A full copy of our policies can be e-mailed upon request and are available to current parents/carers on Tapestry.
These policies are found in full below the Policies index
05 Promoting inclusion, equality and valuing diversity policy
05.1 Promoting inclusion, equality and valuing diversity
05.2 Fostering positive attitudes and challenging discrimination
05.3 British Values known at Barnabas as International Values
06 Safeguarding children, young people and vulnerable adults policy
06.1 Responding to safeguarding or child protection concerns
06.2 Allegations against staff, volunteers or agency staff
06.9 E-safety
09 Childcare practice policy
09.1 Waiting list and admission
Full index:
01 Health and safety policy including Risk Assessments
01.1 Risk assessment
01.2 Group rooms, stair ways and corridors
01.3 Kitchen
01.4 Children’s bathrooms/changing areas
01.5 Short trips, outings and excursions
01.6 Outdoors
01.7 Maintenance and repairs
01.8 Staff personal safety
01.9 Threats and abuse towards staff and volunteers
01.10 Entrances and approach to the building
01.11 Control of Substances Hazardous to Health (COSHH)
01.12 Manual handling
01.13 Jewellery and hair accessories
01.14 Animals and pets
01.15 Notifiable incident, non-child protection
01.16 Closed circuit television (CCTV)
02 Fire safety policy
03 Food safety and nutrition policy
03.1 Food preparation, storage and purchase
03.2 Food for play and cooking activities
03.3 Packed lunches
03.4 Meeting dietary requirements
04 Health policy
04.1 Accidents and emergency treatment
04.2 Administration of medicine
04.3 Life-saving medication and invasive treatments
04.4 Allergies and food intolerance
04.5 Poorly children
04.6 Oral health
05 Promoting inclusion, equality and valuing diversity policy **in full below**
05.1 Promoting inclusion, equality and valuing diversity
05.2 Fostering positive attitudes and challenging discrimination
05.3 British Values known at Barnabas as International Values
06 Safeguarding children, young people and vulnerable adults policy
06.1 Responding to safeguarding or child protection concerns **in full below**
06.2 Allegations against staff, volunteers or agency staff **in full below**
06.3 Visitor or intruder on the premises
06.4 Uncollected child
06.5 Missing child
06.6 Incapacitated parent
06.7 Death of a child on-site
06.8 Looked after children
06.9 E-safety **in full below**
6.10 Key person supervision
07 Record keeping policy
07.1 Children’s records and data protection
07.1a Privacy notice
07.2 Confidentiality, recording and sharing information
07.3 Client access to records
07.4 Transfer of records
08 Staff, volunteers and students policy
08.1 Staff deployment
08.2 Deployment of volunteers and parent helpers
08.3 Student placement
09 Childcare practice policy
09.1 Waiting list and admission - including FEES POLICY **in full below**
09.2 Absences
09.3 Prime times
09.4 Promoting positive behaviour
09.5 Identification, assessment and support for children with SEND
09.6 Progress check at age two
09.7 Transition to school
10 Working in partnership with parents and other agencies policy
10.1 Working in partnership with parents and other agencies
10.2 Complaints procedure for parents and service users
05 Promoting inclusion, equality and valuing diversity policy
Alongside associated procedures in 05.1 Promoting inclusion, equality and diversity, this policy was adopted by Barnabas Preschool on the 10/01/22.
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 childcare 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.
05.1 Promoting inclusion, equality and valuing diversity
We actively promote inclusion, equality of opportunity and value diversity. All early years setting have legal obligations under the Equality Act 2010. Those in receipt of public funding also have public equality duties to eliminate discrimination, promote equality, 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. Settings also have obligations under the Prevent Duty (2015) which highlights the need to foster equality and prevent children from being drawn into harm and radicalisation.
Promoting identity, positive self-concept and self-esteem for all children through treating each child as an individual and with equal concern, ensuring each child’s developmental and emotional needs are recognised and met.
• Promoting inclusive practice to ensure every child is welcomed and valued.
• Discussing aspects of family/child identity with parents when settling in a new child.
• Maintaining a positive non-judgemental attitude and use of language with children to talk about topics such as family composition/background, eye and skin colour, hair texture, sex, gender, physical attributes and languages spoken (including signing).
• Becoming knowledgeable about different cultures, and individual subjective perceptions of these and being able to reflect them imaginatively and creatively in the setting to create pride, interest and positive self-identity.
• Discussing similarities and differences positively without bias and judgement.
• Celebrating festivals, holy days and special days authentically through involving parents, staff or the wider community to provide a positive experience for all.
• Providing books with positive images of children and families from all backgrounds and abilities. Avoiding caricatures or cartoon-like depictions, and ensuring individual differences are portrayed with sensitive accuracy. The central characters in individual stories should provide a positive, broad representation of diversity e.g. disability, ethnicity, sex and gender, age and social backgrounds. Individual storylines should contain a range of situations which are easily identifiable by children such as those that include disabled children/adults, different ethnic groups, mixed heritage families, gender diversity, single sex/same and different sex families, multi-generational households and cultural diversity.
• Providing visual materials, such as posters and pictures that provide non-stereotypical images of people, places and cultures and roles that are within children’s range of experience. This includes photographs taken by staff of the local and wider community, of parents and families and local events.
• Using textiles, prints, sculptures or carvings from diverse cultures in displays.
• Providing artefacts from a range of cultures, particularly for use in all areas of the setting, not just in the home corner.
• Ensuring toys, learning materials and resources reflect diversity and provide relevant materials for exploring aspects of difference, such as skin tone paints and pens.
• Developing a range of activities through which children can explore aspects of their identity, explore similarities, differences and develop empathy including:
· Record keeping that refers to children’s differing abilities and identities in positive terms.
· Records that show the relevant involvement of all children, especially children with special educational needs and disabilities, those using English as an additional language and those who are ‘more abled’ in the planning of their care and education.
05.2 Fostering positive attitudes and challenging discrimination
· Young children are learning how to grow up in a diverse world and develop appropriate attitudes. This can be difficult, and they may make mistakes and pick up inappropriate attitudes or just get the ‘wrong idea’ that may underlie attitudes of ‘pre-prejudice’ towards specific individuals/groups. Where children make remarks or behave in a discriminatory or prejudice way or make inappropriate comments that arise from not knowing facts, staff should explain why these actions are not acceptable and provide appropriate information and intervention to reinforce children’s understanding and learning.
· Where children make overtly prejudice or discriminatory remarks they are dealt with as above, and the issue is raised with the parents.
· When children wish to explore aspects of their identity such as ethnicity or gender, they should be listened to in an understanding and non-judgemental way.
· Parents are expected to abide by the policy for inclusion, diversity and equality and to support their child in the aims of the setting.
Implementing an equality strategy to foster a ‘can do’ approach
· Every setting should have an equality strategy in place outlining their vision on equality alongside a timetabled list of actions summarising how they build equality into the provision and how this is monitored and evaluated.
· An equality check and access audit are completed to ensure that there are no barriers to inclusion of any child, families and visitors to the setting.
· Early years settings in receipt of nursery education funding are covered by the public sector equality duty. These bodies must have regard of the need to eliminate discrimination, promote equality of opportunity, foster good relations between disabled and non-disabled persons, and publish information to show their compliance with the duty.
Promoting dynamic and balanced mixed gender, culturally, socially, and linguistically diverse staff teams who work constructively together in providing for diverse communities.
· It is recognised that members of staff in diverse teams bring a range of views and opinions to the setting regarding a range of issues to do with the job. It is important that a range of views and perspectives are shared and respected in staff meetings and that decisions are made on which way of looking at the situation will result in the best outcomes for the child.
· Staff views are sought where these offer individuals, social and/or cultural insight, although staff should not be put in an uncomfortable position of being an ‘expert’ or ‘ambassador’.
· Staff respect similarities and differences between each other and users such as ability, disability, religious and personal beliefs, sex, sexual orientation, gender reassignment etc. Staff do not discriminate or harass individuals on the grounds of these or encourage any other member of staff to do so; evidence of such will be dealt with by management immediately.
· Members of staff of both sexes carry out all tasks according to their job description; there are no jobs that are designated men’s or women’s jobs.
· Staff are sensitive to the fact that male workers are under-represented in the early years workforce so may be more likely to experience inequality and discrimination.
· Staff should be aware that male workers may be more vulnerable to allegations. Therefore, work practices should be developed to minimise this. These practices are valuable for all staff.
· Where staff may feel threatened, or under attack, from discriminatory behaviour, staff and managers follow procedure 01.12 Threats and abuse towards staff and volunteers.
· There is an ethos wherein staff, parents and children are free to express themselves and speak their own languages in ways that enhance the culture of the setting.
Ensuring that barriers to equality and inclusion are identified and removed or minimised wherever possible.
· Barriers may include:
- lack of understanding - where the language spoken at the setting is not that which is spoken at a child’s home
- perceived barriers – affordability where parents are not aware of financial support available or assume that a service is not available to them. Perceived barriers may also be physical barriers for those children or parents with a disability or additional needs where they assume, they will not be able to access the service
- physical barriers – where there are environmental features which stop a disabled child or disabled parent accessing the setting such as stairs
- negative attitudes – stereotypes and prejudices or commitment by staff and managers to the time and energy required to identify and remove barriers to accessibility
- unconscious and conscious bias of staff towards some families such as those from other backgrounds, disabled parents, same sex parents and families with specific religious beliefs
- gendered views of staff which limit children’s aspirations and choices
- misconceptions such as disabled children should not attend settings during a pandemic due to heightened risk
- lack of effective Information Communication Technology (ICT) in the homes of families who are vulnerable or at risk and therefore unable to keep in close contact with the childcare provider
· Staff are aware of the different barriers to inclusion and equality and consider the wider implications for children and their families.
Supporting children to become considerate adults
The fundamental British (International) values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the Early Years Foundation Stage and are further clarified here based on Fundamental British values in the Early Years (https://foundationyears.org.uk/wp-content/uploads/2017/08/Fundamental-British-Values-in-the-Early-Years-2017.pdf)
Democracy: making decisions together
• For self-confidence and self-awareness (PSED), practitioners encourage children to see the bigger picture, children know their views count, value each other’s views and values and talk about feelings e.g. when they do or do not need help.
• Supporting the decisions children make and providing activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds, where questions are valued and prejudice attitudes less likely.
Rule of law: understanding rules matter (PSED)
• Practitioners ensure children understand their and others’ behaviour and consequence.
• Practitioners collaborate with children to create rules and codes of behaviour, e.g. rules about tidying up and ensure all children understand that rules apply to everyone.
Individual liberty: freedom for all (PSED & UW)
• Children should develop a positive sense of themselves. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, exploring facets of their own identity, talking about their experiences and learning. Practitioners encourage a range of experiences, allow children to explore the language of feelings and responsibility, reflect on differences and understand we are free to have different opinions, for example in a small group discuss what they feel about transferring into Reception Class.
