1. family and parenting
2. children

WELCOME
PACK
Rutherford Rascals Pre-School
Wentworth Drive
Bedford
MK41 8PX
Tel: 01234 267832
Website: www.rutherfordrascalspreschool.co.uk
Email: rutherfordrascals1@aol.co.uk
Everything you need to know about Preschool
Reviewed March 2012
INDEX
WELCOME AND BACKGROUND
1. AIMS & OBJECTIVES
2. THE EARLY YEARS FOUNDATION STAGE
 Language and Literacy
 Physical Development
 Knowledge and understanding of the World
 Creative Development
 Problem solving, Reasoning and Numeracy
 Personal and social development
3. HOW THIS LOOKS AT RUTHERFORD RASCALS
 Painting & Drawing
 Water Play
 Sand
 Dough
 Junk & Collage
 Cooking
 Home Corner
 Gardening & Outdoor Fun
 Climbing Frames & Wormy
 Movement to Music and Simple Games
 Music, Songs, Rhymes, Instruments
 Books
 Nature & Interest Tables
 Show & Tell Box
 Emergent Writing
 Other Activities
4. PROVIDING FOR EVERYONE
 Providing Multicultural Access
 Special needs & Disabilities
5. HOURS AND DAILY ROUTINE
6. POLICIES AND PROCEDURES
1. Admissions
2. Settling in
3. Procedures for arrival and depart of children
4. Late collection
5. Collection by persons unknown
6. Fees for Funded 3 & 4 year olds
7. Fees for non funded sessions
8. Confidentiality
9. Working in partnership with Parents
10. Packed Lunch
11. Health and Safety
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12. Sick child
13. Medication and administration procedures
14. Fire Safety
15. Emergency Closure
16. Evacuation
17. Curriculum
18. Key persons
19. Data Protection and Parental access to records
20. Behaviour management
21. Bullying
22. Safeguarding children - 22a CRB/ISA Vetting and Barring
23. Staffing
24. Complaints
25. Complaint form
26. Notifiable diseases
27. Contagious diseases
28. Asthma
29. Intimate care
30. Equality and Diversity
31. Food handling
32. Missing child
33. Smoking
34. Outdoor learning
35. Specific needs
36. Whistle blowing
37. Student Placement
38. Equipment
39. Outings
40. Looked After Children
41. Environmental
42. Parental Helpers
43. Sun cream policy
44. Staff training
45. Staff appraisal policy
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WELCOME AND BACKGROUND
Rutherford Rascals Preschool opened 1981 as a playgroup in the main school dining room. We
are now in our own a secure annex building within extensive, secure and fenced gardens for the
sole use of the pre-school. We operate as a Limited Company registered with the Charity
Commission with a Board of trustees made up of parents and representatives of the local
community any excess funds are ploughed into improving the facilities.
We believe in working in partnership with parents and carers for the benefit of the individual child.
This was recognised in 2010 in our most recent inspection where Ofsted rated us an “outstanding”
provider in terms of both standards and quality for the care and education of our children.
1. AIMS & OBJECTIVES
Our aims are:
1. To provide a child-friendly environment that is safe, caring & stimulating where each child will
learn, grow and develop as an individual.
2. To encourage children to develop self-confidence and self-esteem
3. To promote children’s social, intellectual and physical development, through play and
structured activities.
4. To encourage the children to respect other children and adults, and to learn tolerance,
consideration and self-control.
5. To regularly observe the children and record their developmental and intellectual progress.
6. To plan for each child’s future developmental and intellectual progress.
7. To continually review and evaluate our provision and resources to ensure that children are
receiving quality education and make changes if necessary.
8. To recognise that the children themselves do not choose to come to our setting. As such we
aim to provide an environment that is welcoming and friendly which will encourage the child to
return.
9. To make parents/carers feel welcome and provide an atmosphere where both children and
adults feel happy and comfortable.
10. To work as partners with parents/carers and offer flexibility that allows each child’s individual
needs to be met.
11. To honour parent’s trust that we will nurture their child and give them quality care.
12. To provide parents with regular newsletters and information about our provision and early
years developments.
