Teviot Action Group – CHILDCARE

T.A.G. Childcare is a charitable organisation and is open to all. Our ethos is to offer affordable childcare. We operate a mixed economy of small fees for our out of school places. T.A.G. childcare operate a central waiting list for places, which are operated on a first come first served basis depending on the spaces available and the age of the child. Whilst no one will be refused a place on the waiting lists, priority may be given to referrals, families who have particular needs (working parents or larger families with three or more children in junior school etc). A selection panel will have the responsibility of reviewing applications and they will meet regularly when places become available. The panel will include the manager, a member of the board of trustees, and a community parent representative. In all cases, the waiting lists are administered by the managers of the projects. Any problems can be referred to the manager for T.A.G. Childcare or the director who reserve the right to refuse a child a place or to ask parents to remove a child.

Statement of Intent We want all children to feel safe, stimulated, and also happy in all activities and feel secure with the staff. We also want parents to have confidence in both their child/ren, well being and their role as active partners with staff members. Aim We aim to make our childcare a welcoming place where children will settle quickly and easily because consideration has been given to the individual needs and circumstance of the child/children and their families. Methods Before a child starts to attend childcare activities, we use a variety of ways to provide his/her parents with information. These include written information (including our prospectus), a visit for parents to see the facilities and meet with staff, a centre visit where company policies and practices are shared and an induction is taken place. When you are offered a place, you will need to attend for a settling in period with your child which will normally last no longer than 30 minutes.

On the first day, you will need to remain on the premises with your child. You will then be able to leave your child as long as they are settled. We endeavour to prevent children from being left in a stressful state; therefore we encourage parents to stay until their child/children are happy for you to leave. When a child starts to attend, we work with the parents to decide on the best way to help the child to settle, this applies to all children even when English is a second language.

T.A.G. childcare is not for profit organisation. Our fees are set at the lowest possible rate that we can charge in order to meet our expenditure costs. Therefore, it is vitally important that fees are paid on time.

• Fees are payable on a weekly method payment of cash and are the easiest and most cost-effective way to administer.

• We will accept payment by cheque or cash for monthly’s fees only, although this is not encouraged and we will charge a fee for administration.

• If a cheque is returned unpaid, we will add a charge of £15.00 to your account and no further cheque payments will be accepted. Fees are due every month regardless of whether or not your child/children are absent for any reason or if the project is closed due to annual closures. If you intend for your child to leave, you must give a written notice of your intention. If you choose to leave before the notice period expires, fees will be due for the remainder of that period. Fees will be subject to periodic reviews at the discretion of the board of trustees. Any fee increases will be notified at least one month in advance. Failure to pay fees. Any monies not paid by the due date or if your fees remain unpaid for any longer than 3 days without prior agreement with the manager, action will be taken as follows:

1) If your account is not settled within 5 days, you will receive a letter asking you to make arrangements to pay the outstanding balance immediately. LETTER FOR PARENTS

2) If your account is still not settled, you will receive a written notice of the suspension of your child’s place, until such time that your outstanding account is settled in full.

3) If your account were to fall into arrears for a second or further time, you will receive a written notice of the immediate termination of your child’s place.

4) T.A.G childcare reserves the rights to seek legal advice in the recovery of all outstanding fees.

PLEASE NOTE YOU CAN DISCUSS ANY ISSUES YOU MAY HAVE WITH THE MANAGER AFTER CLUB FINISHES AT THE END OF THE DAY.

Our policy is to provide and maintain safe and healthy working conditions, equipment and systems of work for all our employees and to provide as much information, training and supervision as they need for the purpose. We also accept our responsibilities for the health and safety of the children, parents and visitors to the projects run by T.A.G. The allocation of duties for safety matters and the particular arrangements that we will make to implement the policy are set out below. The policy will be kept up to date, in conjunction with the Health and Safety standards. The policy will be reviewed annually Responsibilities Overall and final responsibility for health and safety for T.A.G. childcare is that of the board of trustees with delegated responsibilities to the director and managers of each individual project. Risk assessments of all operational areas will be carried out and reviewed every 6 months by site managers. This will be monitored by the director and managers. The managers are responsible for this policy being carried out within all projects run by T.AG. Childcare.

All employees have the responsibility to co-operate with the board of trustees and senior staff to achieve a healthy and safe workplace and Childcare environment; to take reasonable care of themselves and others. Whenever any Staff and volunteers notice a health and safety problem, which they are not able to put right, they must straightaway tell the appropriately named responsible person.

The senior staffs are responsible for ensuring the contents of the first aid box in areas. Should an accident take place and need reporting to an inspecting authority, this will be the responsibility of the named Manager.

An accident record book is kept by each project and is used for children, staff and visitors etc.  The Manager and Deputy Manager must ensure that it is correctly completed.

General Fire Safety

The Manager and nominated fire safety staff (please see notices displayed at each site) are responsible for ensuring that:

• Escape routes are kept clear
• Fire extinguishers are in place and have been maintained and checked annually
• Any other safety equipment including exit signs, any smoke alarms must be kept in order
• Fire and emergency drills are regularly carried out and a record is kept. A minimum of 4 inspections should be held per year for each.
• Fire alarms should be tested on a weekly basis and records to be kept. Fire drills are for both adults and children.
• All new staff, students or volunteers, should be made aware of fire exits and emergency procedures etc.
• A register, staff rotas and visitors signing book are maintained for each project that can be used in case of emergency.

Advice

The local health and safety inspectors are based at the Council Office.  Advice can also be sought from the Fire Brigade and OFSTED

Training

The senior staff team is responsible for ensuring that all staff, students or volunteers have appropriate induction training in the health and safety requirements of the project.

The Area Manager, Director, Board of Trustees must ensure that adequate training is provided in the following:

Fire and emergency drills

First Aid

Manual handling and lifting

HIV Awareness

Food health safety and hygiene

A two-year cycle and training are planned in the above to ensure awareness levels for all staff. The review of the health and safety policy will also check that the awareness levels for staff are also satisfactory. All staff will receive information on the above as part of their induction.

HIV/Aids statement of intent

T.A.G. childcare is committed to ensuring that accurate information around HIV/AIDS is given to all workers, trainees & volunteers by providing training and other relevant factual information as necessary.

Whilst peoples concerns and anxieties about HIV/Aids may lead to demands to know about the HIV status of the people they come into contact through their links with our projects, the nature of the transmission of the HIV virus is such that the legitimate need to know is limited.

We do not require staff, carers, volunteers, parents or children to disclose their HIV status, and expect this information will be treated supportively and in confidence.

This means that unless an individual wishes such information to be shared with a third party, it will be confidential.

Contractors & Visitors.

All visitors to T.A.G. childcare and its projects are asked to sign the visitor’s book. And given a visitors badge, all visitors are to remain accompanied by a member of TA.G. Childcare staff unless express permission is given. All visitors are asked to respect the authority of the staff and follow their instructions on evacuation etc as necessary. VISITORS BADGES IN THE SHOP

Prevent – Training

All senior staff have had prevent training. If you require any further information please speak to the manager.

Hazards

Please see the attached risk assessment sheets and COSHH analysis at end of the policy. Additional copies are kept in the project offices and next to cleaning materials as appropriate.

Housekeeping

Cleanliness: A cleaner is employed to ensure that all premises operated by T.A.G. childcare are kept to a high standard of cleanliness. Cleaning provision may form part of a lease agreement on premises used by T.AG and its projects.

All staff must help to ensure that these standards are maintained, as the buildings are in constant use by children.

In addition, the senior staff must ensure that regular cleaning and maintaining of toys, equipment also furniture are carried out for their project. The senior staff must also ensure that the premises are kept tidy for reasons of safety such as trip’s slips hazards, stacking and storage or emergency escape routes.