Mutual respect and tolerance: treat others as you want to be treated (PSED & UW)
• Staff create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.
• Children should acquire tolerance, appreciation and respect for their own and other cultures; know about similarities and differences between themselves, others and among families, faiths, communities, cultures and traditions.
• Staff encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.
• Staff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural/racial stereotyping.
It is not acceptable to:
· actively promote intolerance of other faiths, cultures and races
· fail to challenge gender stereotypes and routinely segregate girls and boys
· isolate children from their wider community
· fail to challenge behaviours (whether of staff, children, or parents) that are not in line with the fundamental values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs
Legal references
General Data Protection Regulation 2018
Children and Families Act 2014 Part 3
Special Educational Needs and Disability Code of Practice 2014
Disability Equality Duty 2011
Equality Act 2010
Prevent Strategy 2015
Further guidance
Guide to the Equality Act and Good Practice (Pre-school Learning Alliance 2015)
06 Safeguarding children, young people and vulnerable adults policy
At Barnabas the Owner/Manager is the Safeguarding Lead.
Therefore Deborah Branch (DB) is referred to as the Designated Person.
At Barnabas the Deputy Manager is the Deputy Safeguarding Officer.
Therefore Trudy Marr (TM) is referred to as the Designated Officer for Safeguarding.
AimWe 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 ‘three 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. The three key commitments are:
1. The Alliance is committed to building ‘a culture of safety’ in which children, young people and vulnerable adults are protected from abuse and harm in all areas of its service delivery.
2. The Alliance is committed to responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in ‘What to do if you are worried a child is being abused’ (HMG 2015) and ‘No Secrets (updated by the Care Act 2014) and Working Together 2018.
3. The Alliance is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. It is also committed to empowering children, young people, and vulnerable adults, through its curriculum, promoting their right to be ‘strong, resilient and listened to’.
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
· We have a ‘designated person’ (the Setting Manager – Deborah Branch), sometimes known as the designated lead for safeguarding, who is responsible for carrying out child, young person, or adult protection procedures.
· The ‘designated person’ (DB) and the ‘designated officer’ (TM) ensure they have links with statutory and voluntary organisations regarding safeguarding children.
· The ‘designated person’ (DB) and the ‘designated officer’ (TM) 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 person’ (DB) and the ‘designated officer’ (TM) 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.
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.
· 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 LSCB guidance in relation to extremism.
· The procedures of the Local Safeguarding Partners must be followed.
Key Commitment 3
· 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.
· 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.
06.1 Responding to safeguarding or child protection concerns
The Designated Person is Deborah Branch, the Designated Officer is Trudy Marr
During Covid-19, staff remain alert (as per this procedure) to signs of neglect as a result of the extraordinary circumstances and the measures taken to curb the spread of the virus.
Safeguarding roles
· All concerns about the welfare of children in the setting should be reported to the designated person (DB) or designated officer (TM)
· The designated person (DB) ensures that all practitioners are alert to the indicators of abuse and neglect and understand how to identify and respond to these.
· The setting should not operate without an identified designated person (DB) or designated officer
(TM) at any time.
· The designated person (DB) is the line manager of the designated officer (TM).
· The designated person (DB) and designated officer (TM) liaise about serious concerns as soon as they arise and agree the action to be taken, seeking further clarification if there are any doubts that the issue is safeguarding.
· If it is not possible for the designated person (DB) and designated officer (TM) to contact each other, action to safeguard the child is taken first and the situation reported to each other later. If the designated officer (DB) is unavailable, advice is sought from the MASH team as necessary.
· Issues which may require notifying to Ofsted are notified to the designated officer (DB) to make a decision regarding notification. The designated person (TM) must remain up to date with Ofsted reporting and notification requirements.
· If there is an incident, which may require reporting to RIDDOR the designated officer (TM) immediately seeks guidance from the designated person (DB). There continues to be a requirement that the designated officer (TM) follows legislative requirements in relation to reporting to RIDDOR. This is fully addressed in section 01 Health and Safety procedures.
· All settings follow procedures of their Local Safeguarding Partners (LSP) for safeguarding and any specific safeguarding procedures such as responding to radicalisation/extremism concerns. Procedures are followed for managing allegations against staff, as well as for responding to concerns and complaints raised about quality or practice issues, whistle-blowing and escalation.
Responding to marks or injuries observed
· Concerns about the welfare of a child are discussed with the designated person (DB) without delay.
· A written record is made of the concern on a Safeguarding incident reporting form as soon as possible.
· Concerns that a child is in immediate danger or at risk of significant harm are responded to immediately and if a referral is necessary this is made on the same working day.
Responding to a disclosure by a child
· When responding to a disclosure from a child, the aim is to get just enough information to take appropriate action.
· The practitioner listens carefully and calmly, allowing the child time to express what they want to say.
· Staff do not attempt to question the child but if they are not sure what the child said, or what they meant, they may prompt the child further by saying ‘tell me more about that’ or ‘show me again’.
· After the initial disclosure, staff speak immediately to the designated person (DB). They do not further question or attempt to interview a child.
· If a child shows visible signs of abuse such as bruising or injury to any part of the body and it is age appropriate to do so, the key person will ask the child how it happened.
· When recording a child’s disclosure on the Safeguarding incident reporting form, their exact words are used as well as the exact words with which the member of staff responded.
· If marks or injuries are observed, these are recorded on a body diagram.
Decision making (all categories of abuse)
Seeking consent from parents/carers to share information before making a referral for early help (Tier 2/3*)
Parents are made aware of the setting’s Privacy Notice which explains the circumstances under which information about their child will be shared with other agencies. When a referral for early help is necessary, the designated person must always seek consent from the child’s parents to share information with the relevant agency.
Informing parents when making a child protection referral
In most circumstances consent will not be required to make a child protection referral, because even if consent is refused, there is still a professional duty to act upon concerns and make a referral. When a child protection referral has been made, the designated person contacts the parents (only if agreed with social care) to inform them that a referral has been made, indicating the concerns that have been raised, unless social care advises that the parent should not be contacted until such time as their investigation, or the police investigation, is concluded. Parents are not informed prior to making a referral if:
Referring
· The designated person or back-up follows their LSP procedures for making a referral.
· If the designated person (DB) or the designated officer (TM) is not on site, the most senior member of staff present takes responsibility for making the referral to social care.
• If a child is believed to be in immediate danger, or an incident occurs at the end of the session and staff are concerned about the child going home that day, then the Police and/or social care are contacted immediately.
• If the child is ‘safe’ because they are still in the setting, and there is time to do so, the senior member of staff contacts the setting’s designated person (DB) or designated officer (TM) for support.
• Arrangements for cover (as above) when the designated person (DB) and designated officer (TM) are not on-site are agreed in advance by the setting manager and clearly communicated to all staff.
Further recording
· Information is recorded the Safeguarding incident reporting form, and a short summary entered on the Child welfare and protection summary. Discussion with parents and any further discussion with social care is recorded. If recording a conversation with parents that is significant, regarding the incident or a related issue, parents are asked to sign and date it a record of the conversation. It should be clearly recorded what action was taken, what the outcome was and any follow-up.
· If a referral was made, copies of all documents are kept and stored securely and confidentially (including copies in the child’s safeguarding file.
· Each member of staff/volunteer who has witnessed an incident or disclosure should also make a written statement the Safeguarding incident reporting form, as above.
· The referral is recorded on the Child welfare and protection summary.
· Follow up phone calls to or from social care are recorded in the child’s file; with date, time, the name of the social care worker and what was said.
· Safeguarding records are kept up to date and made available for confidential access by the designated officer to allow continuity of support during closures or holiday periods.
Reporting a serious child protection incident using 06.1c Confidential safeguarding incident report form
Professional disagreement/escalation process
The whistle blowing procedure must be followed in the first instance if:
- they will be treated unfairly by their own employer for complaining
- if they have already told their own employer and they have not responded
Female genital mutilation (FGM)
Practitioners should be alert to symptoms that would indicate that FGM has occurred, or may be about to occur, and take appropriate safeguarding action. Designated persons should contact the police immediately as well as refer to children’s services local authority social work if they believe that FGM may be about to occur.
It is illegal to undertake FGM or to assist anyone to enable them to practice FGM under the Female Genital Mutilation Act 2003, it is an offence for a UK national or permanent UK resident to perform FGM in the UK or overseas. The practice is medically unnecessary and poses serious health risks to girls. FGM is mostly carried out on girls between the ages of 0-15, statistics indicate that in half of countries who practise FGM girls were cut before the age of 5. LSCB guidance must be followed in relation to FGM, and the designated person is informed regarding specific risks relating to the culture and ethnicity of children who may be attending their setting and shares this knowledge with staff.
Symptoms of FGM in very young girls may include difficulty walking, sitting or standing; painful urination and/or urinary tract infection; urinary retention; evidence of surgery; changes to nappy changing or toileting routines; injury to adjacent tissues; spends longer than normal in the bathroom or toilet; unusual and /or changed behaviour after an absence from the setting (including increased anxiety around adults or unwillingness to talk about home experiences or family holidays); parents are reluctant to allow child to undergo normal medical examinations; if an older sibling has undergone the procedure a younger sibling may be at risk; discussion about plans for an extended family holiday
Further guidance
NSPCC 24-hour FGM helpline: 0800 028 3550 or email fgmhelp@nspcc.org.uk
Government help and advice: www.gov.uk/female-genital-mutilation
Children and young people vulnerable to extremism or radicalisation
Early years settings, schools and local authorities have a duty to identify and respond appropriately to concerns of any child or adult at risk of being drawn into terrorism. LSP’s have procedures which cover how professionals should respond to concerns that children or young people may be at risk of being influenced by or being made vulnerable by the risks of extremism.
There are potential safeguarding implications for children and young people who have close or extended family or friendship networks linked to involvement in extremism or terrorism.
- Prevent Strategy (HMG 2011) www.gov.uk/government/publications/prevent-strategy-2011
- The prevent duty: for schools and childcare providers www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty
• The designated person (DB) should follow LSP guidance in relation to how to respond to concerns regarding extremism and ensure that staff know how to identify and raise any concerns in relation to this with them.
LSP procedures are followed in relation to whether parental consent is necessary prior to making a referral about a concern that a child or adult may be at risk of being drawn into terrorism. It is good practice to seek the consent of the person, or for very young children, the consent of their parent/carer prior to making a referral, but it is not a requirement to seek consent before referring a concern regarding possible involvement in extremism or terrorism if it may put a child at risk, or if an offence may have been or may be committed. Advice should be sought from line managers and local agencies responsible for safeguarding, as to whether or not consent should be sought on a case-by-case basis. Designated persons should be mindful that discussion regarding potential referral due to concerns may be upsetting for the subject of the referral and their family. Initial advice regarding whether an incident meets a threshold for referral can be sought from the relevant local agency without specific details such as names of the family being given in certain circumstances.