13. To be open to parents comments, criticisms and suggestions.
14. To maintain an adult/child ratio of at least 1:6, giving children a high level of adult support
15. To create a non-sexist and non-racist atmosphere by introducing appropriate toys books and
games to encourage equal development of both sexes.
16. To regularly renew our resources to provide ongoing stimulation and interest.
17. To keep up-to-date with early years developments new legislation and thinking
18. To liaise with other agencies and carers, such as health visitors, social workers, child minders
and pre-school organisations in the interest of the individual child when necessary.
19. To develop links with our local schools and community.
20. To work within the guidelines of the Early Years Foundation Stage.
21. To follow the guidelines and requirements of the registering bodies.
22. To regularly update staff training.
2 THE EARLY YEARS FOUNDATION STAGE
Our pre-school curriculum is play based following the Early Years Foundation Stage, which aims
to ensure that the children’s early learning is an enjoyable experience. Play activities are carefully
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planned to ensure a balance giving breadth and depth and opportunity for the children’s personal
choice. The activities provide opportunities for experiencing key skills in the six areas of learning
as outlined by the School Curriculum and Assessment Authority.
Physical
Development
Language and
Literacy
6 Stages of
Early Years
Development
Knowledge and
understanding
of the World
Problem
solving,
Reasoning and
Numeracy

Creative
Development
Personal and
social
Development
Language and Literacy
 Language plays an important part in the daily routine at pre-school. The children are
continually encouraged to communicate effectively through listening to and being prompted by
the staff and other adults present. They are stimulated to use and extend language by
questioning, explaining, recalling and comparing.
 Every session includes ‘story time’ when the children learn how to listen, concentrate and
develop their attention skills. The book box is always available too, throughout the day,
enabling the children to choose a book to look at or share with an adult.
 Song time at the end of every session helps to familiarise children with language, rhythm and
rhyme. Memory skills are developed through learning the words and actions to the many
songs and nursery rhymes used.

Physical Development
 To enhance the physical development of our children the pre-school focuses on improving fine
manipulation and gross motor/co-ordination skills through a wide variety of activities.
 Fine manipulation and co-ordination skills are developed through activities such as bead and
button threading, play-dough work, junk modelling (use of scissors), tracing, construction
(bricks, popoids, octons etc), baking/cooking and basic stitching. During their time at preschool the children are encouraged to draw and paint with increasing control through the
everyday use of stencils, tracing, free painting and colouring.
 As the children get older, they will be shown pencil control by following patterns and line,
tracing etc. If they cannot already write their name, they will be shown how to initially trace
over the letters and then how to form them independently.
Gross motor skills such as body control and co-ordination and the awareness of space and
other people are developed through the use of our climbing frame, balancing beams,
trampoline, and during parachute and canopy games. Children are encouraged to enjoy the
benefits of outdoor exercise and fresh air in our secure garden area, attached to the preschool.

Knowledge and understanding of the World
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 Pre-school offers opportunities for the children to learn and discuss their experiences of
people and their environment. They are introduced to religious and cultural events, such as
Guy Fawkes Night, Diwali, Christmas, Chinese New Year, Mothering Sunday, Easter etc, and
the seasons in which they fall. This is achieved through our programme of themed weekly
activities.
 Trips are ideal to take the children to different environments – for example- exploration of the
local park and woods. Visitors come to the pre-school too, Police Officers, School Teachers,
Fire Fighters (with their engine!), Entertainers etc.
 Artwork activities such as junk modelling and collage allow children a chance to express their
views on the world around them; they make boats, houses, aeroplanes, trains, animals, birds,
insects, people, machines and much more.
 The children have their own planting area in the garden. They plant flowers as well as
vegetables such as potatoes, tomatoes and lettuce. This enables each child to understand
that when you plant a seed and water it something will grow. The children also get the
opportunity to pick, wash, cook and eat the things they grow and so learn not all flowers and
vegetables come from supermarkets.
 Role-play in the dressing up and ‘home corner’ with listening to songs and stories also
broadens our children’s knowledge of the world around them.