Food preparation:

Meals will be freshly prepared on site by a qualified and experienced member of staff. The domestic & senior staff should hold a food and hygiene certificate. All staff will be offered a short training session on food hygiene and awareness. This will be repeated on a three-yearly basis with new staff and volunteers receiving information as part of their induction

At all sites food temperatures should be checked on arrival such as frozen and cold foods). Any food within the project should not be saved for too long and dated labelled.

Food stored may be hygienically refrigerated and maintained at around 5oC and no higher than 8oC. Any freezers must be between 15^oC and 20^oC. These temperatures should be taken and recorded (daily for refrigerators and weekly for freezers).

Waste disposal:

 Senior staff must ensure that there are adequate rubbish bins for their project areas and that bin liners are used. All rubbish must be removed daily to the designated refuse area, either by a cleaner or other staff member.

 Nappies: FOR DISABLED OR SPECIAL SUPPORT

Staff changing nappies are provided with disposable gloves which are kept in the nappy changing area.  Hand washing facilities are nearby. All nappies are put into a nappy disposal system container, which is emptied a minimum of once a day. The liner bag from the disposal system container should be placed into another bag or bin liner before placing in the outside rubbish bin. Please note all information regarding children wearing nappies must be logged and the name of the child is given to a member of staff.

MAINTENANCE OF EQUIPMENT AND PREMISES.

Heating:

All projects heating systems are to be serviced annually. The managers of the projects have the responsibility to ensure this been arranged.

Electrical equipment:

All electrical equipment will have a monthly visual check by the senior staff. A qualified electrician will be engaged to check and certify the equipment is safe and pat tested every year. This will be the responsibility of Poplar Harca.Tag to record when it is done.

Electricity supply

The power supply to the premises must be checked on a yearly basis and receive an IEE wiring certificate.  This will be the responsibility of Poplar Harca.

General repairs and maintenance:

Any necessary repairs and maintenance must be reported to a senior member of staff.  A maintenance record book is kept in the office of each project. This will be the responsibility of Poplar Harca.

Working with VDU’s and Computers: – Workstations for computers should have suitable features such as adjustable seats, covering screens and suitable lighting. People using VDU’s must also plan their work to have regular breaks.  For further details see the Working with VDU’s leaflet which is kept in the office for each project. Please also see the policy for children using the computer equipment.

T.A.G  Childcare has a separate sickness and medical policy. The childcare and projects will exclude any child with sickness, diarrhoea, or other contagious illness. Adults are also required to remain at home if poorly from sickness, diarrhoea or other contagious illnesses.

Staff induction- Health and safety awareness forms are very important parts of the staff induction programmes. All staff will be provided with a copy of this policy and a short session covering the contents as well as any other specific training as indicated. i.e manual handling, lifting etc.

T.A.G. childcare and all projects have a no smoking policy in all projects and areas. Parents are asked not to smoke in or around the immediate building area.

In case of a fire, the alarms sound and the centre is evacuated in a planned and organised procedure. The staff has registers which include all your child/ren details. In the unlikely event of the centre not being safe to use after an evacuation, then alternative arrangements will have been made for your child and you will be notified of this as soon as possible by either letter or by telephone or both.

Statement of Intent T.A.G. childcare is committed to developing an effective Equal Opportunities Policies which promotes a caring and welcoming atmosphere so that all individuals can recognise and achieve their full potentials

As a community childcare facility, as well as an employer/employee T.A.G. childcare actively promotes equal opportunity and freedom from discrimination for all ethnicity’s.

This policy has been developed to ensure that the service is free from discrimination and that everyone is treated with equal concerns and that instances of anti-discriminatory practice are dealt with efficiently and sensitively, and that positive images are promoted throughout all of T.A.G. childcare and projects.

This policy is written within the framework and guidelines of the following legislation. Equal Pay Act 1970 Sex Discrimination Act 1975 Race Relations Act 1976 The Rehabilitation of Offenders Act 1974 T.A.G. childcare is committed to ensure equal opportunity regardless of their Age, Sex Gender Ethnic Origin, Disability, Sexual Orientation, Social background, or marital status.

The projects aim to be welcoming to everyone with the hope that all employees, users, visitors and volunteers will take responsibility to encourage this. Children Whilst respecting other differences in cultural attitudes towards gender, T.A.G. childcare will aim to provide an environment where all children have the opportunity to experience every type of activity and interest as it arises. We aim to prevent sex stereotyping by providing the children with the experience and materials that show men and women in non-traditional roles.

This applies to all areas of the curriculum therefore we seek to provide books, puzzles, posters and pictures etc, that are specifically non-sexist. and reflects on the equal opportunity of the Children this will be encouraged not to limit their horizons or restrict their choice through gender roles, for while many boys may seem to prefer more activity pursuits like riding bikes or building blocks, it is equally important for them to experience more quiet activities such as domestic play, to prepare them adequately for the real world in which they are growing up.

Similarly while many girls seem to prefer passive activities, it is equally important for them to experience more active play For instance football or playing with a garage full of cars. T.A.G. childcare will seek to provide a friendly and caring environment in which all children can freely express their feelings. We aim to encourage children to feel good about them and to value their own background and culture.

The projects will celebrate, in an age-appropriate way, a number of different festivals and religions throughout the year The projects aim to provide foods from different countries on a regular basis, dress and education. Staff All staff is expected to continually examine their own attitudes and practices to develop an anti-sexist philosophy for the projects.

Staff employed in the projects should wherever possible reflect the ethnicity of the local community and be able to demonstrate a commitment to equality of opportunity for all children, colleagues’ parents/carers and visitors. T.A.G. childcare recognises the importance of continually improving the skills and abilities of its employees and volunteers and aims to offer and encourage training opportunities.

Through individual supervision individuals should be supported in recognising their own training needs. T.A.G. childcare will aim to encourage all employees to partake in the following training as essential to their working role; FGM Health & Safety First Aid Equal Opportunities Basic Food Hygiene Manual Handling Child Protection Recruitment & Advertising Advertisements will be placed where it is felt that they will reach the maximum number of people. This will include local mainstream and specialist press as appropriate.

Advertisement should state the most basic minimum requirements both in terms of qualifications and experience. It should also state that the organisation intends to treat all applicants equally without prejudice. T.A.G. childcare is aware that the process of application, short-listing and interviewing is an alienating experience for many people.

We are committed to adopt a process of recruitment that does not discourage people from applying. Assumptions will not be made about an applicant’s abilities based on personal information not relevant to the demands of the job. The Recruitment panel will be representative of different backgrounds, where possible. This panel should be involved in the whole recruitment process from agreeing the job description and person specification to short-listing then interviewing the candidate.

It is the responsibility of the recruitment panel to put the interviewees at their ease and enable them to give the best possible performance during the interview. T.A.G. childcare is opposed to harassment and discrimination and is committed to providing an environment in which dignity of all individuals is respected.

Any employee, volunteer, parent/carer or visitor who feels that they are being subjected to harassment or discrimination is encouraged to and has the right to discuss the issues with any member of staff or management whom they feel most approachable for their own need (refer to grievance procedure for more information).

Child Protection statement and Procedures. Child Protection Statement T.A.G. childcare believes that:-

• The needs of every child are paramount

• That all children deserve the right to achieve to their full potential

• That all children have the right to be safeguarded from harm and exploitation whatever their race religion, ethnicity gender or sexuality, age, health or disability, location or placement, and criminal behaviour or political or immigration status.

We are committed to working in partnership with Local Safeguarding Children’s Board (SCB) and multi agency team to ensure that all children in our care are safeguarded and protected from harm.

Responsibility for the protection of all children in our care will be shared with (SCB) and multi-agency safeguarding children teams because children are safeguarded only when all relevant agencies and individuals accept responsibility and co-operate with one another.

T.A.G. childcare is aware of their obligation to ensure that staff working with the children, are appropriately trained and aware of our child protection procedures and that we report any concerns of child protection. The aim of this policy is to raise awareness and explain procedures that would be followed if any disclosure of any abuse is made.

