suitable, clean, and safe place for children to be cared for, where they can grow and learn. They meet all statutory requirements for promoting health and hygiene and fulfil the criteria for meeting the relevant Early Years Foundation Stage Safeguarding and Welfare requirements.

Objectives 

We promote health through:

• ensuring emergency and first aid treatment is given where necessary

• ensuring that medicine necessary to maintain health is given correctly and in accordance with legal requirements

• identifying allergies and preventing contact with the allergenic substance

• identifying food ingredients that contain recognised allergens and displaying this information for parents

• promoting health through taking necessary steps to prevent the spread of infection and taking appropriate action when children are ill

• promoting healthy lifestyle choices through diet and exercise

• supporting parents right to choose complementary therapies

• recognising the benefits of baby and child massage, by parents or staff carrying out massage under conditions that maintain the personal safety of children

• pandemic flu planning or illness outbreak management as per DfE and World Health Organisation (WHO) guidance

Legal references

Medicines Act (1968)

Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013 (RIDDOR)

Control of Substances Hazardous to Health (COSHH) Regulations (2002)  

Health and Safety (First Aid) Regulations 1981

Food Information Regulations 2014

Further guidance

Accident Record (Alliance Publication)

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Policy and procedures implementation and review policy

Last updated: July 30 2024

Last reviewed: July 30 2024

Alongside associated procedures in Implementation and review, this policy was reviewed by Milton Mount Playgroup on July 30, 2024.

Aim

We have one set of policies and procedures which are consistent across our  early education and childcare  provision and in line with the current EYFS requirements.

Objectives

We adhere to and implement operational policies and procedures by:

• ensuring that all members of staff are aware of their role and responsibility in policy and procedure implementation

• ensuring that members of staff are aware of the content of the policies and procedures through:

• induction

• line management and staff meetings and training events

• contributing feedback to procedure review

• use of relevant publications 

• Staff are aware of their duty to adhere to the operational policies and procedures and how they contribute to a consistent approach throughout the organisation.

Legal references

Childcare Act (2006)

Education Act (2011)

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Promoting inclusion, equality and valuing diversity policy

Last updated: July 30 2024

Last reviewed: July 30 2024

Alongside associated procedures in Promoting inclusion, equality and diversity, this policy was reviewed by Milton Mount Playgroup on 30 July 2024.

All early years settings must consider and meet relevant employer and service provider duties as set out in the Equality Act (2010). Those in receipt of funding must eliminate discrimination including indirect, direct discrimination, discrimination and harassment based on association and perception and discrimination for reason relating to a disability or by failing to make a reasonable adjustment to any provision, criterion, or practice. This duty is anticipatory. Settings must advance equality of opportunity and foster good relations with individuals and groups with protected characteristics namely disability, race (ethnicity), religion and belief, sexual orientation, sex (gender), gender reassignment, age, pregnancy and maternity, marriage, and civil partnership.

Aim

Our provision actively promotes inclusion, equality of opportunity and the valuing of diversity. 

Objectives

We support the definition of inclusion as stated by the Early Childhood Forum:

‘Inclusion is the process of identifying, understanding and breaking down the barriers to participation and belonging.’

We interpret this as consisting of several tasks and processes in relation not only to children but also to parents and visitors in the setting. These tasks and processes include awareness and knowledge of relevant barriers to inclusion for those with a protected characteristic namely:

• disability 

• gender reassignment

• pregnancy and maternity 

• race 

• religion or belief 

• sexual orientation 

• sex (gender)

• age

• marriage or civil partnership (in relation to employment) 

This includes unlawful behaviour towards people with protected characteristics. Unlawful behaviour being direct discrimination, indirect discrimination, associative discrimination, discrimination by perception, harassment, and victimisation (in addition, we are aware of the inequality that users facing socio-economic disadvantaged may also encounter). We will not tolerate behaviour from an adult which demonstrates dislike and prejudice towards groups and individuals living outside the UK (xenophobia). This also applies to the same behaviour towards specific groups of people and individuals who are British Citizens residing in the UK. 

We promote understanding of discrimination - through training and staff development - the causes and effects of discrimination on both adults and children and the long- term impact of discrimination; the need to protect children from discrimination and ensure that early years practice is both accessible and inclusive; the need for relevant support to allow children to develop into confident adults with a strong positive self-identity. 