Creative Development
 Rutherford Rascals Pre-school offers many opportunities for the children to express
themselves in a creative manner; they can work with play dough and paint, make models with
boxes, glue, paper etc, build with Lego, popoids and mega blocks and have daily access to
the ‘Home Corner’ and dressing-up clothes.
 Other toys, such as cars, farm set, garage, trains, and ‘big builder’ help to stimulate the
children’s imagination and expression of ideas.
Singing, using musical instruments and taking part in our Christmas and Summer concerts are
also outlets for the children’s creative development.

Problem solving, Reasoning and Numeracy
 The children encounter mathematics in many different settings, such as cooking (weighing),
singing (number songs and rhymes), puzzles, threading and counting.
 They are also introduced to mathematical language such as shapes, size comparisons,
sorting etc. Their early mathematical skills are founded in play.
As they reach the age of 4 these skills are reinforced with more counting, shapes and games.
The Early Learning Goal is for children at this stage to be able to count in sequence from one
to five.

Personal and social development
 The children are encouraged right from the start to establish effective relationships with adults
and other children. They learn to share toys fairly and to show their feelings and to behave in
appropriate ways. This gradually leads to recognition of acceptable and unacceptable
behaviour, and more importantly children begin to understand why.
 With a wide choice of play materials and activities available children are able to exercise
independence in selecting an activity.
 Through participation in our weekly themed activities they develop confidence in their own
abilities and begin to learn about different cultures, religious events, family life and the outside
world. Role-play in our ‘Home Corner’ and our dressing up clothes, allow the children to
stretch and develop their own imaginations.
As they reach the age of 4 we encourage them to work in smaller groups with children of their
own age. This may take the form of board games to extend their levels of concentration while
encouraging them to share and take turns.
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3. HOW THE CHILDREN DO THIS AND HAVE FUN!
PAINTING & DRAWING
Children are encouraged to express themselves through paint, choosing their own colours and the
amount they do. We have easels, large sheets of paper and plenty of paintbrushes, fingers,
hands etc! The children are not shown how to paint, they are allowed to develop their own
methods and learn from their experiences over a period of time.
Most children find painting a very exciting experience and quickly learn to appreciate colour and
patterns, which they may begin to transfer to ones that we, as adults, recognise. The
development into recognisable forms is not an important factor in painting at pre-school, this will
come naturally from the ages of about 4-5 years. Colour and imagination are foremost in their
development at this period in their lives.
WATER PLAY
Plastic aprons are provided (so don’t expect soggy children at pick up time). Water has a dual
role, both soothing children and allowing a safe outlet for aggression. Not only is there the
fascination of playing with water, watching it pour, drip and splash, but also used together with
sand, children can learn a lot about weight and volume (under the eye of a watchful member of
staff).
SAND
Another soothing remedial exercise if poured dry through fingers, or mixed with water and
moulded, squeezed, or controlled by various methods and made into something beautifully
imaginative. Mum doesn’t have to clean up the mess afterwards either!
DOUGH
Squeeze it, bash it, flatten it, roll it, cut it, shape it and let imagination run wild. Children love to
explore all the possibilities of shaping and forming dough. They develop their sense of touch,
manipulative dexterity and small motor skills.
JUNK AND COLLAGE
It may be junk to us, but just wait till they bring you their rocket ship, boat, dinosaur, fairy,
star…..They have so much fun experimenting with paste, scissors, glue and textures. Collage is
a clever method of creating forms as well as encouraging practical skills.
COOKING
Developing their mathematical skills, hygiene knowledge, fine and gross motor skills,
understanding and learning from recipes, trying new food, making and eating lots of healthy
snacks (and yummy cakes).
HOME CORNER
An area is set aside as a pretend house, shop, office, vets, etc, with dolls, a kitchen, a till,
dressing up clothes etc. Children can play ‘mummy’s and daddy’s, ‘shopkeeper’, ‘doctor’, fire
fighters and more, letting their imagination develop through play.
GARDENING AND OUTDOOR FUN
A chance to learn where some food comes from and how to grow your own vegetables, flowers
and other useful plants. Children love the real magic of seeing seeds sprout and grow into
towering sunflowers or juicy tomatoes. They especially enjoy messing around with compost and
water (aprons worn at all times when it might get muddy!).