The projects would also wish to take into account the views and wishes of the parent/carers whilst putting the needs of the child first. We acknowledge that if we suspect or know that a child is at risk of being abused, physically, emotionally or sexually, or is suffering from neglect, we are responsible for following the guidelines laid down in the Ofsted Child Protection Procedures.

Action to be followed if staff has concerns. Staff will make an immediate written record of their concern or injury to the child, including the child’s name, date, time, place and precise details of the injury.

Any verbal or non-verbal communication from the child as well as any comments made as a response by the staff member. Staff are to draw attention to the child protection officer/managers if any situation or concern around a child as soon as they become aware of it. The Manager will immediately look into the situation and after taking the appropriate advice.

They will make a decision as to whether it should be monitored, discussed with the parents, of whether it is a reportable concern. The manager will take into account the views of the member of staff and will consult with other professionals if it is appropriate or necessary. If in any doubt please contact the child protection officer or emergency duty team.

Confidentiality and subsequent sensitivity of the situation will be respected and support offered to the parent/carers and staff members involved. Any discussion with the parent/carer must be undertaken with a witness and all details of the discussion and any action noted accurately and signed by all parties.

Any contact with the Borough’s Area Child Protection Committee must also be logged. Information will be shared on a strictly confidential and need to know basis. In instances where the child is already on the child protection register, the CPO/Manager and all staff would need to know.

Child protection information does not form part of the child’s open record and is not available to parent/carers. Allegation against a member of staff/trainee or volunteer: It is important that any allegation of any form of abuse made against any member of staff, trainee or volunteer (by a child, another member of staff or by another adult or parent/carer) is dealt with seriously and in the correct manner.

The safety of the child would always be the first priority and no allegation would be disregarded. The procedure below would be followed. • A line Manager for the project and an impartial witness (if requested by either party) would obtain as much information as Possible from the accuser, regarding the allegation (when, where, who, details of the complaint, and witnesses involved).

This information would be formally logged and placed in a secure file.

• The Manager for the project and an informal witness (if requested by either party) would then obtain as much information as possible from the accused regarding the allegation.

• The Manager would then seek advice from the Area Manager, or Director who would then take the necessary action in reporting the incident further. (if there is any doubt as to whether a situation is reportable or not. This should be concern enough to discuss it with the duty social worker or Emergency duty Team,

• If after taking advice the allegation is found to be serious enough to investigate further, the company’s disciplinary procedure would be implemented.

The aim of the policy

This policy has been produced to set clear and workable guidelines relevant to all situations. To encourage and promote consistency amongst staff and parent/carers involved in the care of children at all T.A.G. childcare and projects.

Ground rules

All people deserve to be treated with respect whether staff, visitors, parents or children.

All adults, even those visiting other activities or projects are expected to behave in a positive way and be aware of their position as role models for the children. The staffs are to act in a professional way at all times.

Unacceptable behaviour/Causes for concern

• Verbal abuse, swearing or shouting
• Physical punishment, aggression, smacking or rough handling anyone.
• Failure to co-operate. Unwillingness to share
• Bullying
• Stealing
• Lying
• Non compliance
• Sexual awareness inappropriate to age
• Difficult behaviour at mealtimes
• Racist, sexist or derogatory remarks
• Deliberate spoiling of materials/equipment
• Bullying/harassment.

We aim to be realistic in our expectations of the children in our care and behaviour displayed by a child should be acceptable to their age and stage of development. E.g. spitting by a baby would be acceptable, but not by a five-year-old. We are aware that there might be cultural differences that could influence individual’s views of unacceptable behaviour. The projects would like to respect everyone’s views but feel that it could not endorse instances of unacceptable behaviour as listed above.

Behaviour Management Guidelines

 Be firm, fair & consistent- we will aim to be aware of any child’s behaviour problem and all try to be consistent in the approach that we use to deal with it.

 Set Good Examples- we recognise that children learn by example, so we should always be aware of our actions and strive to behave in the way that we would expect of others.

Criticise the action rather than the Child – by explaining that it is the behaviour which is unacceptable and needs to be changed and by offering reassurance, praising positive behaviour.

Encourages Positive Behaviour- Children should be offered positive play experiences which should include positive images of posers, literature, self-image toys etc. This is in line with the project’s curriculum should recognise good practise guidelines. Play experiences should be offered that promote teamwork and co-operation between the children. Group play and turn taking opportunities should appropriate to the children’s age and abilities.

Give appropriate outlets for self-expression- by providing the opportunity for physical activities, music & movement and by encouraging children to talk about and act out their feelings.

Praise and Encourage –by offering praise and encouragement, children will gain confidence and a feeling of self-importance.

 Unacceptable behaviour

 Whilst we accept that people have different views on behaviour, any instances of unacceptable behaviour, as outlined previously, within our projects will need to be challenged.

• By Staff- In line with staff contracts, any action or omission which threatens the continued existence of the organisation or the safety of the staff, children or others who use the projects, will be treated as gross misconduct and subject to instant dismissal. Racial and sexual harassment is also classed as gross misconduct. Any minor incidences of unacceptable behaviour will be dealt with inline with the staff disciplinary procedure.
• By Parent/Carers – Any instances of unacceptable behaviour should be addressed in an appropriate way either by discussing at the time of the incident or by reporting the incident to a senior member of staff and or the Manager. Any difficulty with this informal approach should be addressed verbally, in the first instance, to the manager and if necessary to the director or  the Board of Trustees (in writing). They will be given the opportunity to discuss the issue with representatives from the board of trustees

            Whose decision will be final? They will make recommendations on that person’s future attendance at the project.

           By Children- Any instances of unacceptable behaviour should be seen within the context of their age and developmental stage. At all times it should be remembered that they are children.

 Dealing with Unacceptable Behaviour

• Speak directly to the child and explain that their behaviour is unacceptable
• Distract their attention where possible
• Remove child from the source of disruption and involve them in the alternative activity
• Give them time and space to calm down and reflect on their behaviour
• Offer the opportunity for physical outlets for their aggression
• Talk to them calmly and objectively and ask their opinion where possible, on how to deal with the problem and why they think it happened.
• Ask them to choose what they would like to do as an alternative
• Encourage them to play a part in apologising to the person they have hurt or offended.
• Allowing the child that has been hurt to speak to the offender and say what they would like to happen
• At all times, the carer should reinforce that whilst the behaviour is unacceptable, the child still is.

Working with Parent/Carers

By working and communicating closely with one another we would hope to be able to overcome any problems. In instances of further and regular unacceptable behaviour, we would ask that the child’s parent/carer and Key-worker have a meeting to discuss the situation and devise an action plan. This meeting should look at positive ways of moving forward and sharing information between all parties. The manager will be kept informed. If it is felt necessary; we will seek advice from outside agencies. Education welfare, educational psychologists, speech therapists etc and work together to implement any plan of action they recommend.      In extreme cases of unacceptable behaviour and where all efforts made have failed to overcome the problem, a report will be made to the board of Trustees whose decision will be final.

Confidentiality

At all time, and regardless of the situation, confidentiality must be maintained. No information should be shared with any party other than those directly involved.

All information shared should be done with confidence. Parent/Carers and staff are asked to respect one another’s views.

            SPECIAL EDUCATIONAL NEEDS

            T.A.G. childcare will integrate children with Special Educational and support  Needs where it is clear that our service can effectively meet the needs of individual children. All staff has regard to the Special Education Needs (SEN) Code of Practice, and will when necessary call upon the help of outside specialists.

Aims of our Policy for children with Special Educational Needs.

T.A.G. childcare welcome children with Special Educational and support Needs and we ensure that all children have an equal opportunity to engage in all activities.

The importance of early identification and assessment of children with Special Educational Needs is particularly important in the area of early year’s education. We will develop practices and procedures, which will aim to ensure that all children’s Special Educational Needs are identified, assessed and the curriculum will be planned to meet their individual needs.

We recognise that some children will need additional support to ensure access to the whole curriculum. We will ensure that the needs of the children are identified and assessed and we will aim to provide the appropriate support strategies. Where possible, in addition, if specialist advice and support is necessary, we will contact the appropriate external agencies with the consent of the parent.