• Developing practice that includes:

• Developing an environment which reflects the ‘kaleidoscope’ of factors that can provide settings with a myriad of influences and ideas for exploring and celebrating difference.

• Ensuring that barriers to inclusion are identified and removed or minimised wherever possible; for example, we complete 01.1b Access audit form.

• Understanding, supporting and promoting the importance of identity for all children and recognising that this comprises multiple facets which are shaped by a ‘kaleidoscope’ of factors including British values, ‘race’\ethnicity and culture, gender, difference of ability, social class, language, religion and belief, and family form and lifestyle, which combine uniquely in the identity of each individual; for example, we welcome and promote bi/multi-lingualism and the use of alternative communication formats such as sign language, and we promote gender equality while at the same time recognising the differences in play preferences and developmental timetables of girls and boys.

• Recognising that this ‘kaleidoscope’ also reflects negative images which may be internalised and negatively affect the development of self-concept, self-esteem, and confidence.

• Promoting a welcoming atmosphere that genuinely appreciate British values, different cultural and personal perspectives, without stereotyping and prejudicing cultures and traditions on raising children, by always involving parents.

• Promoting community cohesion and creating an environment that pre-empts acts of discrimination so that they do not arise.

• Recruitment of staff to reflect cultural and language diversity, disabled staff, and staff of both genders.

• Addressing discrimination as it occurs from children in a sensitive, age-appropriate manner to ensure that everyone involved understands the situation and are offered reassurance and support to achieve resolution.

• Challenging discriminatory behaviour from parents, staff or outside agencies or individuals that affect the well-being of children and the early years community.

• Creating an ethos within which staff work confidently within a culturally complex environment; learning when to change or adapt practice in the setting and having the confidence to challenge practice (including parental) that is not in the child’s best interest, seeking support and intervention from agencies where appropriate.

• Ensuring that educators work closely with the Special Educational Needs Coordinator to make sure that the additional needs of all children are identified and met.

• We are aware of anti-discriminatory legislation and able to use it to shape the service and support parents and children against discrimination in the local community, for example, against asylum seekers, the Travelling community and same sex parents.

• We regularly monitor and review our practice including long-term preventative measures to ensure equality such as auditing of provision, formulating an equality plan, applying impact measurements and positive actions. In addition, short term measures such as recognition and assessment of children’s additional support needs (e.g. impairment, home language, family hardship, specific family beliefs and practices), day-to-day activities, provision of suitable support and resources, activity programme and curriculum., assessment, recognition of special educational needs and developing inclusive relationships.

Legal references

General Data Protection Regulation 2018

Children and Families Act 2014 Part 3

Special Educational Needs and Disability Code of Practice 2015

Disability Equality Duty 2011

Equality Act 2010

Prevent Strategy 2015

Further guidance

Guide to the Equality Act and Good Practice (Alliance Publication)

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Record keeping policy

Last updated: July 30 2024

Last reviewed: July 30 2024

 

Alongside associated procedures in Record keeping, this policy was reviewed by Milton Mount Playgroup on 30 July 2024.

Aim

We have record keeping systems in place for the safe and efficient management of the setting and to meet the needs of the children; that meet legal requirements for the storing and sharing of information within the framework of the GDPR and the Human Rights Act. 

Objectives

• Children’s records are kept in personal files, divided into appropriate sections, and stored separately from their developmental records, or are kept electronically on management software systems.

• Children’s personal files contain registration information as specified in procedure 07.1 Children’s records and data protection.

• Children’s personal files contain other material described as confidential as required, such as Common Assessment Framework assessments, Early Support information or Education, Health and Care Plan (EHCP, case notes including recording of concerns, discussions with parents, and action taken, copies of correspondence and reports from other agencies.

• Ethnicity data is only recorded where parents have identified the ethnicity of their child themselves.

• Confidentiality is maintained by secure storage of files in a locked cabinet with access restricted to those who need to know. Client access to records is provided for within procedure 07.4 Client access to records.

• Staff know how and when to share information effectively if they believe a family may require a particular service to achieve positive outcomes

• Staff know how to share information if they believe a child is in need or at risk of suffering harm.

• Staff record when and to whom information has been shared, why information was shared and whether consent was given. Where consent has not been given and staff have taken the decision, in line with guidelines, to override the refusal for consent, the decision to do so is recorded.

• Guidance and training for staff specifically covers the sharing of information between professions, organisations, and agencies as well as within them, and arrangements for training takes account of the value of multi-agency as well as single agency working.