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CLIMBING FRAMES, PLANKS, WORMY
Let them run off steam with us (while being carefully and unobtrusively supervised). Children love
the feeling of simply running, climbing, jumping, throwing, balancing and even catching. They will
strengthen muscles develop their mental alertness and their general health.
MOVEMENT TO MUSIC AND SIMPLE GAMES
Broadening children’s knowledge of different types of music and rhythm, increasing their
confidence to feel the music and move their bodies to the beat. Lots of excitement (and
development of listening skills) with musical statues, chairs, ‘what animal’ and other games.
MUSIC, SONGS, RHYMES, INSTRUMENTS
Soothing, exciting, strange, telling a story, sparking the imagination. Music every day at preschool. Singing songs and rhymes, tapping out beats, playing simple instruments and
experimenting with sound. What Fun! Learning to listen and simple enjoyment.
BOOKS
We have interesting, imaginative and educational books on our bookshelf. Your child can pick
them up, learn how to handle them properly, listen to them being read, learn to tell the story
through pictures, fantasy and fact, and develop an enjoyment for the written word. They may
even start to try and read on their own. We have a regular ‘story’ slot every session.
NATURE & INTEREST TABLES
The outdoor world comes indoors; leaves, bark, seeds (plastic bugs!) and magnifying glasses –
wow! Learn about types of leaf, textures, colours, how many legs different insects have?
SHOW AND TELL BOX
Every half term the staff introduce an overall theme, with each week having it’s own topic within
the theme. The children are encouraged to bring in items relating to the theme. For instance, we
might be looking at shapes, and choose a different shape each week for the show and tell box.
(Parents please encourage your child to find their own items for the show and tell box, this is a
learning experience, but please make sure they are relevant to the
theme!)
EMERGENT WRITING
We use highlighter pens to aid and assist emergent writing. Using a pencil, the children practise
writing over their name, which has been written in highlighter pen on paper. Once they are
producing letters with confidence, we encourage them to form the letters independently. This is
the start of emergent writing.
OTHER ACTIVITES
Experiment with; shaving foam, compost, wood shavings, construction toys, tabletop toys,
puzzles, games, and more.
4. PROVIDING FOR EVERYONE
At Rutherford Rascals we work hard to promote an inclusive environment for all children
regardless of ethnic origin or religious beliefs. We encourage children to explore their
environment and the people within that environment, looking at themes that are relevant to the
children and their families, for example, transport, countries, ourselves and multi-cultural festivals,
etc.
We provide equal opportunities for all children to enjoy a safe stimulating educational environment
where they can learn and play together.
If English is not your first language and you need an interpreter please inform the pre-school
leader.
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5 OPENING HOURS & DAILY ROUTINE
OPENING HOURS
We are open from Monday to Friday, 8.30 am to 5pm, 38 weeks of the year in line with school
term dates.
DAILY ROUTINE
 8.30 – Door Open for Breakfast Club
 9.30 – Door Open for Morning session
 9.00 - 11.30 Free flow play
 10.00- 10.30 Rolling Snack time
 11.15 – Story, circle time, show and tell
 11.30 – Door Open for midday session and 8.30 leavers.
 11.45 – Door closed
 12.30 – Door Open for afternoon children
 12.45 – Door locked
 12.45 – 3.15 Free flow play
 2.00 – 2.30 Rolling Snack Time
 2.30 – Doors open for 2.30 collection
 3.15 – Story, circle time, show and tell
 3.30 – Door open, collection of children
 3.30 – 5.00 After School Club
FIRST DAYS
We stagger start all our new children to allow staff to have sufficient time to smooth their transition
into the school.
It is the first time many parents and children are separated and we do understand it is a stressful
time for both.
On the first day parents are welcome to wait in a separate room to be assured their child has
settled before leaving the premises. Tissues and tea are provided – for the parents!
Please remember to bring, slippers, wellington boots and a change of clothes.
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POLICIES AND PROCEDURES
1) ADMISSIONS POLICY
We aim to make the preschool accessible to all children from the local community. To accomplish
this, we will:
 Advertise the existence of our pre-school in all areas of the local community.