The role of parents/carers is vital in the identification, assessment and response to their children’s Special Educational Needs. We will work in true partnership with parents/carers, valuing their views and contributions and keeping them fully involved in.

Admission arrangements

We actively welcome children with Special Educational Needs to our activities. Admission arrangements for children with Special Educational Needs are the same as for all other children. Our admission policy states that the places are allocated according to the position on the waiting list and the balance of numbers in age groups.

Parents of a child with Special Educational and support needs can apply for a Childcare place without any fear that their child will be discriminated against or refused a place on grounds of their needs.

Definition of Special Educational Needs:

 Children have special educational needs if they have a learning difficulty, which calls for special educational provision to be made for them.

Children have a learning difficulty if they:

1. have a significantly greater difficulty in learning than the majority of children of the same age; or
2. have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided

 For children of the same age in our organisation settings

            For example, a child may have learning difficulty in one or more of the following areas:-

Co-ordination and learning:

 Emotional, behavioural and social development;

Communication and interaction;                       Sensory and physical development.

Children will not be regarded as having a learning difficulty solely because the language or form of the language of their home is different from the language in which they will be taught.

For further reference see section 1.

The role of the Special Educational Needs Coordinator

Each setting will have a designated person who has responsibility for the coordination of Special Educational Needs (SENCO)

The designated person has responsibility for:-

The day-to-day operation of the clubs Special Educational Needs policy.

Co-ordinating provision for children with Special Educational Needs.

Ensuring liaison with parents and other professionals in respect of children with Special Educational Needs.

Advising and supporting other practitioners in the setting.

Keeping the parent updated on the development of the child.

Statement of Intent

 It is our intention to respect the privacy of children and their parents and carers while ensuring that they access T.A.G. childcare.

Aim

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

Methods

To ensure that all those using and working in the childcare 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.
• Staff will not discuss personal information given by parents with other members of staff, except where it affects planning for the child’s needs.
• Staff induction includes an awareness of the importance of confidentiality in the role of the key person
• Any concerns/evidence relating to a child’s personal safety are kept in a secure, confidential file and are shared with a few people as possible on a need to know basis.
• Personal information about children, families and staff are kept in a file and will remain accessible but not visible.
• Issues to do with the employment of staff, whether paid or unpaid, remain confidential to the people directly involved with making personnel decisions.
• Students on recognised qualification courses and training, when they are observing in the childcare, they are advised of our confidentiality policy and are required to respect it.
• Our prime objective is to the safety and well being of the children.
• Ensuring that appropriate individual educational plans are in place
• Maintaining the TAG Special Educational and support Needs register, this will ensure that the relevant background information about individual children with Special Educational Needs is collected recorded and updated.

Maintaining the TAG Special Educational Needs register, this will ensure that the relevant background information about individual children with Special Educational Needs is collected recorded and updated.

Identification, assessment and provision.

T.A.G. Childcare places great importance on identifying Special Educational Needs early so that we can help our children as quickly as possible. When a child has been identified with Special Educational Needs, the organisation will adopt the following procedure.

When a child first starts the club and throughout the period that they remain in the setting, the child’s key person will observe and monitor regularly their progress, their responses and their behaviour.

The outcomes of these observations will give important information to the type of need the child is presenting.

Where a child appears not to be making progress it may be necessary to advise different opportunities or use alternatives approach to learning. It is recognised that children make progress at different rates and have different ways in which they learn best.    

The key-person will discuss their findings and concerns with the SENCO. This information will be shared with the parent/carer, whose views will be taken seriously.  Together we will move forward in a shared partnership to support the child.

The child’s key person will work with the SENCO to set up interventions that are different or additional from those provided as part of our setting‘s planned activities. The responses of the child will be recorded and monitored.

Our aim will be to include the child in the day-to-day activities of the tag organisation.

If the child makes little or no progress through an individual programme, other methods will be tried. If the child is not responding the we will arrange a meeting with the parents/carers, key-person and SENCO to discuss and initiate the involvement of the Local Authorities through the Inclusion team.

Once the Inclusion Team is involved we will work together to devise a programme of intervention called Individual Educational Programme (IEP) to address the child’s individual needs.

Parents will be consulted throughout the whole process.

THE STAGED APPROACH

The SEN Code of Practice recommends that those children with Special Educational Needs are worked with in stages known as Early Years Action and Early Years Action Plus. Please check

EARLY YEARS ACTION

This is the first stage of concern about a child’s difficulties. The SENCO will:-

Discuss with the child’s parents/carers their involvement and ask them about any health or physical problems

Ensure they have as much information as possible from parents about the problem, including for example observations baseline or test result.

Ensure the child’s key worker has observed the child’s behaviour and performance and recorded as much information about

Their concerns

Liaise with the child’s parent/carers, where possible, the child, to plan and implement an IEP.

Make sure that the IEP focuses on a maximum of three or four targets and records only strategies that are additional to or different from the normal differentiated curriculum.

EARLY YEARS ACTION PLUS

This is the stage when the child continues to have difficulties and becomes necessary to involve outside specialists. Outside specialists will offer support and help with advice on new IIEP’S provide more specialists assessment and suggest new strategies.

The SENCO will discuss the situation with the child’s parents/carers at a review meeting arranged by the SENCO

Collect any relevant information, such as assessment results, the IEP’s and records from other professionals who may be involved such as social workers or medical staff.

Plan a new IEP with outside specialists, the key worker, the parents/carer and the child, and where possible agreeing appropriate targets with teaching strategies.

Set the next review date making sure that the parent/carer and all involved professionals are invited and involved.

The allocation of resources for children with Special Educational Needs.

We believe that every child is entitled to have their needs recognised and addressed within the Nursery provision. We will aim wherever possible to provide appropriate equipment and resources to support children with Special Educational Needs. We will draw on resources form our services and other agencies to ensure that we help all children to reach their full potential with the help of additional or specialised resources. In those cases where we know that a child needs specialised help, we will ensure that the relevant agencies and professionals are contacted. We will seek advice and work alongside.

Curriculum

The organisation Tag aims to ensure that all children have equal access to our provision and receives a broad and balanced curriculum whatever their educational status may be. The curriculum is planned to meet the known individual needs of all children with Special Educational Needs. The curriculum is planned to meet specific individual needs of children with Special Educational Needs. Weekly and daily plans differentiate learning programmes and activities for specific groups and individuals.

Individual Learning programmes or Individual Educational programmes may be devised as part of Special Needs working Records.

In those cases where children need extra support across the curriculum, the SENCO and the children’s key person will plan to meet this need and ensure that the child has specific times during the week where this additional support is given. The staff will use grouping strategies of different types and sizes to ensure that the needs of individual children are catered for and that they receive the additional attention necessary to make progress.  Additional human resources may be received from various students including those in childcare training, work experience, and nursing training. They will support the nursery workers with the children under supervision.

All children, including those with Special Educational Needs, have access to all areas of the centre there are quiet spaces inside and outside where the individual programmes can be addressed.

Integration arrangements

 We aim to give the children the best start to life and education by facilitating an environment which encourages children to respect and tolerate each other in a caring and non-aggressive manner. Children are encouraged to co-operate and work together.

Children with Special Educational Needs will have full access to all range of materials, equipment and activities available in the centre. We offer equal opportunities to all children for participation in play and focus experiences with support where necessary and relevant.

In our weekly and term time plans we include programmes of learning that are meaningful and relevant to meet the needs of individual children with Special Needs.

The layout of the centre is in such a way, that areas can be set up or altered to carry out the necessary programmes of support for children with Special Educational Needs

Children eat in small groups, in the company of the key person to ensure that enough time and attention is given to their needs.

The SENCO works with the key-person and the rest of the staff to support the needs of individual children.

Staff Training in relation to Special Educational Needs

The organisation tag is committed to training in the area of Special Educational Needs for their staff. Annually we will access the training needs of the clubs and organisation tag and of the individual staff as part of our annual policy review.