Consent is required prior to any individual engaging with a Channel intervention. Consent is usually sought by Channel partners, but LSP procedures should be followed regarding this.
If there is a concern that a person is already involved in terrorist activity this must be reported to the Anti-Terrorist Hot Line 0800 789 321-Text/phone 0800 0324 539. Police can be contacted on 101.
Concerns about children affected by gang activity/serious youth violence
Practitioners should be aware that children can be put at risk by gang activity, both through participation in and as victims of gang violence. Whilst very young children will be very unlikely to become involved in gang activity they may potentially be put at risk by the involvement of others in their household in gangs, such as an adult sibling or a parent/carer. Designated persons should be familiar with their LSP guidance and procedures in relation to safeguarding children affected by gang activity and ensure this is followed where relevant.
Forced marriage/Honour based violence
Forced marriage is a marriage in which one or both spouses do not consent to the marriage but are forced into it. Duress can include physical, psychological, financial, sexual and emotional pressure. In the cases of some vulnerable adults who lack the capacity to consent coercion is not required for a marriage to be forced. A forced marriage is distinct from an arranged marriage. An arranged marriage may have family involvement in arranging the marriages, but crucially the choice of whether to accept the arrangement remains with the prospective spouses.
Forced marriage became criminalised in 2014. There are also civil powers for example a Forced Marriage Protection Order to protect both children and adults at risk of forced marriage and offers protection for those who have already been forced into marriage.
Risks in relation to forced marriage are high and it is important that practitioners ensure that anyone at risk of forced marriage is not put in further danger. If someone is believed to be at risk it is helpful to get as much practical information as possible, bearing in mind the need for absolute discretion, information that can be helpful will include things likes, names, addresses, passport numbers, national insurance numbers, details of travel arrangements, dates and location of any proposed wedding, names and dates of birth of prospective spouses, details of where and with whom they may be staying etc. Forced marriage can be linked to honour-based violence, which includes assault, imprisonment and murder. Honour based violence can be used to punish an individual for undermining what the family or community believes to be the correct code of behaviour.
In an emergency police should be contacted on 999.
Forced Marriage Unit can be contacted either by professionals or by potential victims seeking advice in relation to their concerns. The contact details are below.
• Telephone: +44 (0) 20 7008 0151
• Email: fmu@fco.gov.uk
• Email for outreach work: fmuoutreach@fco.gov.uk
Further guidance
Accident Record (Early Years Alliance 2019)
Multi-agency practice guidelines: Handling cases of Forced Marriage (HMG 2014) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/322307/HMG_MULTI_AGENCY_PRACTICE_GUIDELINES_v1_180614_FINAL.pdf
06.2 Allegations against staff, volunteers or agency staff
Concerns may come from a parent, child, colleague or member of the public. Allegations or concerns must be referred to the designated person (DB) without delay - even if the person making the allegation later withdraws it.
Identifying
An allegation against a member of staff, volunteer or agency staff constitutes serious harm or abuse if they:
· The Local Authority Designated Officer (LADO) is contacted as soon as possible and within one working day. If the LADO is on leave or cannot be contacted the LADO team manager is contacted and/or advice sought from the point of entry safeguarding team/mash/point of contact, according to local arrangements.
Local Authority Designated Officers - LADO@suffolk.gov.uk
LADO central telephone number 0300 123 2044
· A child protection referral is made by the designated person if required. The LADO, line managers and local safeguarding children’s services can advise on whether a child protection referral is required.
· Parents are not normally informed until discussion with the LADO has taken place, however in some circumstances the designated person (DB) may need to advise parents of an incident involving their child straight away, for example if the child has been injured and requires medical treatment.
· Staff do not investigate the matter unless the LADO has specifically advised them to investigate internally. Guidance should also be sought from the LADO regarding whether or not suspension should be considered. The person dealing with the allegation must take steps to ensure that the immediate safety of children, parents and staff is assured. It may be that in the short-term measures other than suspension, such as requiring a staff member to be office based for a day, or ensuring they do not work unsupervised, can be employed until contact is made with the LADO and advice given.
· The designated person (DB) ensures staff fill in 06.1b Safeguarding incident reporting form.
· If after discussion with the designated person (DB), the LADO decides that the allegation is not obviously false, and there is cause to suspect that the child/ren is suffering or likely to suffer significant harm, then the LADO will normally refer the allegation to children’s social care.
· If notification to Ofsted is required the designated person (DB) will inform Ofsted as soon as possible, but no later than 14 days after the event has occurred. The designated person (DB) will liaise with the designated officer (TM) about notifying Ofsted as necessary.
· The designated person (DB) ensures that the 06.1c Confidential safeguarding incident report form is completed and seen by the designated officer (TM).
· Avenues such as performance management or coaching and supervision of staff will also be used instead of disciplinary procedures where these are appropriate and proportionate. If an allegation is ultimately upheld the LADO may also offer a view about what would be a proportionate response in relation to the accused person.
· The designated person (DB) must consider revising or writing a new risk assessment where appropriate, for example if the incident related to an instance where a member of staff has physically intervened to ensure a child’s safety, or if an incident relates to a difficulty with the environment such as where parents and staff are coming and going and doors are left open.
· All allegations are investigated even if the person involved resigns or ceases to be a volunteer.
Allegations against agency staff
Any allegations against agency staff must be responded to as detailed in this procedure. In addition, the designated person (DB) must contact the agency following advice from the LADO
Allegations against the designated person
· A record is made of an allegation/concern, along with supporting information, using 06.1b Safeguarding incident reporting form; normally by the practitioner who has observed the incident. This is then entered on the file of the child, and the 06.1a Child welfare and protection summary is completed and placed in the front of the child’s file.
· If the allegation refers to more than one child, this is recorded in each child’s file
· If relevant, a child protection referral is made, with details held on the child’s file.
Disclosure and Barring Service
· If a member of staff is dismissed because of a proven or strong likelihood of child abuse, inappropriate behaviour towards a child, or other behaviour that may indicate they are unsuitable to work with children such as drug or alcohol abuse, or other concerns raised during supervision when the staff suitability checks are done, a referral to the Disclosure and Barring Service is made.
Escalating concerns
It is important that children and young people receive consistent messages about the safe use of technology and are able to recognise and manage the risks posed in both the real and the virtual world.
Terms such as ‘e-safety’, ‘online’, ‘communication technologies’ and ‘digital technologies’ refer to fixed and mobile technologies that adults and children may encounter, now and in the future, which allow them access to content and communications that could raise issues or pose risks.The issues are:
Content – being exposed to illegal, inappropriate or harmful material
Contact – being subjected to harmful online interaction with other users
Conduct – personal online behaviour that increases the likelihood of, or causes, harm
I.C.T Equipment
· The setting manager ensures that all computers have up-to-date virus protection installed.
· Children never have access to the internet/computers. Staff access internet sites and then share with children, remaining with them at all times.
· The setting manager ensures that risk assessments in relation to e-safety are completed.
· Only reputable sites with a focus on early learning are used (e.g. CBeebies).
· Video sharing sites such as YouTube are first accessed by staff to ensure inappropriate content is not shared, only the music video or piece of music required.
· Children are taught the following stay safe principles in an age appropriate way:
- only go online with a grown up
- be kind online and keep information about me safely
- only press buttons on the internet to things I understand
- tell a grown up if something makes me unhappy on the internet
· Staff support children’s resilience in relation to issues they may face online, and address issues such as staying safe, appropriate friendships, asking for help if unsure, not keeping secrets as part of social and emotional development in age-appropriate ways.
· Staff report any suspicious or offensive material, including material which may incite racism, bullying or discrimination to the Internet Watch Foundation at www.iwf.org.uk.
The setting manager ensures staff have access to age-appropriate resources to enable them to assist children to use the internet safely.
Personal mobile phones – staff and visitors (includes internet enabled devices)
· Personal mobile phones and internet enabled devices are not used by staff during working hours. This does not include breaks where personal mobiles may be used off the premises or in a safe place e,g, staff room.
· Personal mobile phones are switched off and stored in a secure location.
· In an emergency, personal mobile phones may be used in a safe place with permission.
· Staff ensure that contact details of the setting are known to family and people who may need to contact them in an emergency.
· Staff do not take their mobile phones on outings.
· Members of staff do not use personal equipment to take photographs of children.
· Parents and visitors do not use their mobile phones on the premises. There is an exception if a visitor’s company/organisation operates a policy that requires contact with their office periodically throughout the day. Visitors are advised of a private space where they can use their mobile.
Cameras and videos
· Members of staff do not bring their own cameras or video recorders to the setting.
· Photographs/recordings of children are only taken for valid reasons, e.g. to record learning and development, or for displays, and are only taken on equipment belonging to the setting.
· Camera and video use is monitored by the setting manager.
· Where parents request permission to photograph or record their own children at special events, general permission is first gained from all parents for their children to be included. Parents are told they do not have a right to photograph or upload photos of anyone else’s children.
· Photographs/recordings of children are only made if relevant permissions are in place.
· Parents accompanying outings are not allowed to take photographs.
· If photographs are used for publicity, parental consent is gained and safeguarding risks minimised, e.g. children may be identified if photographed in a sweatshirt with the name of their setting on it.
Cyber Bullying
If staff become aware that a child is the victim of cyber-bullying at home or elsewhere, they discuss this with the parents and refer them to help, such as: NSPCC Tel: 0808 800 5000 www.nspcc.org.uk or ChildLine Tel: 0800 1111 www.childline.org.uk
Use of social media
Staff are expected to:
- understand how to manage their security settings to ensure that their information is only available to people they choose to share information with
- ensure the organisation is not negatively affected by their actions and do not name the setting
- are aware that comments or photographs online may be accessible to anyone and should use their judgement before posting
- are aware that images, such as those on Snapshot may still be accessed by others and a permanent record of them made, for example, by taking a screen shot of the image with a mobile phone
- observe confidentiality and refrain from discussing any issues relating to work
- not share information they would not want children, parents or colleagues to view
- set privacy settings to personal social networking and restrict those who are able to access
- not accept service users/children/parents as friends, as it is a breach of professional conduct
- report any concerns or breaches to the designated person in their setting
- not engage in personal communication, including on social networking sites, with children and parents with whom they act in a professional capacity. There may be occasions when the practitioner and family are friendly prior to the child coming to the setting. In this case information is shared with the manager and a risk assessment and agreement in relation to boundaries are agreed
Use/distribution of inappropriate images
· Staff are aware that it is an offence to distribute indecent images and that it is an offence to groom children online. In the event of a concern that a colleague is behaving inappropriately, staff advise the designated person who follow procedure 06.2 Allegations against staff, volunteers or agency staff.