 Describe the pre-school and it’s practices in terms which make it clear that it welcomes both
mothers and fathers, other relations and carers, including childminders, and people from all
cultural, ethnic religious and social groups, with or without disabilities.
 Make our equal opportunities policy widely known.
 We can provide a place for up to 35 children per session.
 A place is kept vacant to provide for emergency admissions.
 We accept children aged 2 years – 5yrs.
 Accept children in pull ups
 Children will be allocated sessions as requested by parents, where possible.
 Children will be eligible for up to 15 hours per week in the terms following their third birthday
until they go to Lower School..
 In order to accommodate children on our waiting list, we reserve the right to limit the number
of sessions any child may attend.
 Places on the waiting list will be offered on a first come first serve basis, however priority will
be given to funded children.
 We offer a flexible entitlement scheme and therefore offer attendance patterns in order to
accommodate the needs of individual children and families within operation guidelines.
2) SETTLING-IN POLICY
Children must feel happy and secure without their parents, before they can play and learn
successfully. They need to be confident that their parents or carers will return at the end of the
session.
In order to achieve this our procedures are:
 For prospective parents and children to be invited to a ‘visit’ session.
 To arrange for parents to visit with their child for part of a session before they start.
 Admission to the pre-school is staggered to reduce the number of new children starting at the
same time.
 To recognise that parents know their child best and to work with them to make the child feel
welcome and secure.
 Each child is an individual, so how a child is left on their first session is decided on an
individual basis.
 We insist that the main carer must not sneak off but to tell their child that they are leaving and
will return. We find that a child will settle in much quicker with this approach.
 We recognise that at some stage the child may need to be left even though distressed. In
such cases the child will be given the continual support of one member of staff. If the child
continues to be unduly distressed and is unable to settle, then the parent will be contacted
and asked to return.
 If a child is upset when left, parents are welcome to telephone the group at any time to
enquire about them. Also a member of staff will ring you after the first half hour to let you
know how your child is doing.
 If a child is upset when left parents are welcome to sit in another room where tea and tissues
are available and a member of staff is there to reassure them their child will settle.
 Children will be allowed to bring in items of comfort, but we encourage that they are left on a
shelf to give reassurance, but to discourage dependence.
 We aim to give each child adequate time and support to settle into the setting. Parents’
worries and concerns will be taken seriously.
 Parents who are anxious about their child will be given reassurance and information about
their child’s activities and welfare during the session.
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 We recommend that parents/carers of children new to the group return early so the child does
not become distressed when other children are collected and they are left waiting. (Young
children have little concept of time and may not understand that you will “be here soon”.)
 Children develop at different rates and parents should not be discouraged if their child does
not settle in as quickly as another. We will offer reassurance and support.
3) ARRIVAL AND DEPARTURE OF CHILDREN
ARRIVALS
 Children & parents will wait outside until the start of the session.
 Children should not be left unaccompanied before the start of the session.
 One member of staff will open gate and one member of staff will open door and greet
children and parents; two members of staff must be on duty to greet children and adults in
the main room.
 Children should hang up their coats and change their shoes; the parent should sign the
child in.
 Other members of staff must be ready to greet the children.
 If parents/carers inform a member of staff that someone else will be collecting their child
the information must be recorded immediately by the parent/carer in the collection section
in the sign in/out book, which is on the parent’s desk near the entrance.
 All staff are responsible for ensuring that the premises are safe, but one member of staff
will make sure that the main door and fire exit door are secure.
 A register of children & adults will be taken by 9.45 or 12.45pm and a head count carried
out to ensure the numbers tally. The number of boys, girls and adults in attendance will be
recorded in the register and written on the register board.
DEPARTURES
 No child will be allowed to leave the premises unless accompanied by a responsible and
authorised adult. (over 16)
 If children leave the setting early they must be taken off the main register board and
marked as left in the register.
 Parents will collect the children from the main room and sign them out.
 A member of staff will open the gate and another on the main door and stay on the door
until all parents are in. The door will then be closed but the staff member will remain at the
door to let out the children and adults individually until all children are collected by their
allocated adult.