This will include opportunities for training from the Local Authority and other relevant SEN bodies. The Staff can further have access to Special Educational Needs training through the Early Years Development and Childcare Partnership. We will also call on those agencies for further advice and expertise where necessary.

Partnership with parents

We welcome and value the views of parents at our activities. Parents hold key information about their child and have a critical role to play in their children’s education. Our aim is to encourage parent/carers to participate fully in their child’s education.  Parents/carers will be involved from the start in the identification, assessment and subsequent reviews of children with Special Educational Needs. Regular meetings will be held o discuss their child’s progress and to review the effectiveness of the learning programmes in place. We aim to promote a culture of co-operation between parents and the organisation tag We recognises that working in partnership with parents is vital to enable children with Special Educational Needs to reach their full potential.

T.A.G.  Childcare is committed to working under the guidance of the curriculum

• Language and literacy
• Personal and social development
• Mathematical understanding
• Knowledge and understanding of the world
• Physical development
• Creative development

EVERY CHILD MATTERS OUR AIM FOR THE CHILDREN IS AS FOLLOWS

• A Healthy Child
• A strong Child
• A Competent Learner
• A skilful communicator

T.A.G. Childcare hope to meet these curriculum aims by:-

• Providing a happy, stable and caring environment
• Encouraging recognition and acceptance of different cultures in a multi-cultural society
• Preparing young children for adult life, for the workforce.
• By installing anti-racist and anti-sexist attitudes.
• Establishing patterns of learning for the future.

Curriculum Aim

1. To provide a happy, stable and caring environment.

• By greeting children and their parents when they arrive in the centre and providing a warm and welcoming environment.
• By recognising each child and their family members as individuals in their own right.
• By providing a key-worker system for stability and encouraging a special relationship with that key-worker. The key-worker to

           Offer a home visit if appropriate and to keep observation records on their children.

• By offering familiarity in the environment and the centre routine
• Through a supportive and stable staff team. The staff should also be supportive and help to create the happy atmosphere. If

           The staff feel good about themselves they can help the children to develop their own self-worth.

2. Providing a stimulating and challenging environment, with opportunities for exploration and discovery

• By offering children a choice of what to do whenever possible, by setting up the centre in an attractive way and providing new opportunities as

   Opportunities as often as possible.

• Through the staff regularly reviewing the activities and curriculum offered to the children.
• By providing physical challenges.
• Offering new intellectual opportunities e.g. through the activities.
• Languages development through reinforcement and encouragement as well as introducing new vocabulary in practical ways.
• Encouraging awareness of other languages.
• By encouraging emotional and social development e.g. role plays in the centre and stability allowing the children to feel confident enough to try new opportunities when presented.
• By introducing new people into the centre such as students or appropriate visitors, maybe with particular skills to share or a job to talk about. (e.g. Community police officer or role models ) Utilising opportunities within the Teviot centre such as the gardening group or special events that take place.
• By regularly going on outings and visits such as the library, farms and museums, cinema, shows, seaside, etc and building on these visits back in the club.

3. Encouraging recognition and acceptance of different cultures in a multi-cultural society

• By providing a welcoming environment for everyone including dual language signs for information etc.
• To note that the Tag policy has clear aims that the members should reflect the cultural diversity of the local community.
• To ensure that the Equal Opportunities is actively reflective of everyday work.
• The adults within acting as positive role models, both staff and parents and how they interact.
• Recognising the importance of all members of the club: staff, children and parents and welcoming input from their cultural backgrounds.
• Celebrating festivals throughout the year from a variety of cultures and religions. Inviting parents to share and inform us on these.
• Providing positive images for all children in the club through resources and toys including books, posters, dolls, dressing up clothes and art displays. etc
• Consider multi-cultural resources when purchasing new equipment.
• Use of Dual language books, also songs, tapes
• Offering a variety of foods to the children at meal times or through cooking or tasting activities. Asking parents to share foods and cooking from home.

4. Prepare young children for secondary school, for adult life, for the workforce

• By offering all the children activities and opportunities to challenge and stretch them to their full potential.
• Opportunities to develop life skills through:

Turn-taking being part of a team

Co-operating

Decision making

• Opportunities to discover the wider world through: Coming to centre clubs making new friends etc.

Meeting different people in the rest of the Centre

• Going on outings and visits
• Having visitors to the centre
• Encouraging acceptance of others regardless of race, sex, age etc.
• Positive role models through the staff, visitors, parents and resources in the centre to promote a positive self-image for all the children.
• Offering a wide enough curriculum in order to obtain these skills.

5. by instilling anti-racist and anti-sexist attitudes.

• By providing positive role models – mutual respect between the staff and parents.
• Recognising the multi-cultural nature of the local community and trying to provide for their needs.
• By working to meet the aims of the Equal Opportunities policy and to ensure that it is reflected in the everyday
• By being aware that all cultures benefit from each other. The policy aims to have a mixture of age range children attending the centre. They will benefit from interacting with each other by sharing language, culture, festivals, foods, friendship and acceptance as well as other standards.
• By using positive self-image resources.
• By encouraging interaction between all the children and providing suitable activities to enable this to happen.
• Ensuring a welcome for both male and female students and appropriate visitors. That recruitment of staff is within Equal Opportunities guidelines.
• Ensuring that all children are offered the same opportunities regardless of their sex or race. Being aware that some children may need to be encouraged and supported to join in with different activities. (E.g. the older boys may always be the first on the bikes.)
• Careful choice of language used in the description of occupations such as fire-fighter, not the fireman.
• Establishing patterns of learning for the future
• Provide challenging activities appropriate for whatever stage the child is at that interest them.
• Use the child observation records to help assess their developmental needs.
• Help develop their own interests by offering new experiences both in and out of the centre.
• Help develop their concentration skills.
• Create the centre as a secure trusting environment in which to “learn” in.
• Offer plenty of encouragement and praise.
• Help them work as part of a team by providing turn taking and problem-solving activities etc.
• Provide an atmosphere of fun that is friendly, caring but also calm.
• Reward and recognise that participating is often enough and encourage them to try again.
• Often children opportunities to develop listening skills.
• Allow them to develop an understanding of what is right and wrong within the boundaries.

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. 

Methods

In order to achieve this aim:

• We provide play equipment and resources which are safe and conform to the BSEN safety standards (Where applicable).
• 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 racially 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 recyclable 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. We repair and clean, or replace and unsafe, worn out dirty or damaged equipment.
• We provide adequate insurance cover for the centre tag resources and equipment.
• We use the local library to introduce new books or use the schools’ bookseller.
• We Plan the provision of activities and appropriate resources so that a balance of familiar equipment and resources and new exciting challenges are offered.

T.A.G childcare believes outdoor play is essential for all aspects of a healthy child’s development. It can provide children with experiences which enable them to develop intellectually, emotionally, socially, and physically. In doing so it provides a rich context for the development of their language and encourages positive attitudes towards a healthy lifestyle.

Outdoor play is seen as an integral part of our provision at T.A.G childcare. Whilst children are involved in self-chosen activities, they move freely between indoor and outdoor areas using the resources which best met their needs. The aim of both indoor and outdoor play is to provide a stimulating environment for children’s learning in all areas of the centre curriculum. Close observation is essential in order to assess children’s ability and to ensure appropriate planning and continuity for the outdoor curriculum.

The provision and planning of outdoor play, just as the indoor play, will reflect the diversity and richness of to experience and developing interests of the children.

“Some opportunities for learning can only happen outside. The experience of a change in the weather, finding a colony of ants under a big stone,

Making a large-scale construction with huge cardboard cartons or painting on great long strips of wallpaper – all of these motivate children into mental and physical engagement, and can only be done outside.”

“The outdoor space is viewed as an essential teaching and learning environment which is linked with the learning that goes on inside, but with even greater status because it allows for children to learn through movement.”