Records

The following information and documentation are also held:

• name, address and contact details of the provider and all staff employed on the premises

• name address and contact details of any other person who will regularly be in unsupervised contact with children

• a daily record of all children looked after on the premises, their hours of attendance and their named key person

• certificate of registration displayed and shown to parents on request

• records of risk assessments

• record of complaints 

Legal references

General Data Protection Regulation 2018

Freedom of Information Act 2000

Human Rights Act 1998

Statutory Framework for the Early Years Foundation Stage (DfE 2023)

Data Protection Act 2018

Further guidance

Information Sharing: Advice for practitioners providing safeguarding services to children, young people, parents and carers (HMG 2018) 

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Safeguarding children, young people and vulnerable adults policy

Last updated: July 30 2024

Last reviewed: July 30 2024

Alongside associated procedures in Safeguarding children, young people and vulnerable adults, this policy was reviewed by Milton Mount Playgroup     on 30 July 2024.

Designated safeguarding lead is: Charlotte Young

Designated officer is: Lindsey Burnell 

Aim

We are committed to safeguarding children, young people and vulnerable adults and will do this by putting young people and vulnerable adult’s right to be ‘strong, resilient and listened to ‘at the heart of all our activities. 

The Early Years Alliance ‘four commitments’ are broad statements against which policies and procedures across the organisation will be drawn to provide a consistent and coherent strategy for safeguarding children young people and vulnerable adults in all services provided. The four key commitments are:

1. The Alliance is committed to empowering children, young people, and vulnerable adults, promoting their right to be ‘strong, resilient, actively listened to, and heard’. 

1. The Alliance upholds a culture of safety in which children, young people and vulnerable adults are protected from abuse and harm in all areas of its curriculum and service delivery.  

1. The Alliance is committed to preventing harm and responding promptly and appropriately to all incidents or concerns of abuse that may occur. Working with statutory agencies to achieve the best possible outcomes for every child. 

1. The Alliance is dedicated to increasing safeguarding confidence, knowledge and good practice throughout its training and learning programmes for adults, advocating support and representation for those in greatest need. 

NB: A ‘young person’ is defined as 16–19-year-old. In an early years setting, they may be a student, worker, or parent.

A ‘vulnerable adult’ (see guidance to the Care Act 2014) as: 'a person aged 18 years or over, who is in receipt of or may need community care services by reason of 'mental or other disability, age or illness and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation'. In early years, this person may be a service user, parent of a service user, or a volunteer.

Key Commitment 1

• All staff receive adequate training in child protection matters and have access to the setting’s policy and procedures for reporting concerns of possible abuse and the safeguarding procedures of the Local Safeguarding Partners.

• All staff have adequate information on issues affecting vulnerability in families such as social exclusion, domestic violence, mental illness, substance misuse and parental learning disability, together with training that takes account of factors that affect children that arise from inequalities of race, gender, disability, language, religion, sexual orientation, or culture. 

• We use available curriculum materials for young children, taking account of information in the Early Years Foundation Stage, that enable children to be strong, resilient, and listened to and heard.

• All services seek to build the emotional and social skills of children and young people who are service users in an age-appropriate way, including increasing their understanding of how to stay safe.

• We adhere to the EYFS Safeguarding and Welfare requirements.

 

Key Commitment 2

• There are procedures in place to prevent known abusers from coming into the organisation as employees or volunteers at any level.

• Safeguarding is the responsibility of every person undertaking the work of the organisation in any capacity.

• There are procedures for dealing with allegations of abuse against a member of staff, or any other person undertaking work whether paid or unpaid for the organisation, where there is an allegation of abuse or harm of a child. Procedures differentiate clearly between an allegation, a concern about quality of care or practice and complaints.

• There are procedures in place for reporting possible abuse of children or a young person in the setting. 

• There are procedures in place for reporting safeguarding concerns where a child may meet the s17 definition of a child in need (Children Act 1989) and/or where a child may be at risk of significant harm, and to enable staff to make decisions about appropriate referrals using local published threshold documents.

• There are procedures in place for reporting possible abuse of a vulnerable adult in the setting.

• There are procedures in place in relation to escalating concerns and professional challenge.

• There are procedures in place for working in partnership with agencies involving a child, or young person or vulnerable adult, for whom there is a protection plan in place. These procedures also take account of working with families with a ‘child in need’ and with families in need of early help, who are affected by issues of vulnerability such as social exclusion, radicalisation, domestic violence, mental illness, substance misuse and parental learning disability.