 When all the children have been collected all doors must be secured.
 The identity of people not known to us must be checked before handing over any child.
Where there is any doubt the collector should be invited to remain in the group whilst their
credentials are checked. Members of staff must ensure that the child does not become
concerned or upset nor should the collector be made to feel embarrassed by the situation.
The safety of the child is of paramount importance and anyone entrusted with the care of
the child will appreciate our vigilance if handled in an appropriate way. (see below)
 Members of staff should be ready to share with parents, information about what the
children have been doing.
 Children can only be collected at specific times during the day, 11.30am, 12.30am,
2.30pm, 3.30pm and anytime as agreed during After School Club until 5pm when the
Preschool shuts, this prevents distress and upheaval to the other children. Special
allowances for medical appointments need to be agreed with the Preschool Manager.
4) LATE COLLECTION
 If children have not been collected after 15 minutes the parents/main carer should be
telephoned, after checking that the child is not being collected by someone else in which
case they should be phoned. Should there be no response, we will wait for a further 5
minutes before trying again. If there is still no response one of the emergency contact
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numbers should be called. At all times the child should have adult supervision and be
reassured.
 If the child has not been collected, or contact made with the parent/carer, after 30
minutes then Social Services must be contacted to advise them of the situation and
to seek further advice.
 On no account must a member of staff take the child off the premises.
 If a parent is continually late to collect their child, they will be charged £5 per 15mins to
cover staffing costs.
5) COLLECTION BY AN UNKNOWN PERSON
 If someone not known to us comes to collect a child, the Collection section in the sign
in/out book should be checked and the person’s identity verified.
 If there is no record of another person collecting the child, the collector should be politely
told that we do not appear to have been informed and that verification from the parent
must be obtained.
 The collector should be invited into the group and a member of staff should engage them
and the child in conversation whilst another staff member phones the parent. The reaction
of the child to the ‘stranger’ should be noted. If the parent cannot be contacted, one of the
emergency contacts should be phoned to see if they know the whereabouts of the parent
or can collect the child themselves. If this is not possible then Social Services should be
contacted for advice.
 These incidents will be recorded in the child’s confidential folder
6) FEES POLICY FUNDING FOR THREE AND FOUR YEAR OLDS.
 The term after a child is 3yrs old and 4yrs old, they become eligible for Early Years
Funding, which is 15 free hours per week for 38 weeks a year
 There are three cut of dates for a child’s eligibility. 31 stMarch, 31stAugust and 31st
December. Regardless of whether your child becomes 3/4yrs in the term after, the
funding will not apply until the following term.
 The Early Years Funding can be shared with other pre schools or nurseries, but you
CANNOT claim for more than 15 hours per week. If you fraudulently claim for the more
hours you will be entitled to pay for the hours at the setting that does not receive the
funding.
 This information must be confirmed before each headcount day (as stated by the local
Education Authority) at the beginning of each term.
 FAILURE TO CONFIRM THE REQUIRED NUMBER OF SESSIONS BY THIS DATE,
MAY AFFECT YOUR CHILD’S ELIGIBILITY TO FUNDED PLACES.
 Once a grant has been allocated to a place, it is not transferable to another setting should
the child leave the pre school during that term.
 The funding is paid directly to the Pre School. Funding must be applied for, at the start of
every term.
 Any sessions over the 15 free funded hours are charged at the pre school rate and will be
charged termly.
7) FEES FOR CHILDREN NOT IN RECEIPT OF FUNDING
Purpose of the Policy
To ensure clear guidelines are provided for both finance staff and parents to ensure regular and
full payment of non-funded fees to the preschool. It will outline support to parents who find
themselves in financial difficulties and outline the clear process the Preschool will take to ensure
all fees are collected.
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Background to the Policy
Rutherford Rascals Preschool recognises it operates in an area of Social Deprivation and
therefore manages it resources and charges to ensure its services are available to a wide local
audience. To this end, unlike many local preschools it does not operate a “deposit” fee system. In
addition, its non-funded sessions are comparatively low to other providers.