09.1 Waiting list and admissions
It is our intention to make our setting accessible to children and families from all sections of the local community. We aim to ensure that all sections of our community have access to the setting through open, fair and clearly communicated procedures.
Procedures
- We ensure that the existence of our setting is advertised in places accessible to all sections of the community.
- We ensure that information about our setting is accessible, using simple plain English, in written and spoken form and, where appropriate, provided in different community languages and in other formats on request.
- We operate a waiting list where spaces are offered to funded-age children first, followed by non-funded children, on a first come first served basis.
- A £45 deposit is required to secure a place (not applicable to parent/carers receiving 2 year funding) which will be returned once fees or government funding have been received in the child’s first term.
- Children already attending the setting and wishing to increase their sessions will take priority when places become available. The setting will advise the parent/carer of how long they are likely to have to wait before a suitable place becomes available. This information will only be an estimate and will not constitute a binding guarantee from the setting.
- Our setting and its practices are welcoming and make it clear that fathers, mothers, other relations and carers are all welcome.
- Our setting and its practices operate in a way that encourages positive regard for and understanding of difference and ability - whether gender, family structure, class, background, religion, ethnicity or competence in spoken English.
- We support children and/or parents with disabilities to take full part in all activities within our setting.
- We monitor the needs and background of children joining my setting on the Registration Form, to ensure that no accidental or unintentional discrimination is taking place.
- We share and promote our Valuing Diversity and Promoting Equality Policy.
- We are flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the setting that provides stability for all the children.
- In exceptional circumstances a two year old child who will qualify for 2 year funding in the following term may be able to join Barnabas before that funding becomes available. This might apply to a foster child or a parent in need of early support. The decision will be made by the owner/manager on an individual case basis with reference to available spaces, staff and any other relevant circumstances pertaining to Barnabas or the child at the time.
- Failure to comply with the terms and conditions may ultimately result in the provision of a place being withdrawn.
Children with SEND
· The manager must seek to determine an accurate assessment of a child’s needs at registration. If the child’s needs cannot be met from within the setting’s core budget, then an application for SEN inclusion funding must be made immediately.
· Children with identified SEND must be offered a place when one becomes available as with any other child. However, the start date for children with more complex SEND will be determined by the preparations made to ensure the child’s safety, well-being and accessibility in the setting. If a child’s needs determine that adjustments need to be made, the manager must outline a realistic timeframe for completion, detailing the nature of adjustments e.g. risk assessment, staff training, health care plan and all other adjustments required. The child’s safety at all times is paramount.
· At the time of registration, the manager must check to see if a child’s family is in receipt of Disability Living Allowance, if so, the manager must ask for evidence to enable them to claim the Disability Access Fund directly from the local authority. If the family is eligible but not in receipt of the allowance, the setting manager will support the family in their application. More information can be found at www.gov.uk/disability-living-allowance-children/how-to-claim.
· Preparation for admitting a child with SEND must be made in a reasonable amount of time and any delay in the child starting is scrutinised by the setting manager to avoid discrimination and negative impact on the child and family. During a preparation period the family and relevant agencies and the local authority must be regularly updated on the progress of the preparations.
Safeguarding/child protection
If information is provided by the parents that a child who is starting at the setting is currently, or has had involvement with social care, the designated person will contact the agency to seek further clarification.
Parents are advised on how to access the setting’s policies and procedures.
Admissions
Once a parent has completed an initial ‘Registration for a Place’ form and paid the deposit (if applicable) their child’s place is confirmed by e-mail.
Further guidance
Early Years Entitlements: Operational guidance for local authorities and providers (DfE 2018) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/718181/Early_years_entitlements-operational_guidance.pdf
Fees Policy
We recognise that the cost of registered childcare may seem expensive to a parent/carer. However, providing a high quality, safe and stimulating service for children is expensive and to ensure the continued high standards and sustainability of the service, we must ask that parents/carers respect our fees policy.
These policies are found in full below the Policies index
05 Promoting inclusion, equality and valuing diversity policy
05.1 Promoting inclusion, equality and valuing diversity
05.2 Fostering positive attitudes and challenging discrimination
05.3 British Values known at Barnabas as International Values
06 Safeguarding children, young people and vulnerable adults policy
06.1 Responding to safeguarding or child protection concerns
06.2 Allegations against staff, volunteers or agency staff
06.9 E-safety
09 Childcare practice policy
09.1 Waiting list and admission
Full index:
01 Health and safety policy including Risk Assessments
01.1 Risk assessment
01.2 Group rooms, stair ways and corridors
01.3 Kitchen
01.4 Children’s bathrooms/changing areas
01.5 Short trips, outings and excursions
01.6 Outdoors
01.7 Maintenance and repairs
01.8 Staff personal safety
01.9 Threats and abuse towards staff and volunteers
01.10 Entrances and approach to the building
01.11 Control of Substances Hazardous to Health (COSHH)
01.12 Manual handling
01.13 Jewellery and hair accessories
01.14 Animals and pets
01.15 Notifiable incident, non-child protection
01.16 Closed circuit television (CCTV)
02 Fire safety policy
03 Food safety and nutrition policy
03.1 Food preparation, storage and purchase
03.2 Food for play and cooking activities
03.3 Packed lunches
03.4 Meeting dietary requirements
04 Health policy
04.1 Accidents and emergency treatment
04.2 Administration of medicine
04.3 Life-saving medication and invasive treatments
04.4 Allergies and food intolerance
04.5 Poorly children
04.6 Oral health
05 Promoting inclusion, equality and valuing diversity policy **in full below**
05.1 Promoting inclusion, equality and valuing diversity
05.2 Fostering positive attitudes and challenging discrimination
05.3 British Values known at Barnabas as International Values
06 Safeguarding children, young people and vulnerable adults policy
06.1 Responding to safeguarding or child protection concerns **in full below**
06.2 Allegations against staff, volunteers or agency staff **in full below**
06.3 Visitor or intruder on the premises
06.4 Uncollected child
06.5 Missing child
06.6 Incapacitated parent
06.7 Death of a child on-site
06.8 Looked after children
06.9 E-safety **in full below**
6.10 Key person supervision
07 Record keeping policy
07.1 Children’s records and data protection
07.1a Privacy notice
07.2 Confidentiality, recording and sharing information
07.3 Client access to records
07.4 Transfer of records
08 Staff, volunteers and students policy
08.1 Staff deployment
08.2 Deployment of volunteers and parent helpers
08.3 Student placement
09 Childcare practice policy
09.1 Waiting list and admission - including FEES POLICY **in full below**
09.2 Absences
09.3 Prime times
09.4 Promoting positive behaviour
09.5 Identification, assessment and support for children with SEND
09.6 Progress check at age two
09.7 Transition to school
10 Working in partnership with parents and other agencies policy
10.1 Working in partnership with parents and other agencies
10.2 Complaints procedure for parents and service users
05 Promoting inclusion, equality and valuing diversity policy
Alongside associated procedures in 05.1 Promoting inclusion, equality and diversity, this policy was adopted by Barnabas Preschool on the 10/01/22.
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 childcare 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 Universal 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 Universal 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 practitioners 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.
05.1 Promoting inclusion, equality and valuing diversity
We actively promote inclusion, equality of opportunity and value diversity. All early years setting have legal obligations under the Equality Act 2010. Those in receipt of public funding also have public equality duties to eliminate discrimination, promote equality, 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. Settings also have obligations under the Prevent Duty (2015) which highlights the need to foster equality and prevent children from being drawn into harm and radicalisation.
Promoting identity, positive self-concept and self-esteem for all children through treating each child as an individual and with equal concern, ensuring each child’s developmental and emotional needs are recognised and met.
• Promoting inclusive practice to ensure every child is welcomed and valued.
• Discussing aspects of family/child identity with parents when settling in a new child.
• Maintaining a positive non-judgemental attitude and use of language with children to talk about topics such as family composition/background, eye and skin colour, hair texture, sex, gender, physical attributes and languages spoken (including signing).
• Becoming knowledgeable about different cultures, and individual subjective perceptions of these and being able to reflect them imaginatively and creatively in the setting to create pride, interest and positive self-identity.
• Discussing similarities and differences positively without bias and judgement.
• Celebrating festivals, holy days and special days authentically through involving parents, staff or the wider community to provide a positive experience for all.
• Providing books with positive images of children and families from all backgrounds and abilities. Avoiding caricatures or cartoon-like depictions, and ensuring individual differences are portrayed with sensitive accuracy. The central characters in individual stories should provide a positive, broad representation of diversity e.g. disability, ethnicity, sex and gender, age and social backgrounds. Individual storylines should contain a range of situations which are easily identifiable by children such as those that include disabled children/adults, different ethnic groups, mixed heritage families, gender diversity, single sex/same and different sex families, multi-generational households and cultural diversity.
• Providing visual materials, such as posters and pictures that provide non-stereotypical images of people, places and cultures and roles that are within children’s range of experience. This includes photographs taken by staff of the local and wider community, of parents and families and local events.
• Using textiles, prints, sculptures or carvings from diverse cultures in displays.
• Providing artefacts from a range of cultures, particularly for use in all areas of the setting, not just in the home corner.
• Ensuring toys, learning materials and resources reflect diversity and provide relevant materials for exploring aspects of difference, such as skin tone paints and pens.
• Developing a range of activities through which children can explore aspects of their identity, explore similarities, differences and develop empathy including:
- self-portraits, photograph albums and displays showing a range of families
- books about ‘me’ or my family
- persona doll stories which sympathetically and authentically represent diversity
- food activities, such as tasting and cooking, creating real menu additions
- activities about real celebrations such as new babies, weddings, cultural and religious events
- use of textiles and secular artefacts in the room, and to handle and explore, that demonstrate valuing of the cultures from which they come
- creating textiles such as tie dying, batik and creative use of textiles
- provide mirrors at different heights for non-ambulant children
- developing a music area with a variety of musical instruments for children to use to create a range of music.
- creating an art and mark making area with a variety of materials from other countries such as wood blocks for printing, Chinese calligraphy brushes etc.
- home corner play which encourages all children to equally participate and provides domestic articles from diverse cultures
- ‘dressing up’ materials which promote non-gendered roles and enable children to explore different gender identities/gender neutrality
- providing dolls that sensitively and accurately portray difference such as disability and ethnicity
- use of a variety of music to play to children of different genres and cultural styles with a variety of musical instruments for children to access
- a language and literacy area with a variety of books, some with dual language texts and signs, involving parents in the translation where possible
- tapes with stories read in English and other languages
- examples of writing in other scripts from everyday sources such as papers and magazines, packaging etc. children’s names written on cards in English as well as in their home language script where appropriate
- labels for children’s paintings or other work are made with their name in English and home language script (parents can help with this)
- conversations with young children which explore unfamiliar objects and subjects to help foster an understanding of diversity and identity such as spectacles or hearing aids, religious and cultural practices
· Record keeping that refers to children’s differing abilities and identities in positive terms.