• These procedures take account of diversity and inclusion issues to promote equal treatment of children and their families and that take account of factors that affect children that arise from inequalities of race, gender, disability, language, religion, sexual orientation, or culture. 

• There are procedures in place for record keeping, confidentiality and information sharing, which are in line with data protection requirements.

• We follow government and Local Safeguarding Partners guidance in relation to extremism. 

• The procedures of the Local Safeguarding Partners must be followed.

Key Commitment 3

• We have a ‘designated safeguarding lead person’, who is responsible for carrying out child, young person, or adult protection procedures. (It is recommended that this person is the setting manager.)

• The designated safeguarding lead reports to a ‘designated officer’ responsible for overseeing all child, young person or adult protection matters. (It is usually the person who line manages the manager)

• The ‘designated safeguarding lead’ and the ‘designated officer’ ensure they have links with statutory and voluntary organisations regarding safeguarding children.

• The ‘designated safeguarding lead’ and the ‘designated officer’ ensure they have received appropriate training on child protection matters and that all staff are adequately informed and/or trained to recognise possible child abuse in the categories of physical, emotional and sexual abuse and neglect.

• The ‘designated safeguarding lead’ and the ‘designated officer’ ensure all staff are aware of the additional vulnerabilities that affect children that arise from inequalities of race, gender, disability, language, religion, sexual orientation or culture and that these receive full consideration in child, young person or adult protection related matters.

• The ‘designated safeguarding lead and the ‘designated officer’ ensure that staff are aware and receive training in social factors affecting children’s vulnerability including

• social exclusion

• domestic violence and controlling or coercive behaviour

• mental Illness

• drug and alcohol abuse (substance misuse)

• parental learning disability

• radicalisation

• The ‘designated safeguarding lead’ and the ‘designated officer’ ensure that staff are aware and receive training in other ways that children may suffer significant harm and stay up to date with relevant contextual safeguarding matters:

• abuse of disabled children

• fabricated or induced illness

• child abuse linked to spirit possession

• sexually exploited children

• children who are trafficked and/or exploited

• female genital mutilation 

• extra-familial abuse and threats

• children involved in violent offending, with gangs and county lines.

The ‘designated safeguarding lead’ and the ‘designated officer’ ensure they are adequately informed in vulnerable adult protection matters.

Key commitment 4

• There are procedures in place to ensure staff recognise children and families who may benefit from early help and can respond using local early help processes. Designated safeguarding leads should ensure all staff understand how to identify and respond to families who may need early help.

• Staff are supported to make the right decisions that enable timely and appropriate action to be taken.

• Designated Safeguarding Leads contribute towards local safeguarding arrangements to ensure that the views of the sector are heard at the highest level by:

  • Finding out how education and childcare are represented at a strategic level within their Local Safeguarding Partnership (LSP) structures.

  • Sharing their knowledge of the experiences of children in their cohort with LSP local leaders     

Legal references

Primary legislation

Children Act 1989 – s 47

Protection of Children Act 1999

Care Act 2014

Children Act 2004 s11

Children and Social Work Act 2017

Safeguarding Vulnerable Groups Act 2006

Counter-Terrorism and Security Act 2015

General Data Protection Regulation 2018

Data Protection Act 2018

Modern Slavery Act 2015

Sexual Offences Act 2003

Serious Crime Act 2015

Criminal Justice and Court Services Act (2000)

Human Rights Act (1998)

Equalities Act (2006)

Equalities Act (2010)    

Disability Discrimination Act (1995)

Data Protection Act (2018)

Freedom of Information Act (2000)

Legal references

Working Together to Safeguard Children (HMG 2023)

Statutory Framework for the Early Years Foundation Stage 2023

What to Do if You’re Worried a Child is Being Abused (HMG 2015)

Prevent duty guidance for England and Wales: guidance for specified authorities in England and Wales on the duty of schools and other providers in the Counter-Terrorism and Security Act 2015 to have due regard to the need to prevent people from being drawn into terrorism’ (HMG 2015)

Keeping Children Safe in Education 2022

Education Inspection Framework (Ofsted 2023)

The framework for the assessment of children in need and their families (DoH 2000)

The Common Assessment Framework (2006)

Statutory guidance on inter-agency working to safeguard and promote the welfare of children (DfE 2015)