Our Objectives

We aim to:

• Use the garden as a context and a natural resource for learning
• Include the garden when planning for learning
• Enable children to access the garden and the pitch on a daily basis
• Ensure that the garden offers children the opportunity to investigate and explore, problem solve, use their imagination and creativity
• Ensure the outdoors offers children opportunities to develop their large motor skill
• Ensure that children enjoy energetic activity outdoors and the feeling of wellbeing that it brings
• Observe, assess and record the learning that happens in the garden and pitch
• Give children opportunity to plan and have ownership for their learning in the garden plus playing in the pitch
• Help children to work on their own and with others
• Enable children to work on their own and with others
• Enable children to develop an appreciation of natural beauty and a sense of wonder about the world
• Respect the outdoor environment and to care for living things
• Enable children to manage and use the space and freedom afforded by the garden
• Give children the opportunity to relax, enjoy and have fun outdoors
• Use tools safely and effectively and to follow safety rules.

The staff will:

• Facilitate access to the garden and pitch on a daily basis through discussion and staff meetings, planning and mutual agreement
• Organise and provide necessary resources as appropriate, for example, clothing, footwear, tool, etc.
• Encourage children to use a variety of natural resources

This policy supports staff in consistently promoting the Foundation stages curriculum frameworks and supports children in making progress in the key aspects of the curriculum.

T.A.G Childcare is committed to the protection and safeguarding of all children and staff in our care. We will take maximum precautions to ensure that children do not become lost or missing whilst in our care.

We will only ever take children on outings if parent/carers have signed the relevant consent forms and we will strictly adhere to adult/child ratios for outings (see separate outings policy) as recommended by OFSTED regulations.

Outings will only be undertaken if a senior member of staff is leading and the deputy manager/manager or area manager has given written authorisation.

Records will be kept for all outings and visits, including information regarding staff and children, date, time, place o visit and mode of transport. A full risk assessment of the outing and venue will be carried to by a senior member prior to and on arrival to the destination and any risks addressed will need to be manageable for the outing to proceed. Any risks identified, should be immediately reported to the manager and advice took on whether to abort the outing. All staff going on outings will carry a company mobile phone so as to be to make immediate contact if necessary.

Lost Child on external outing

All children on outings will wear a company wristband or Tag hat with the company contact telephone number on. Children and staff would be given a designated meeting place to go if they became lost.

We will take every precaution we can against losing a child but if a child is found to be missing whilst on an outing, we will take the following action IMMEDIATELY;

• Call everyone else in the group together and designate staff and volunteers to begin a search. Other staff would remain with the group of children.
• Go to the missing persons’ office (If available) and report the child missing
• Call the project manager or designate senior officer on duty and report the situation then follow advice given

The Manager or designated senior officer on duty should IMMEDIATELY refer to the company policy and

• Call the POLICE to report the child as missing within 10 minutes if not found ( DO NOT DELAY THE CALL, you can always call back if the child is quickly found safe and well)
• Call the PARENTS within 10 minutes if not found (Do not delay, call immediately and inform them of the situation ( Ask them for advice in what their child may do if lost, they may be able to think of something that will help)
• Take the LEAD role in the continued organisation of the search and ensure the safety of the remaining children.
• Seek advice from the Area Manager, Director or Trustee.

If the child remains unfound

• One or two workers should remain on site to continue the search and help the police with their enquiries whilst remainder of staff and children return to the project (as long as ratios are safe to travel. If not they should wait together for further staff or parents of the remaining children arrive)?
• The staff on site should make regular progress reports to the project manager or the manager may go to the site.

When the child is found staff should:

• Check that the child is unharmed and give comfort
• Try to ascertain what had happened and where they had been
• Report back to the project manager and take advice as to whether they should continue on their outing or return to the project.
• Discuss the incident with the parent/carer and listen o their views and write down any comments on any future outings concerning their child.

If the child remains unfound.

• One or two workers should remain on site to continue the search and help the police with their enquiries whilst the remainder of staff and children return to the project (as long as ratios are safe to travel …If not they should wait together for further staff to arrive).
• The staff on site should make regular progress reports to the project manager or the manager may go to the site.

On return to the project

• All staff would be asked to make a full detailed written report of events.
• The project manager would also do this
• The project manager would inform early years and OFSTED about the incident and take their advice on any follow-up action.

Lost child policy

We will take every safety precaution in our power to ensure children cannot escape from our premises without being detected. If a child is found to have left the premises undetected, we will take the following action IMMEDIATELY.

• Call everyone else in the group together and designate staff and volunteers to begin a search. Other staff would remain with the group of children.
• Immediately search the building and surrounding garden, pitch and all surrounding areas.
• Appoint one staff member to IMMEDIATELY inform the manager or designated senior officer on duty and report the situation then follow the advice given.
• The manager or designated senior officer on duty should IMMEDIATELY refer to the company policy and if the child is not found within 10 minutes of searching.
• Call the POLICE to report the child as missing if not found after 10 minutes (Do not delay, you can always call back if the child is quickly found safe and well).
• Call the PARENTS within 10 minutes if the child is not found (Do not delay, call immediately and inform them of the situation (Ask them for advice in what their child may do if lost, they may be able to think of something that will help).
• Take the LEAD role in the continued organisation of the search and ensure the safety of the remaining children.

Seek advice from the Area Manager, Director of Trustee.

From time to time T.A.G. Childcare will organise outings for the children.

We will only ever take children on outings if parent/carers have signed the relevant consent forms and we will strictly adhere to adult/child ratios for outings as recommended by OFSTED regulations. The supervision of all children going on an outing is of paramount importance to us.

Definition of Outings:

An outing is any visit that takes place outside of the immediate centre kids club building and garden, pitch. A visit to an adjacent park or supermarket, for instance, should be deemed as an outing and all ratios, policies and procedures as defined below applied. This includes the visit to the adjacent parks at each site.

• A small outing/local visit is a short trip (within 15 minutes) that is undertaken on foot with no more than 10 children. This form of outing may be organised in advance or on the day if appropriate, for times when the weather, local events, opportunities for wider play spaces are necessary for educational experiences for the children, Small outings will not need separate written consent but will be covered by consent for outings given in the present contract.
• A large outing will be deemed as a planned and organised outing where any form of travel may be necessary including public transport. For each planned large outing, parents will be asked to sign an individual consent form and to update their contact information. Any child who does not have c completed consent form will not be allowed to go on the outing.

Check radio also special need children’s ratio

During an outing, safe & recommended adult child ratios will be adhered to. These will differ depending upon the ages of the children and are as follows.

• School-age children 5-8 years will go out on a 1 adult: 4 children ratio for large outings and a 1 adult 5 children ratio on small outings.
• School-age children aged over 8 years may go out on a 1 adult 5 children ratio on large outings and a 1 adult to 6  children ration on small outings (formerly anon ration requirement under OFSTED)
• Any new children (first 4 weeks) will only be able to go on an outing if allocated to a key worker. The ratio will not exceed one adult to 2 children regardless of the age of the child.
• If any children have special educational needs, the needs of each individual child will be assessed to determine the appropriate ratio and a key worker appointed who shares a strong relationship with the child.
• Where possible, an extra adult volunteer or staff member will join the outing group to provide extra cover.

Outings will only be undertaken if a senior worker is leading and the Deputy Manager/Manager or Area Manager has given authorisation. (Written, email, fax, logged telephone permission) Records will be kept for all outings and visits, including information regarding staff and children, date, time place of visit and mode of transport.

Prior to every outing:

• A full risk assessment of the outing and venue will be carried out prior to the outing by a senior member of staff) I if necessary, the outing venue will be contacted in advance and a copy of their risk assessment requested. The risk assessment will then be reviewed again on arrival at the destination
• Any risks addressed MUST be minimal and manageable and reported to the Manager.
• If any unmanageable/high risks are noted, the outing will not be able to go ahead.
• Staff going on outings will carry a company mobile phone so as to be able to make immediate contact if necessary

There must always be a minimum of 2 staff members, one of which must be a senior worker and one of which is first aid trained on every outing.