· Records that show the relevant involvement of all children, especially children with special educational needs and disabilities, those using English as an additional language and those who are ‘more abled’ in the planning of their care and education.
05.2 Fostering positive attitudes and challenging discrimination
· Young children are learning how to grow up in a diverse world and develop appropriate attitudes. This can be difficult, and they may make mistakes and pick up inappropriate attitudes or just get the ‘wrong idea’ that may underlie attitudes of ‘pre-prejudice’ towards specific individuals/groups. Where children make remarks or behave in a discriminatory or prejudice way or make inappropriate comments that arise from not knowing facts, staff should explain why these actions are not acceptable and provide appropriate information and intervention to reinforce children’s understanding and learning.
· Where children make overtly prejudice or discriminatory remarks they are dealt with as above, and the issue is raised with the parents.
· When children wish to explore aspects of their identity such as ethnicity or gender, they should be listened to in an understanding and non-judgemental way.
· Parents are expected to abide by the policy for inclusion, diversity and equality and to support their child in the aims of the setting.
Implementing an equality strategy to foster a ‘can do’ approach
· Every setting should have an equality strategy in place outlining their vision on equality alongside a timetabled list of actions summarising how they build equality into the provision and how this is monitored and evaluated.
· An equality check and access audit are completed to ensure that there are no barriers to inclusion of any child, families and visitors to the setting.
· Early years settings in receipt of nursery education funding are covered by the public sector equality duty. These bodies must have regard of the need to eliminate discrimination, promote equality of opportunity, foster good relations between disabled and non-disabled persons, and publish information to show their compliance with the duty.
Promoting dynamic and balanced mixed gender, culturally, socially, and linguistically diverse staff teams who work constructively together in providing for diverse communities.
· It is recognised that members of staff in diverse teams bring a range of views and opinions to the setting regarding a range of issues to do with the job. It is important that a range of views and perspectives are shared and respected in staff meetings and that decisions are made on which way of looking at the situation will result in the best outcomes for the child.
· Staff views are sought where these offer individuals, social and/or cultural insight, although staff should not be put in an uncomfortable position of being an ‘expert’ or ‘ambassador’.
· Staff respect similarities and differences between each other and users such as ability, disability, religious and personal beliefs, sex, sexual orientation, gender reassignment etc. Staff do not discriminate or harass individuals on the grounds of these or encourage any other member of staff to do so; evidence of such will be dealt with by management immediately.
- Members of staff make the best use of different perspectives in the team to find solutions to difficult problems that arise in socially/culturally complex situations.
· Members of staff of both sexes carry out all tasks according to their job description; there are no jobs that are designated men’s or women’s jobs.
· Staff are sensitive to the fact that male workers are under-represented in the early years workforce so may be more likely to experience inequality and discrimination.
· Staff should be aware that male workers may be more vulnerable to allegations. Therefore, work practices should be developed to minimise this. These practices are valuable for all staff.
· Where staff may feel threatened, or under attack, from discriminatory behaviour, staff and managers follow procedure 01.12 Threats and abuse towards staff and volunteers.
· There is an ethos wherein staff, parents and children are free to express themselves and speak their own languages in ways that enhance the culture of the setting.
Ensuring that barriers to equality and inclusion are identified and removed or minimised wherever possible.
· Barriers may include:
- lack of understanding - where the language spoken at the setting is not that which is spoken at a child’s home
- perceived barriers – affordability where parents are not aware of financial support available or assume that a service is not available to them. Perceived barriers may also be physical barriers for those children or parents with a disability or additional needs where they assume, they will not be able to access the service
- physical barriers – where there are environmental features which stop a disabled child or disabled parent accessing the setting such as stairs
- negative attitudes – stereotypes and prejudices or commitment by staff and managers to the time and energy required to identify and remove barriers to accessibility
- unconscious and conscious bias of staff towards some families such as those from other backgrounds, disabled parents, same sex parents and families with specific religious beliefs
- gendered views of staff which limit children’s aspirations and choices
- misconceptions such as disabled children should not attend settings during a pandemic due to heightened risk
- lack of effective Information Communication Technology (ICT) in the homes of families who are vulnerable or at risk and therefore unable to keep in close contact with the childcare provider
· Staff are aware of the different barriers to inclusion and equality and consider the wider implications for children and their families.
Supporting children to become considerate adults
- Children’s social and emotional development is shaped by early experiences and relationships and incorporates elements of equality and British and Universal values. The EYFS supports children’s earliest skills in an age appropriate way to become social citizens, namely listen and attend to instructions; know the difference between right and wrong; recognise similarities and differences between themselves and others; make and maintain friendships; develop empathy and consideration of other people; take turns in play and conversation; risk taking behaviours, rules and boundaries; not to hurt/upset other people with words and actions; consequences of hurtful/discriminatory behaviour and regulating behaviour.
The fundamental British (International) values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the Early Years Foundation Stage and are further clarified here based on Fundamental British values in the Early Years (https://foundationyears.org.uk/wp-content/uploads/2017/08/Fundamental-British-Values-in-the-Early-Years-2017.pdf)
Democracy: making decisions together
• For self-confidence and self-awareness (PSED), practitioners encourage children to see the bigger picture, children know their views count, value each other’s views and values and talk about feelings e.g. when they do or do not need help.
• Supporting the decisions children make and providing activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds, where questions are valued and prejudice attitudes less likely.
Rule of law: understanding rules matter (PSED)
• Practitioners ensure children understand their and others’ behaviour and consequence.
• Practitioners collaborate with children to create rules and codes of behaviour, e.g. rules about tidying up and ensure all children understand that rules apply to everyone.
Individual liberty: freedom for all (PSED & UW)
• Children should develop a positive sense of themselves. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, exploring facets of their own identity, talking about their experiences and learning. Practitioners encourage a range of experiences, allow children to explore the language of feelings and responsibility, reflect on differences and understand we are free to have different opinions, for example in a small group discuss what they feel about transferring into Reception Class.
Mutual respect and tolerance: treat others as you want to be treated (PSED & UW)
• Staff create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community.
• Children should acquire tolerance, appreciation and respect for their own and other cultures; know about similarities and differences between themselves, others and among families, faiths, communities, cultures and traditions.
• Staff encourage and explain the importance of tolerant behaviours such as sharing and respecting other’s opinions.
• Staff promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural/racial stereotyping.
It is not acceptable to:
· actively promote intolerance of other faiths, cultures and races
· fail to challenge gender stereotypes and routinely segregate girls and boys
· isolate children from their wider community
· fail to challenge behaviours (whether of staff, children, or parents) that are not in line with the fundamental values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs
Legal references
General Data Protection Regulation 2018
Children and Families Act 2014 Part 3
Special Educational Needs and Disability Code of Practice 2014
Disability Equality Duty 2011
Equality Act 2010
Prevent Strategy 2015
Further guidance
Guide to the Equality Act and Good Practice (Pre-school Learning Alliance 2015)
06 Safeguarding children, young people and vulnerable adults policy
At Barnabas the Owner/Manager is the Safeguarding Lead.
Therefore Deborah Branch (DB) is referred to as the Designated Person.
At Barnabas the Deputy Manager is the Deputy Safeguarding Officer.
Therefore Trudy Marr (TM) is referred to as the Designated Officer for Safeguarding.
AimWe 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 ‘three 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. The three key commitments are:
1. The Alliance is committed to building ‘a culture of safety’ in which children, young people and vulnerable adults are protected from abuse and harm in all areas of its service delivery.
2. The Alliance is committed to responding promptly and appropriately to all incidents or concerns of abuse that may occur and to work with statutory agencies in accordance with the procedures that are set down in ‘What to do if you are worried a child is being abused’ (HMG 2015) and ‘No Secrets (updated by the Care Act 2014) and Working Together 2018.
3. The Alliance is committed to promoting awareness of child abuse issues throughout its training and learning programmes for adults. It is also committed to empowering children, young people, and vulnerable adults, through its curriculum, promoting their right to be ‘strong, resilient and listened to’.
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
· We have a ‘designated person’ (the Setting Manager – Deborah Branch), sometimes known as the designated lead for safeguarding, who is responsible for carrying out child, young person, or adult protection procedures.
· The ‘designated person’ (DB) and the ‘designated officer’ (TM) ensure they have links with statutory and voluntary organisations regarding safeguarding children.
· The ‘designated person’ (DB) and the ‘designated officer’ (TM) 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 person’ (DB) and the ‘designated officer’ (TM) 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 person’ (DB) and the ‘designated officer’ (TM) 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 person’ (DB) and the ‘designated officer’ (TM) 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.
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 to ensure staff recognise children and families who may benefit from early help and can respond appropriately using local early help processes and Designated persons should ensure all staff understand how to identify and respond to families who may need early help.
- 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.
· 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 LSCB guidance in relation to extremism.
· The procedures of the Local Safeguarding Partners must be followed.
Key Commitment 3
· 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.
· 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.
06.1 Responding to safeguarding or child protection concerns
The Designated Person is Deborah Branch, the Designated Officer is Trudy Marr
During Covid-19, staff remain alert (as per this procedure) to signs of neglect as a result of the extraordinary circumstances and the measures taken to curb the spread of the virus.
Safeguarding roles
- All staff recognise and know how to respond to signs and symptoms that may indicate a child is suffering from or likely to be suffering from harm. They understand that they have a responsibility to act immediately by discussing their concerns with the designated person or a named back-up designated person.
· All concerns about the welfare of children in the setting should be reported to the designated person (DB) or designated officer (TM)
· The designated person (DB) ensures that all practitioners are alert to the indicators of abuse and neglect and understand how to identify and respond to these.
· The setting should not operate without an identified designated person (DB) or designated officer
(TM) at any time.
· The designated person (DB) is the line manager of the designated officer (TM).
· The designated person (DB) and designated officer (TM) liaise about serious concerns as soon as they arise and agree the action to be taken, seeking further clarification if there are any doubts that the issue is safeguarding.
· If it is not possible for the designated person (DB) and designated officer (TM) to contact each other, action to safeguard the child is taken first and the situation reported to each other later. If the designated officer (DB) is unavailable, advice is sought from the MASH team as necessary.
· Issues which may require notifying to Ofsted are notified to the designated officer (DB) to make a decision regarding notification. The designated person (TM) must remain up to date with Ofsted reporting and notification requirements.