Further guidance

Information sharing advice for safeguarding practitioners (DfE 2018)

The Team Around the Child (TAC) and the Lead Professional (CWDC 2009)

The Common Assessment Framework (CAF) – guide for practitioners (CWDC 2010)

Multi-Agency Statutory Guidance on Female Genital Mutilation (HMG. 2016) 

Multi-Agency Public Protection Arrangements (MAPPA) (Ministry of Justice, National Offender Management Service and HM Prison Service 2014)

Safeguarding Children from Abuse Linked to a Belief in Spirit Possession (HMG 2010)

Safeguarding Children in whom Illness is Fabricated or Induced (HMG 2007)

Safeguarding Disabled Children: Practice Guidance (DfE 2009)

Safeguarding Children who may have been Trafficked (DfE and Home Office 2011)

Child sexual exploitation: definition and guide for practitioners (DfE 2017)

Handling Cases of Forced Marriage: Multi-Agency Practice Guidelines (HMG 2014)

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Staff, volunteers and students policy

Last updated: July 30 2024

Last reviewed: July 30 2024

Alongside associated procedures in Staff, volunteers and students, this policy was reviewed by Milton Mount Playgroup on 30 July 2024.

Aim

Staff are deployed to meet the care and learning needs of children and ensure their safety and well-being. There are effective systems in place to ensure that adults looking after children are suitable to do so.

Objectives

• All staff and volunteers who work more than occasionally with the children have enhanced DBS disclosure checks.

• All staff and volunteers working with children have appropriate training, skills, and knowledge.

• All staff, students and volunteers are deployed in accordance with the procedures.

• There is a complaints procedure and staff, and volunteers know how to complain and who they complain to.

• There is a whistleblowing procedure for all staff, students and volunteers to raise any concerns they may have.

• Ofsted are notified of staff changes or changes to the setting’s name or address.

• Parents are involved with their children’s learning and their views are considered.

Legal references

Protection of Children Act 1999

Safeguarding Vulnerable Groups Act 2006

Childcare Act 2006

Further guidance

Recruiting Early Years Staff (Alliance Publication)

People Management in the Early Years (Alliance Publication)

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Working in partnership with parents and other agencies policy

Last updated: July 30 2024

Last reviewed: July 30 2024

Alongside associated procedures in Working in partnership with parents and other agencies, this policy was reviewed by Milton Mount Playgroup on 30 July 2024.

Aim

We actively promote partnership with parents and recognise the importance of working in partnership with other agencies to promote the well-being of children and their families. This includes signposting parents to support as appropriate.

Objectives

• We believe that parents are children’s first and most enduring educators and our practice aims to involve and consult parents on all aspects of their child’s well-being.

• We also recognise the important role parents must play in the day-to-day organisation of the provision.

• We consider parents views and expectations and will give the opportunity to be involved in the following ways:

• sharing information about their child’s needs, likes, achievements and interests

• settling in their child to the agreed plan according our settling in procedures

• taking part in children’s activities and outings 

• contributing with ideas or resources as appropriate to enhance the curriculum of the setting

• taking part in early learning projects, sharing with educators knowledge and insights about their child’s learning

• contributing to assessment with information, photos and stories that illustrate how their child is learning within the home environment, taking part in day-to-day family activities

• taking part in discussion groups

• taking part in planning, preparing, or simply participating in social activities organised within the setting

• taking part in a parent forum to encourage the democratic participation of parents in discussions about the day-to-day organisation of the setting, consulting about new developments and other matters as they arise

• involvement in the review of policies and procedures

• Ofsted and setting contact details are displayed on the parent notice board for parents who have a complaint that cannot be resolved with the setting manager in the first instance, or where a parent is concerned that the EYFS standards are not being maintained

Partnership and signposting to other agencies

• We are committed to ensuring effective partnership with other agencies including:

• local authority early years services about the EYFS, training and staff development

• local programmes regarding delivering children’s centres or the childcare and early education element of children’s centres

• social welfare departments regarding children in need and children who need safeguarding or for whom a child protection plan is in place

• child development networks and health professionals to support children with disabilities and special needs

• local community organisations and other childcare and early education providers

• Ofsted and setting contact details are made available to other agencies who have a complaint that cannot be resolved with the setting manager in the first instance, or where a parent is concerned that the EYFS safeguarding and welfare standards are not being maintained.

Legal references

Childcare Act 2006

Education Act 2011