Before leaving the building for an outing

• The Manager or Senior Worker MUST ensure all workers/volunteers and students understand the outings policy and procedures and what to do in the event of an emergency BEFORE leaving the building. (This will be addressed on induction with all staff, volunteers and students).
• A list of children and staff going out must be noted on an Outing Log form. The form along with the risk assessment is to be copied and one copy was given to the Manager and the other taken on the outing with staff.
• The  outings Log MUST be authorised by the Deputy Manager/Manager/Area Manager
• The Senior Worker in charge of the outing should appoint each worker, a small group of children (within the given ratios) and ensure the worker is confident in handling the children charged to them.
• Students and or volunteers should be allocated no more than 2 children each and must remain under the supervision of a key worker at all times.
• The group MUST keep the details stated in the outing Log.
• During each outing, the senior worker in charge and all key-workers should undertake regular headcounts of children in their care. This should be completed every 15-20 minutes to ensure no children are missing from the group. These details of this should be recorded in the headcount log.
• Each child MUST wear a company wristband or company hat

• All staff, students and volunteers attending the outing MUST be in full T.A.G. Childcare uniform.
• Each key-worker will carry some recognisable uniform or badge    (recognisable to the children and used regularly in the kids club) in order to call the children together with a headcount or another group session is necessary.
• Staff in charge must telephone the project if there are any problems
• The Senior Worker in charge of the outing must ensure that they have a complete outing kit, which consists of the following:-

• Company mobile phone
• Outings Log and risk assessment form
• Outings policy and Emergency procedures for Lost Child.
• Up to date contact details of all children and staff.
• Travel first aid kit.
• whistle  for use to call the group together
• Antibacterial hand wash
• Money for emergency travel or purchases

Emergency,  Accident, or illness.

If whilst on an outing, a child, member of staff, student or volunteer has an accident or becomes ill, the following action should be taken.

• Remain calm, bring all children, staff, students and volunteers together as one group
• Appoint one person to Contact the necessary Emergency Service
• Contact the Manager to inform and take advice
• If safe to do so appoint the first aider to assist the child/adult.
• The manager will contact Staff/Child Emergency contacts to notify them
• The manager may need to go to or send further staff to the venue to assist in the safe return of the group.
• The last resort and in order to get back to site safely in an emergency situation, we may use registered licensed taxi services.
• On return to the Children’s Centre, all staff, students and volunteers to complete an incident report.

External Emergency Incident.

If whilst on an outing an external emergency incident such as a terrorist attack, bomb alert or fire or similar should occur. Staff should take the following action

Remain calm and gather all children, staff and volunteers together

• Take advice from police/emergency services/venue staff handling the emergency
• IMMEDIATELY alert the Manager
• The manager will then contact all parents to report the problem.
• Where possible and if safe, staff, children and volunteers should return to Children’s Centre as soon as possible.
• If not safe to return due to suspended public transport services.
• Remember children’s safety is priority at all times

Behaviour of Children

If the behaviour of any child taken on an outing becomes a problem and is deemed as a risk to others, the manager will be contacted immediately for advice. The child may have to be returned to the project if staff ratios and the safety of all other children can be maintained. if this is not possible, the parent of the child will be contacted and asked to go to the outing venue to collect their child. Depending on the seriousness of the incident, the child concerned may not be able to attend future outings if the behaviour issue cannot be managed appropriately.

Annual Outing

It is a tradition to have and annual project outing during the summer months depending on funding. Everyone is invited and it is an ideal opportunity for parent/carers, children and staff to spend a relaxed and enjoyable day together outside the project setting. The outing date and destination will be discussed at the project management group meeting so that parent/carers have the opportunity to contribute their ideas.

No normal service will be provided on this day and we request that parent/carer make every effort to accompany their children.

The annual outing date and destination will be notified at least two months in advance.

T.A.G. Childcare projects have strict closure times and expect that parent/carers will adhere to their contracts and collect their children at the agreed times.

We do, however, recognise that on occasion, problems can occur that may disrupt or affect the collection of a child in this instance the procedure should be followed as below.

• Parent/carers should telephone whenever possible to inform staff of the length of delay expected and the reason for it. 
• Parents should make every effort to contact another authorised collector and telephone to let staff know who it will be and their expected time of arrival
• If a child is uncollected by the expected time and no phone call is received from the parent/caret, then staff will make every effort to contact the parent/carer to find out what has happened.
• In the event that a parent/carer cannot be traced, staff will contact the emergency contacts designated on the parent contact.
• If emergency contacts are unavailable to collect the child and there has still been no contact from the parent/caret, after 45 minutes the Manager or senior worked for the project will contact the duty social worker for the relevant borough and report the child as uncollected.
• Staff will then follow the social workers’ advice.
• Two members of staff will remain with the child until the parents have been traced.
• Parent/carers will be liable for the costs incurred under our Fines Policy.

Parent/carers are expected to adhere to the agreed drop off/collection times for their child/children. We do recognise that problems can occur and will give recognition if the procedure for the uncollected child is followed as below.

However, if there are regular occurrences. (More than once per month), of a late collection of child/children, without good reason or respect for the project rules, the following procedure will be followed.

• In the first instance, we will speak to the parent/carer and ask for a reason for the late collection. Generally, no further action will be taken at this point. A reminder to the adherence to this policy will be given.
• A verbal reminder will only be given on the first late collection.

To be checked and changed

• On the second and any further instance, parents will be expected to pay a late collection fine at the rate of £2.50 for the first fifteen minutes or part of.  Rising to an additional £1.00 for the second fifteen minutes or part of. Raising again an additional £5 .50 for the next fifteen minutes or part of. Rising again to an additional £15.00 for the next fifteen minutes of part of. For example: if a parent is 45 minutes late collecting their child, they will be charged £7.40 + £10.00 +£12.50.
• Any time accrued after the first hour will be charged at the rate of £1.50 per minute additionally to £45.00mfor the first hour.
• If parents are late more than 3 times in any thr33 months period, they will receive the first of 2 written warnings (From the manager) explaining that they are endangering their child’s place at nursery. Fines as above will also be due. If there is a further late collection within the same three month period, a further and final written warning will be given by The Area Manager or Director. Fines will be due as above.
• If a further late collection occurs, the Director and or Board of Trustees reserve the right to give one month’s written notice of the child’s place
• In instance where you receive a first written but not a second within a three month period and then go on to be late a further three times in the next three month period, you will automatically receive a second written warning
• If you fail to pay fines incurred you will be at risk of losing your Childs place
•  If parent/carers disagree with any of the actions taken, they should refer to the Grievance/Complaint procedure in the Policies and Guidances.

This policy incorporates and respects any policy or requirements implemented by the relevant London Boroughs for the registration and provision child care and those of the Children Act 1989.

Infectious Diseases and common infections

1. All Exclusion periods are allocated on the recommendation by ELCHA. Parents are asked to respect these recommendations.
2. A.G. Childcare projects cannot cater for sick children. When children are sick parents will be asked to keep their children at home. If your child is in attendance at the centre, you will be contacted at the first signs.
3. If a child has been excluded for any illness they should be kept away until the parent carer is confident that they will be able to cope fully with a normal day and unlikely to pass on any infection. In the instance of vomiting, children will be sent home. If excessive vomiting has occurred children must remain at home for at least 24 hours before returning In the instance of diarrhoea, on the second episode the child will be sent home and again must be free of any more episodes for at least 48 hours before returning to the centre. Children should not attend for at least the first 48 hours of a course of antibiotics.

Medication.

1. Only medicine prescribed by a doctor can be administered. It must be labelled with the child’s full name and be in a childproof container. (Inhalers,)
2. , Ointments, lotions and creams can be administered if a medication disclaimer form is signed by the parent/carer and all medication clearly labelled and signed by the parent/carer. Please, not that any medicine other than skin creams will not be administered if they are not prescribed by your G.P.