· If there is an incident, which may require reporting to RIDDOR the designated officer (TM) immediately seeks guidance from the designated person (DB). There continues to be a requirement that the designated officer (TM) follows legislative requirements in relation to reporting to RIDDOR. This is fully addressed in section 01 Health and Safety procedures.
· All settings follow procedures of their Local Safeguarding Partners (LSP) for safeguarding and any specific safeguarding procedures such as responding to radicalisation/extremism concerns. Procedures are followed for managing allegations against staff, as well as for responding to concerns and complaints raised about quality or practice issues, whistle-blowing and escalation.
Responding to marks or injuries observed
- If a member of staff observes or is informed by a parent/carer of a mark or injury to a child that happened at home or elsewhere, the parent/carer is asked to complete and sign an Existing Injury form. This is filed in the Accident/Incidents file.
- The member of staff advises the designated person (DB) as soon as possible if there are safeguarding concerns about the circumstance of the injury.
- If there are concerns about the circumstances or explanation given, by the parent/carer and/or child, the designated person (DB) decides the course of action to be taken after reviewing 06.1a Child welfare and protection summary and completing 06.1b Safeguarding incident reporting form.
- If the mark or injury is noticed later in the day and the parent is not present, this is raised with the designated person (DB).
- If there are concerns about the nature of the injury, and it is unlikely to have occurred at the setting, the designated person (DB) decides the course of action required and 06.1b Safeguarding incident reporting form is completed as above, taking into consideration any explanation given by the child.
- If there is a likelihood that the injury is recent and occurred at the setting, this is raised with the designated person (DB).
- If there is no cause for further concern, a record is made on the Existing Injury form, with a note that the circumstances of the injury are not known.
- If the injury is unlikely to have occurred at the setting, this is raised with the designated person (DB)
- The parent/carer is advised at the earliest opportunity.
- If the parent believes that the injury was caused at the setting this is still recorded on the Existing Injury form and an accurate record made of the discussion is made on the child’s personal file.
· Concerns about the welfare of a child are discussed with the designated person (DB) without delay.
· A written record is made of the concern on a Safeguarding incident reporting form as soon as possible.
· Concerns that a child is in immediate danger or at risk of significant harm are responded to immediately and if a referral is necessary this is made on the same working day.
Responding to a disclosure by a child
· When responding to a disclosure from a child, the aim is to get just enough information to take appropriate action.
· The practitioner listens carefully and calmly, allowing the child time to express what they want to say.
· Staff do not attempt to question the child but if they are not sure what the child said, or what they meant, they may prompt the child further by saying ‘tell me more about that’ or ‘show me again’.
· After the initial disclosure, staff speak immediately to the designated person (DB). They do not further question or attempt to interview a child.
· If a child shows visible signs of abuse such as bruising or injury to any part of the body and it is age appropriate to do so, the key person will ask the child how it happened.
· When recording a child’s disclosure on the Safeguarding incident reporting form, their exact words are used as well as the exact words with which the member of staff responded.
· If marks or injuries are observed, these are recorded on a body diagram.
Decision making (all categories of abuse)
- The designated person (DB) makes a professional judgement about referring to other agencies, including Social Care using the Local Safeguarding Partnership (LSP) threshold document:
- Level 1: Child’s needs are being met. Universal support.
- Level 2: Universal Plus. Additional professional support is needed to meet child’s needs.
- Level 3: Universal Partnership Plus. Targeted Early Help. Coordinated response needed to address multiple or complex problems.
- Level 4: Specialist/Statutory intervention required. Children in acute need, likely to be experiencing, or at risk of experiencing significant harm.
Seeking consent from parents/carers to share information before making a referral for early help (Tier 2/3*)
Parents are made aware of the setting’s Privacy Notice which explains the circumstances under which information about their child will be shared with other agencies. When a referral for early help is necessary, the designated person must always seek consent from the child’s parents to share information with the relevant agency.
- If consent is sought and withheld and there are concerns that a child may become at risk of significant harm without early intervention, there may be sufficient grounds to over-ride a parental decision to withhold consent.
- If a parent withholds consent, this information is included on any referral that is made to the local authority. In these circumstances a parent should still be told that the referral is being made beforehand (unless to do so may place a child at risk of harm).
Informing parents when making a child protection referral
In most circumstances consent will not be required to make a child protection referral, because even if consent is refused, there is still a professional duty to act upon concerns and make a referral. When a child protection referral has been made, the designated person contacts the parents (only if agreed with social care) to inform them that a referral has been made, indicating the concerns that have been raised, unless social care advises that the parent should not be contacted until such time as their investigation, or the police investigation, is concluded. Parents are not informed prior to making a referral if:
- there is a possibility that a child may be put at risk of harm by discussion with a parent/carer, or if a serious offence may have been committed, as it is important that any potential police investigation is not jeopardised
- there are potential concerns about sexual abuse, fabricated illness, FGM or forced marriage
- contacting the parent puts another person at risk; situations where one parent may be at risk of harm, e.g. domestic abuse; situations where it has not been possible to contact parents to seek their consent may cause delay to the referral being made
Referring
· The designated person or back-up follows their LSP procedures for making a referral.
· If the designated person (DB) or the designated officer (TM) is not on site, the most senior member of staff present takes responsibility for making the referral to social care.
• If a child is believed to be in immediate danger, or an incident occurs at the end of the session and staff are concerned about the child going home that day, then the Police and/or social care are contacted immediately.
• If the child is ‘safe’ because they are still in the setting, and there is time to do so, the senior member of staff contacts the setting’s designated person (DB) or designated officer (TM) for support.
• Arrangements for cover (as above) when the designated person (DB) and designated officer (TM) are not on-site are agreed in advance by the setting manager and clearly communicated to all staff.
Further recording
· Information is recorded the Safeguarding incident reporting form, and a short summary entered on the Child welfare and protection summary. Discussion with parents and any further discussion with social care is recorded. If recording a conversation with parents that is significant, regarding the incident or a related issue, parents are asked to sign and date it a record of the conversation. It should be clearly recorded what action was taken, what the outcome was and any follow-up.
· If a referral was made, copies of all documents are kept and stored securely and confidentially (including copies in the child’s safeguarding file.
· Each member of staff/volunteer who has witnessed an incident or disclosure should also make a written statement the Safeguarding incident reporting form, as above.
· The referral is recorded on the Child welfare and protection summary.
· Follow up phone calls to or from social care are recorded in the child’s file; with date, time, the name of the social care worker and what was said.
· Safeguarding records are kept up to date and made available for confidential access by the designated officer to allow continuity of support during closures or holiday periods.
Reporting a serious child protection incident using 06.1c Confidential safeguarding incident report form
- The designated officer (TM) is responsible for reporting to the designated person (DB) and seeking advice if required prior to making a referral as described above.
- For child protection concerns at Tier 3 and 4** it will be necessary for the designated officer (TM) to complete 06.1c Confidential safeguarding incident report form and send it to the designated person (DB)..
- Further briefings are sent to the designated person (DB) when updates are received until the issue is concluded.
Professional disagreement/escalation process
- If a practitioner disagrees with a decision made by the designated person (DB) not to make a referral to social care they must initially discuss and try to resolve it with them.
- If the disagreement cannot be resolved with the designated person (DB) and the practitioner continues to feel a safeguarding referral is required then they discuss this with the designated officer (TM)..
- If issues cannot be resolved the whistle-blowing policy should be used, as set out below.
- Supervision sessions are also used to discuss concerns but this must not delay making safeguarding referrals.
The whistle blowing procedure must be followed in the first instance if:
- a criminal offence has been committed, is being committed or is likely to be committed
- a person has failed, is failing or is likely to fail to comply with any legal obligation to which he or she is subject. This includes non-compliance with policies and procedures, breaches of EYFS and/or registration requirements
- a miscarriage of justice has occurred, is occurring or is likely to occur
- the health and safety of any individual has been, is being or is likely to be endangered
- the working environment has been, is being or is likely to be damaged;
- that information tending to show any matter falling within any one of the preceding clauses has been, is being or is likely to be deliberately concealed
- If staff wish to raise or discuss any issues which might fall into the above categories, they should normally raise this issue with their Designated Person.
- Staff who are unable to raise the issue with the Designated Person should raise the issue with the Designated Officer.
- If staff are still concerned after the investigation, or the matter is so serious that they cannot discuss it with a line manager, or if an issue cannot be resolved and the member of staff believes a child remains at risk because the setting or the local authority have not responded appropriately, the NSPCC have introduced a whistle-blowing helpline 0800 028 0285 for professionals who believe that:
- they will be treated unfairly by their own employer for complaining
- if they have already told their own employer and they have not responded
Female genital mutilation (FGM)
Practitioners should be alert to symptoms that would indicate that FGM has occurred, or may be about to occur, and take appropriate safeguarding action. Designated persons should contact the police immediately as well as refer to children’s services local authority social work if they believe that FGM may be about to occur.
It is illegal to undertake FGM or to assist anyone to enable them to practice FGM under the Female Genital Mutilation Act 2003, it is an offence for a UK national or permanent UK resident to perform FGM in the UK or overseas. The practice is medically unnecessary and poses serious health risks to girls. FGM is mostly carried out on girls between the ages of 0-15, statistics indicate that in half of countries who practise FGM girls were cut before the age of 5. LSCB guidance must be followed in relation to FGM, and the designated person is informed regarding specific risks relating to the culture and ethnicity of children who may be attending their setting and shares this knowledge with staff.
Symptoms of FGM in very young girls may include difficulty walking, sitting or standing; painful urination and/or urinary tract infection; urinary retention; evidence of surgery; changes to nappy changing or toileting routines; injury to adjacent tissues; spends longer than normal in the bathroom or toilet; unusual and /or changed behaviour after an absence from the setting (including increased anxiety around adults or unwillingness to talk about home experiences or family holidays); parents are reluctant to allow child to undergo normal medical examinations; if an older sibling has undergone the procedure a younger sibling may be at risk; discussion about plans for an extended family holiday
Further guidance
NSPCC 24-hour FGM helpline: 0800 028 3550 or email fgmhelp@nspcc.org.uk
Government help and advice: www.gov.uk/female-genital-mutilation
Children and young people vulnerable to extremism or radicalisation
Early years settings, schools and local authorities have a duty to identify and respond appropriately to concerns of any child or adult at risk of being drawn into terrorism. LSP’s have procedures which cover how professionals should respond to concerns that children or young people may be at risk of being influenced by or being made vulnerable by the risks of extremism.
There are potential safeguarding implications for children and young people who have close or extended family or friendship networks linked to involvement in extremism or terrorism.
- The designated person is required to familiarise themselves with LSP procedures, as well as online guidance including:
- Prevent Strategy (HMG 2011) www.gov.uk/government/publications/prevent-strategy-2011
- The prevent duty: for schools and childcare providers www.gov.uk/government/publications/protecting-children-from-radicalisation-the-prevent-duty
• The designated person (DB) should follow LSP guidance in relation to how to respond to concerns regarding extremism and ensure that staff know how to identify and raise any concerns in relation to this with them.