Long-standing medication e.g. inhalers should be administered only with the specific written agreement of the parent. Staff will receive training as necessary.

3. T.A.G. Childcare is not able to accept responsibility for any medication that a parent or carer asks us to administer to their child.

Medication procedure.

1. Following the G.P’s and or parent/carer clear instructions, staff will measure the stated dosage onto a medicine spoon or syringe if preferred.
2. The medicine will then be given to the child
3. Two staff member s will sign the medication form
4. The parents will be asked to sign the form on confirming the correct dosage has been given.
5. This will be witnessed by a second member of staff
6. Medicines will be stored in a locked fridge or cupboard.
7. Parents/carers are responsible for collecting the medicine at the end of each day and returning if to the centre as necessary for the following days

Sunscreen

In line with early years recommendations, the manager or another senior member of staff should discuss with each parent if they wish sunscreen to be applied to their child when playing outside. If they do, the parents should provide the sunscreen, which should be clearly labelled with the child’s name. Written permission for a member of staff to apply the screen should be provided by the parent.

Healthy children grow up into healthy adults. The basis of adult good health is laid down in a child’s early years. We recognise that feeding young children a nutritionally adequate diet is of lasting importance.

Our policy is to provide nutritionally balanced meals that follow current dietary recommendations for pre-school children.  Our meals are freshly produced using quality ingredients, and our aim is to offer children a wide variety of foods and to help them enjoy a healthy balanced diet as they grow.  We provide menus for special diets and we take advice from dieticians on the balance of our menus’ and on the review of this policy.

We will aim to ensure that:

• All meals are nutritious, avoiding large quantities of sugar, salt, additives, preservatives and colourings.
• The Menu will be displayed for parents and staff
• Parents will be informed of the healthy eating policy on induction and will be regularly consulted on their child’s dietary needs. Parents will be advised if their child is not eating well.
• Children’s medical, cultural and personal dietary requirements are respected.
• Menus are planned in advance and food offered is fresh, wholesome and balanced.
• A multi-cultural diet is offered to ensure children from all backgrounds encounter familiar tastes and that all children have the opportunity also to try unfamiliar foods.
• Parents with children with special diets will be asked to provide written details on any special food needs.
• Staff should set an example by eating the same food as the children. The only food available for the children may be consumed during meal and snacks times (with medical exceptions).
• Water should be available for children at all times. Other drinks on offer should be full-fat milk, the juice will not be given frequently and if provided will be fruit juice diluted to 10 parts water.    Our aim is to reduce the intake of food and drink containing sugar and to encourage the children to eat healthily.
• Care practice is encouraged.
• Special occasions such as birthdays and cultural and religious festivals should be celebrated with the focus on the event rather than with sugary or fatty foods. A small cake and fruit are suggested of parents to bring in for party food.
• Cooking and baking activities with children will provide healthy, wholesome food, promoting and extending the children’s understanding of a healthy diet.

All staff should have an awareness of safe food handling and hygiene and should promote good practice to children by example.

Social Skills.

• Meal times are pleasant and relaxed social experience, and an excellent opportunity to build children’s social skills. Children will be encouraged to serve themselves e.g. pouring drinks, passing around plates.
• Table manners and eating skills will be promoted.
• No child will be forced to eat or be punished for not eating.
• Children will help to set the tables every day and regularly help in the preparation of snacks. A risk assessment will be carried out in the kitchen area to minimize the risk to children and staff during food preparation.

Parents will be consulted about our Healthy Eating and Snack Policy and their contributions and comments will be valued.

ENVIRONMENT

T.A.G. childcare is committed to the protection and promotion of the environment.

We are committed to fostering an environmental ethic among our employees, children and parent/careers and aim to do so by enhancing awareness and social responsibility of the environment and by supporting environmental health and education conservation and community-based programs.

We will promote awareness of the environment by incorporating environmental activities into our curriculum, by using the outdoor classroom as a learning environment. We will make use of outside play areas and seek to give children growing up in an urban environment, the first-hand experience of the natural world and “will play” through a seasonal programme of visits to parks, conservation areas and other locations of interest.

TAG SECURITY POLICY.

We have taken a number of steps to ensure your child’s safety whilst at CENTRE

There is an intercom door entry system at the main door of our entire centre. All outdoor areas are securely fenced and gateways fitted with secure locks.

Prior to your child joining the centre, you will be requested to complete a ‘Collection of Child Authorisation Form’.  This records details of persons other than parents/guardians that you have authorised to collect your child from the centre.

We also ask that as apparent you do not let any other person into the hall that you are not familiar with, even if you believe it to be another parent. This may appear rude but, we feel it is a necessary take these steps to protect your child.

It is very important we keep the records of your child up to date. If any details you originally give upon registration change throughout the year, please pass them on to the manager so the registration documents can be amended. We will send our change of circumstances form every year. Please ensure you complete and return this.

T.A.G. Childcare Ltd aims to provide a service to a high standard that can be flexible to met individual needs. It is recognised however, that from time to time disagreements in standards, misunderstandings or errors may occur.

• The following guidelines aim to help resolve any issues as quickly and efficiently as possible.
• The aim is to assist members and users of T.A.G. Childcare projects and not to proceed to formal procedures.
• The procedure applies to all users of T.A.G. Childcare Ltd.
• There is a separate disciplinary procedure for staff members, which forms part of their contract of employment. Grievances arising from  misconduct, action or inaction, where an individual member of staff is found to be at fault, will be dealt with using those procedures

Procedure to follow in instances of Complaint or Grievance

1. All attempts should be made to resolve any problems informally before the formal procedure is commenced.
2. If a disagreement is with a staff member, the parent/carer should try to resolve the issue with that individual by choosing an appropriate time and place to outline the nature of the problem and to come to an agreement on necessary action and timing limits. If the problem is not resolved satisfactorily within the agreed time.
3. The discussion should then take place with the Project Manager who will report the situation to the Area Manager, Director. At this stage, the Project Manager will ensure that all parties involved will have had the opportunity to meet and discuss and grievances with the aim of resolving the situation.
4. Should the situation remain unresolved or of a serious enough nature, a report will be made to the Director and or Chair of Trustees.
5. If it is agreed that the grievance cannot be resolved through these measures, a formal hearing can be held.

Guidelines for Conducting Complaints/Grievance Hearings.

• The date and time of hearing shall be agreed between the Line Manager, Director, or Chair of Trustees and the member or user with the grievance.
• The member/user should inform or be informed in writing, the reasons for the hearing and the specific areas, conduct, action or inaction which are to be raised at the hearing.
•  Both parties shall have a reasonable time to prepare their case.
• The grievance sub-committee shall consist of three members of the Board of Trustees.
• The hearing shall be conducted as follows:
• The member should state the reasons and areas causing dissatisfaction and cite any evidence concerning the dissatisfaction.
• The Project Manager should present his/her case for the project.
• After discussion, the hearing will adjourn so that the grievance sub-committee can consider the evidence and decide on what course of action should be taken.
• After the hearing, the Sub-committee will issue a written record of the hearing and the decisions taken and the improvements required, along with the time limit and the plan of assistance.
• The member with the grievance shall have five days to make amendments if he/she believes the content is incorrect.

Appeals.

1. Appeals will be heard by an appeals sub-committee consisting of three members of the Board of Trustees. Those sitting on the appeals sub-committee will not have been involved in the grievance procedure.
2. The appeals sub-committee will organise an appeals hearing. They may receive written submission from either side prior to the hearing and will receive the submission from both sides at the appeal hearing. Management will state their case first. The employee should submit any written submissions in advance of the hearing
3. The appeals sub-committee should reach a decision as soon as possible and inform the parties involved of their decision. This decision should be reported back to the Board of Trustees.

If after following the procedures laid down above, you feel that your complaint has not been dealt with to your satisfaction, you can make a complaint to     OFSTED Complaints and enforcement department on 0845 601 4772.

These policies have been reviewed and updated in April 2007