- The designated person (DB) must know how to refer concerns about risks of extremism/radicalisation to their LSP safeguarding team or the Channel panel, as appropriate.
- The designated person (DB) should also ensure that they and all other staff working with children and young people understand how to recognise that someone may be at risk of violent extremism.
- If available in the area, the designated person (DB) should complete WRAP (or equivalent) training and support staff to access the training as offered by local authorities. WRAP training covers local arrangements for dealing with concerns that a child may be at risk of extremism and/or radicalisation.
- The designated person should understand the perceived terrorism risks in relation to the area that they deliver services in.
LSP procedures are followed in relation to whether parental consent is necessary prior to making a referral about a concern that a child or adult may be at risk of being drawn into terrorism. It is good practice to seek the consent of the person, or for very young children, the consent of their parent/carer prior to making a referral, but it is not a requirement to seek consent before referring a concern regarding possible involvement in extremism or terrorism if it may put a child at risk, or if an offence may have been or may be committed. Advice should be sought from line managers and local agencies responsible for safeguarding, as to whether or not consent should be sought on a case-by-case basis. Designated persons should be mindful that discussion regarding potential referral due to concerns may be upsetting for the subject of the referral and their family. Initial advice regarding whether an incident meets a threshold for referral can be sought from the relevant local agency without specific details such as names of the family being given in certain circumstances.
Consent is required prior to any individual engaging with a Channel intervention. Consent is usually sought by Channel partners, but LSP procedures should be followed regarding this.
If there is a concern that a person is already involved in terrorist activity this must be reported to the Anti-Terrorist Hot Line 0800 789 321-Text/phone 0800 0324 539. Police can be contacted on 101.
Concerns about children affected by gang activity/serious youth violence
Practitioners should be aware that children can be put at risk by gang activity, both through participation in and as victims of gang violence. Whilst very young children will be very unlikely to become involved in gang activity they may potentially be put at risk by the involvement of others in their household in gangs, such as an adult sibling or a parent/carer. Designated persons should be familiar with their LSP guidance and procedures in relation to safeguarding children affected by gang activity and ensure this is followed where relevant.
Forced marriage/Honour based violence
Forced marriage is a marriage in which one or both spouses do not consent to the marriage but are forced into it. Duress can include physical, psychological, financial, sexual and emotional pressure. In the cases of some vulnerable adults who lack the capacity to consent coercion is not required for a marriage to be forced. A forced marriage is distinct from an arranged marriage. An arranged marriage may have family involvement in arranging the marriages, but crucially the choice of whether to accept the arrangement remains with the prospective spouses.
Forced marriage became criminalised in 2014. There are also civil powers for example a Forced Marriage Protection Order to protect both children and adults at risk of forced marriage and offers protection for those who have already been forced into marriage.
Risks in relation to forced marriage are high and it is important that practitioners ensure that anyone at risk of forced marriage is not put in further danger. If someone is believed to be at risk it is helpful to get as much practical information as possible, bearing in mind the need for absolute discretion, information that can be helpful will include things likes, names, addresses, passport numbers, national insurance numbers, details of travel arrangements, dates and location of any proposed wedding, names and dates of birth of prospective spouses, details of where and with whom they may be staying etc. Forced marriage can be linked to honour-based violence, which includes assault, imprisonment and murder. Honour based violence can be used to punish an individual for undermining what the family or community believes to be the correct code of behaviour.
In an emergency police should be contacted on 999.
Forced Marriage Unit can be contacted either by professionals or by potential victims seeking advice in relation to their concerns. The contact details are below.
• Telephone: +44 (0) 20 7008 0151
• Email: fmu@fco.gov.uk
• Email for outreach work: fmuoutreach@fco.gov.uk
Further guidance
Accident Record (Early Years Alliance 2019)
Multi-agency practice guidelines: Handling cases of Forced Marriage (HMG 2014) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/322307/HMG_MULTI_AGENCY_PRACTICE_GUIDELINES_v1_180614_FINAL.pdf
06.2 Allegations against staff, volunteers or agency staff
Concerns may come from a parent, child, colleague or member of the public. Allegations or concerns must be referred to the designated person (DB) without delay - even if the person making the allegation later withdraws it.
Identifying
An allegation against a member of staff, volunteer or agency staff constitutes serious harm or abuse if they:
- behaved in a way that has harmed, or may have harmed a child
- possibly committed a criminal offence against, or related to, a child
- behaved towards a child in a way that indicates they may pose a risk of harm to children
- All staff report allegations to the designated person (DB).
- The designated person (DB) alerts the designated officer (TM). If the designated officer (TM) is unavailable the designated person (DB) contacts their equivalent until they get a response- which should be within 3-4 hours of the event. Together they should form a view about what immediate actions are taken to ensure the safety of the children and staff in the setting, and what is acceptable in terms of fact-finding.
- It is essential that no investigation occurs until and unless the LADO has expressly given consent for this to occur, however, the person responding to the allegation does need to have an understanding of what explicitly is being alleged.
· The Local Authority Designated Officer (LADO) is contacted as soon as possible and within one working day. If the LADO is on leave or cannot be contacted the LADO team manager is contacted and/or advice sought from the point of entry safeguarding team/mash/point of contact, according to local arrangements.
Local Authority Designated Officers - LADO@suffolk.gov.uk
LADO central telephone number 0300 123 2044
· A child protection referral is made by the designated person if required. The LADO, line managers and local safeguarding children’s services can advise on whether a child protection referral is required.
- The designated person (DB) asks for clarification from the LADO on the following areas:
- what actions the designated person must take next and when and how the parents of the child are informed of the allegation
- whether or not the LADO thinks a criminal offence may have occurred and whether the police should be informed and if so who will inform them
- whether the LADO is happy for the setting to pursue an internal investigation without input from the LADO, or how the LADO wants to proceed
- whether the LADO thinks the person concerned should be suspended, and whether they have any other suggestions about the actions the designated person has taken to ensure the safety of the children and staff attending the setting
· Parents are not normally informed until discussion with the LADO has taken place, however in some circumstances the designated person (DB) may need to advise parents of an incident involving their child straight away, for example if the child has been injured and requires medical treatment.
· Staff do not investigate the matter unless the LADO has specifically advised them to investigate internally. Guidance should also be sought from the LADO regarding whether or not suspension should be considered. The person dealing with the allegation must take steps to ensure that the immediate safety of children, parents and staff is assured. It may be that in the short-term measures other than suspension, such as requiring a staff member to be office based for a day, or ensuring they do not work unsupervised, can be employed until contact is made with the LADO and advice given.
· The designated person (DB) ensures staff fill in 06.1b Safeguarding incident reporting form.
· If after discussion with the designated person (DB), the LADO decides that the allegation is not obviously false, and there is cause to suspect that the child/ren is suffering or likely to suffer significant harm, then the LADO will normally refer the allegation to children’s social care.
· If notification to Ofsted is required the designated person (DB) will inform Ofsted as soon as possible, but no later than 14 days after the event has occurred. The designated person (DB) will liaise with the designated officer (TM) about notifying Ofsted as necessary.
· The designated person (DB) ensures that the 06.1c Confidential safeguarding incident report form is completed and seen by the designated officer (TM).
· Avenues such as performance management or coaching and supervision of staff will also be used instead of disciplinary procedures where these are appropriate and proportionate. If an allegation is ultimately upheld the LADO may also offer a view about what would be a proportionate response in relation to the accused person.
· The designated person (DB) must consider revising or writing a new risk assessment where appropriate, for example if the incident related to an instance where a member of staff has physically intervened to ensure a child’s safety, or if an incident relates to a difficulty with the environment such as where parents and staff are coming and going and doors are left open.
· All allegations are investigated even if the person involved resigns or ceases to be a volunteer.
Allegations against agency staff
Any allegations against agency staff must be responded to as detailed in this procedure. In addition, the designated person (DB) must contact the agency following advice from the LADO
Allegations against the designated person
- If a member of staff has concerns that the designated person (DB) has behaved in a way that indicates they are not suitable to work with children as listed above, this is reported to the designated officer (TM) who will investigate further.
- During the investigation, the designated officer (TM) will take on the role of designated person.
· A record is made of an allegation/concern, along with supporting information, using 06.1b Safeguarding incident reporting form; normally by the practitioner who has observed the incident. This is then entered on the file of the child, and the 06.1a Child welfare and protection summary is completed and placed in the front of the child’s file.
· If the allegation refers to more than one child, this is recorded in each child’s file
· If relevant, a child protection referral is made, with details held on the child’s file.
Disclosure and Barring Service
· If a member of staff is dismissed because of a proven or strong likelihood of child abuse, inappropriate behaviour towards a child, or other behaviour that may indicate they are unsuitable to work with children such as drug or alcohol abuse, or other concerns raised during supervision when the staff suitability checks are done, a referral to the Disclosure and Barring Service is made.
Escalating concerns
- If a member of staff believes at any time that children may be in danger due to the actions or otherwise of a member of staff or volunteer, they must discuss their concerns immediately with the designated person (DB).
- If after discussions with the designated person (DB), they still believe that appropriate action to protect children has not been taken they must speak to the designated officer (TM).
- If there are still concerns then the whistle blowing procedure must be followed, as set out in 06.1 Responding to safeguarding or child protection concerns.
It is important that children and young people receive consistent messages about the safe use of technology and are able to recognise and manage the risks posed in both the real and the virtual world.
Terms such as ‘e-safety’, ‘online’, ‘communication technologies’ and ‘digital technologies’ refer to fixed and mobile technologies that adults and children may encounter, now and in the future, which allow them access to content and communications that could raise issues or pose risks.The issues are:
Content – being exposed to illegal, inappropriate or harmful material
Contact – being subjected to harmful online interaction with other users
Conduct – personal online behaviour that increases the likelihood of, or causes, harm
I.C.T Equipment
· The setting manager ensures that all computers have up-to-date virus protection installed.
- Tablets are only used for the purposes of observation, assessment and planning, to take photographs for individual children’s learning journeys and to access music or information to share with children.
- Tablets on the premises are stored securely at all times when not in use. If staff take their tablet home they keep it secure at all times and use it only at their home, ensuring confidentiality at all times.
· Children never have access to the internet/computers. Staff access internet sites and then share with children, remaining with them at all times.
· The setting manager ensures that risk assessments in relation to e-safety are completed.
· Only reputable sites with a focus on early learning are used (e.g. CBeebies).
· Video sharing sites such as YouTube are first accessed by staff to ensure inappropriate content is not shared, only the music video or piece of music required.
· Children are taught the following stay safe principles in an age appropriate way:
- only go online with a grown up
- be kind online and keep information about me safely
- only press buttons on the internet to things I understand
- tell a grown up if something makes me unhappy on the internet
· Staff support children’s resilience in relation to issues they may face online, and address issues such as staying safe, appropriate friendships, asking for help if unsure, not keeping secrets as part of social and emotional development in age-appropriate ways.
· Staff report any suspicious or offensive material, including material which may incite racism, bullying or discrimination to the Internet Watch Foundation at www.iwf.org.uk.
The setting manager ensures staff have access to age-appropriate resources to enable them to assist children to use the internet safely.
Personal mobile phones – staff and visitors (includes internet enabled devices)
· Personal mobile phones and internet enabled devices are not used by staff during working hours. This does not include breaks where personal mobiles may be used off the premises or in a safe place e,g, staff room.
· Personal mobile phones are switched off and stored in a secure location.
· In an emergency, personal mobile phones may be used in a safe place with permission.
· Staff ensure that contact details of the setting are known to family and people who may need to contact them in an emergency.
· Staff do not take their mobile phones on outings.
· Members of staff do not use personal equipment to take photographs of children.
· Parents and visitors do not use their mobile phones on the premises. There is an exception if a visitor’s company/organisation operates a policy that requires contact with their office periodically throughout the day. Visitors are advised of a private space where they can use their mobile.
Cameras and videos
· Members of staff do not bring their own cameras or video recorders to the setting.
· Photographs/recordings of children are only taken for valid reasons, e.g. to record learning and development, or for displays, and are only taken on equipment belonging to the setting.
· Camera and video use is monitored by the setting manager.
· Where parents request permission to photograph or record their own children at special events, general permission is first gained from all parents for their children to be included. Parents are told they do not have a right to photograph or upload photos of anyone else’s children.
· Photographs/recordings of children are only made if relevant permissions are in place.
· Parents accompanying outings are not allowed to take photographs.
· If photographs are used for publicity, parental consent is gained and safeguarding risks minimised, e.g. children may be identified if photographed in a sweatshirt with the name of their setting on it.
Cyber Bullying
If staff become aware that a child is the victim of cyber-bullying at home or elsewhere, they discuss this with the parents and refer them to help, such as: NSPCC Tel: 0808 800 5000 www.nspcc.org.uk or ChildLine Tel: 0800 1111 www.childline.org.uk
Use of social media
Staff are expected to:
- understand how to manage their security settings to ensure that their information is only available to people they choose to share information with
- ensure the organisation is not negatively affected by their actions and do not name the setting
- are aware that comments or photographs online may be accessible to anyone and should use their judgement before posting
- are aware that images, such as those on Snapshot may still be accessed by others and a permanent record of them made, for example, by taking a screen shot of the image with a mobile phone
- observe confidentiality and refrain from discussing any issues relating to work
- not share information they would not want children, parents or colleagues to view
- set privacy settings to personal social networking and restrict those who are able to access
- not accept service users/children/parents as friends, as it is a breach of professional conduct
- report any concerns or breaches to the designated person in their setting
- not engage in personal communication, including on social networking sites, with children and parents with whom they act in a professional capacity. There may be occasions when the practitioner and family are friendly prior to the child coming to the setting. In this case information is shared with the manager and a risk assessment and agreement in relation to boundaries are agreed
Use/distribution of inappropriate images
· Staff are aware that it is an offence to distribute indecent images and that it is an offence to groom children online. In the event of a concern that a colleague is behaving inappropriately, staff advise the designated person who follow procedure 06.2 Allegations against staff, volunteers or agency staff.
09.1 Waiting list and admissions
It is our intention to make our setting accessible to children and families from all sections of the local community. We aim to ensure that all sections of our community have access to the setting through open, fair and clearly communicated procedures.
Procedures
- We ensure that the existence of our setting is advertised in places accessible to all sections of the community.
- We ensure that information about our setting is accessible, using simple plain English, in written and spoken form and, where appropriate, provided in different community languages and in other formats on request.
- We operate a waiting list where spaces are offered to funded-age children first, followed by non-funded children, on a first come first served basis.
- A £45 deposit is required to secure a place (not applicable to parent/carers receiving 2 year funding) which will be returned once fees or government funding have been received in the child’s first term.
- Children already attending the setting and wishing to increase their sessions will take priority when places become available. The setting will advise the parent/carer of how long they are likely to have to wait before a suitable place becomes available. This information will only be an estimate and will not constitute a binding guarantee from the setting.
- Our setting and its practices are welcoming and make it clear that fathers, mothers, other relations and carers are all welcome.
- Our setting and its practices operate in a way that encourages positive regard for and understanding of difference and ability - whether gender, family structure, class, background, religion, ethnicity or competence in spoken English.
- We support children and/or parents with disabilities to take full part in all activities within our setting.
- We monitor the needs and background of children joining my setting on the Registration Form, to ensure that no accidental or unintentional discrimination is taking place.
- We share and promote our Valuing Diversity and Promoting Equality Policy.
- We are flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the setting that provides stability for all the children.
- In exceptional circumstances a two year old child who will qualify for 2 year funding in the following term may be able to join Barnabas before that funding becomes available. This might apply to a foster child or a parent in need of early support. The decision will be made by the owner/manager on an individual case basis with reference to available spaces, staff and any other relevant circumstances pertaining to Barnabas or the child at the time.
- Failure to comply with the terms and conditions may ultimately result in the provision of a place being withdrawn.
Children with SEND
· The manager must seek to determine an accurate assessment of a child’s needs at registration. If the child’s needs cannot be met from within the setting’s core budget, then an application for SEN inclusion funding must be made immediately.
· Children with identified SEND must be offered a place when one becomes available as with any other child. However, the start date for children with more complex SEND will be determined by the preparations made to ensure the child’s safety, well-being and accessibility in the setting. If a child’s needs determine that adjustments need to be made, the manager must outline a realistic timeframe for completion, detailing the nature of adjustments e.g. risk assessment, staff training, health care plan and all other adjustments required. The child’s safety at all times is paramount.
· At the time of registration, the manager must check to see if a child’s family is in receipt of Disability Living Allowance, if so, the manager must ask for evidence to enable them to claim the Disability Access Fund directly from the local authority. If the family is eligible but not in receipt of the allowance, the setting manager will support the family in their application. More information can be found at www.gov.uk/disability-living-allowance-children/how-to-claim.
· Preparation for admitting a child with SEND must be made in a reasonable amount of time and any delay in the child starting is scrutinised by the setting manager to avoid discrimination and negative impact on the child and family. During a preparation period the family and relevant agencies and the local authority must be regularly updated on the progress of the preparations.
Safeguarding/child protection
If information is provided by the parents that a child who is starting at the setting is currently, or has had involvement with social care, the designated person will contact the agency to seek further clarification.
Parents are advised on how to access the setting’s policies and procedures.
Admissions
Once a parent has completed an initial ‘Registration for a Place’ form and paid the deposit (if applicable) their child’s place is confirmed by e-mail.
- A Welcome Pack is taken to the family by the Key Person at the Home Visit and will be completed before the children starts (parents not having a Home Visit receive the Registration Form by post).
- The Welcome Pack includes:-
- Full Registration Form
- Tapestry Agreement
- Parent and Carer Responsibilities
- All about me
- The following documents are e-mailed to parents/carers:-
- GDPR Privacy Notice
- Fees and Funding information
- EYFS Implementation at Barnabas
- Parent/Carer general information
Further guidance
Early Years Entitlements: Operational guidance for local authorities and providers (DfE 2018) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/718181/Early_years_entitlements-operational_guidance.pdf
Fees Policy
We recognise that the cost of registered childcare may seem expensive to a parent/carer. However, providing a high quality, safe and stimulating service for children is expensive and to ensure the continued high standards and sustainability of the service, we must ask that parents/carers respect our fees policy.
- Government Funding for 15 hours childcare is available for all children aged 3 & 4 between the core hours of 9.15 a.m. to 3.15 p.m. on weekdays and during term time.
- An additional 12.75 funded hours will be available for working parents who qualify for up to 30 hours funding (information available at https://www.childcarechoices.gov.uk/). This begins in the term after a child becomes 3.
- Government Funding may be available for 2 year olds for the core hours specified above and those to whom this applies should receive notification directly from Suffolk County Council. This can also be checked on-line.
- Fees will be charged for the hours an unfunded 2 year old attends the setting between 8.30 a.m. and 3.15 p.m. *
- Fees will be charged for the hours a funded child attends the setting between 8.30 – 9.15 a.m. and the amount of these additional hours is decided by parent/carers.
• One months notice is required for fee-paying children leaving the setting or reducing pre-booked sessions. During this time fees will be charged. Fees already paid are non-refundable for the period of one month.
• The level of fees will be set by the Registered Person and reviewed annually in the light of the setting’s financial position and current rates of government funding, its future strategic plans and any other broader economic or social considerations deemed relevant.
Details of all fees and Additional Charges are explained in the ‘Fees and Funding’ document included in the registration documents, displayed on a noticeboard, on Tapestry and on the Barnabas website.
• Invoices for termly fees will be distributed in the first three weeks of term. Lunch Club from 12.30 p.m. to 1 p.m. is optional and can be included within the 15 hours grant funding. Payment of fees may be made on a monthly, half termly or termly basis and paid by Bank Transfer. However, due to individual circumstances a request for daily or weekly payment will be considered. These payments would be on an agreed day prior to the start of the week in question. Individual payment arrangements will be negotiated between the Manager and parents/carers.
• Government funding for three year olds begins in the term after the child’s third birthday.
• If the fees are not paid on time, the Manager will notify the parent/carer in writing and request payment at the earliest possible opportunity.
• The Manager has the right to issue a formal warning to the parent/carer and inform them that continued late payment will result in their child’s place being forfeited.
• If fees are paid persistently late or not at all with no explanation, the Manager will be forced to terminate that child’s place. Under exceptional circumstances, the Manager may agree to allow the child to continue attending for the remainder of that week.
• Parents/carers are encouraged to contact Deborah Branch (Owner/Manager) or Helen Krailing (Administrative Assistant) if they have any query about the fees policy, or if, for any reason, they are likely to have difficulty in making a payment on time.
• When a fee paying child is away from the setting (including due to sickness) fees will still apply. Should a child be away for a planned period and wishes to retain their place then fees for each session will be required.
• Should a grant funded child be away from the setting (other than due to sickness) for a planned period during Headcount Week then their fees will not be met by Government Grant Funding and parents/carers will be responsible for paying the fees if they require the child’s place to be retained. Headcount Week is set by Suffolk County Council and falls shortly after the beginning of each term. Staff will be able to provide this date at the beginning of the previous term or Suffolk County Council can be contacted on 0345 60 800 33.