Parents are advised of payment methods on their termly statement, if their child uses non-funded
sessions. Payment can be termly, half termly or monthly. The Finance Officer is available to
support parents who find themselves in difficulty when paying.
1 month’s paid notice is required to change sessions.
Fee Collection Process
1. Termly Statements of fees will be given to parents of non-funded children and those who’s
hours are excess to their funded hours per week.
a. No later than end of the first two weeks of term
b. Statement will show the various payment plans and costs
c. These will be enveloped and distributed via the children’s drawers.
2. Parents can pay by either cash, cheque ( payable to Rutherford Rascals Preschool) ,
BACs and child care voucher.
We operate a number of childcare voucher scheme, please see the Finance Officer for
specific scheme details.
A receipt will be given by Preschool Staff
3. The Finance Officer will reconcile these payments against the children’s statements and
pay into the bank within 1 week.
4. In the case of cash overpayment, credit will be shown on the following statement.
5. If no payment has been made by the half term date on the Statement, the Finance Officer
will write to the parents reminding them of their obligation.
6. If no money is forthcoming or the parents have made no contact to the reminder letter,
after two weeks the parents will be invited to meet with the Finance Officer to arrange
payment or be given notice to lose their child’s place.
7. Any non-funded child with unarranged debt at the end of term will automatically forfeit
their place in the following term.
8. If the child leaves the preschool owing fees. The Committee authorises the Finance Officer
to take proceedings in the Small Claims Court to recover the outstanding fees. This is
common practice in most settings.
SESSIONAL FEES from September 2011
3 hour sessions
£11.00
Inc. snack and drink
Breakfast Club
£2.50 per half hour
Inc. Breakfast
After School Club
£2.50 per half hour
Inc. snacks and drinks.
Additional hour in session
£3.70
time
Invoices for additional ad hoc hours will be invoiced monthly with payment required on receipt of
the invoice. Failure to pay immediately will result in the ability to book additional hours being
withdrawn.
Details of Fees are provided to new parents, shown on invoice and confirmed annually when
sessions are requested.
The Pre School opens for 38 weeks per year.
Term dates are given out to each parent and also displayed on the main parent notice board.
Fees are decided by the trustees and are reviewed annually.
The Pre School has the right to close for teacher training days in accordance to local schools.
Fees will still be charged on days off site on preschool activities such as Christmas Parties, Sports
Days, trips and End of Year Parties.
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FEES ARE TO BE PAID REGARDLESS WHETHER YOUR CHILD IS ABSENT DUE TO
ILLNESS/HOLIDAY/DAY TRIP.
8) RUTHERFORD RASCALS - CONFIDENTIALITY POLICY
The pre-school’s work with children and families will sometimes bring us into contact with
confidential information. To ensure that those using and working in the pre-school can do so with
confidence, we will respect confidentiality in the following ways:
 Parents will only have access to any records of their own children and will not be given
any information about any other children.
 Information given by parents/carers to the pre-school leader will not be passed on to other
adults without permission.
 Details requested on the registration form, including address and telephone number are
also deemed confidential and will only be used for pre-school management purposes.
 Any discussions with parents about their children will take place privately and, if
appropriate, may be arranged outside of pre-school hours at a time suitable to parents.
 Staff will not discuss individual children, other than for purposes of curriculum
planning/group management, with people other than the parents/carers of that child. All
staff and voluntary helpers will be made aware of our confidentiality policy and required to
respect it.
 All parents will be asked to sign a “sharing” information form to allow the Preschool to
share relevant information with other childcare settings and professionals.
 Any issues relating to pre-school children and their families or members of staff should not
be discussed outside the pre-school setting.
 All parents who are on the committee and who come into the Pre School to help must sign
a confidentiality agreement.
The undertakings above may be over-ridden if information is requested as evidence in cases of
suspected Child Abuse
9) POLICY FOR WORKING IN PARTNERSHIP WITH PARENTS
(In this policy ‘parents’ includes the child’s parents, legal guardians, close relatives or other carers
who look after the child on a regular basis)
Rutherford Rascals Pre-school aims to make all parents and carers feel comfortable and welcome
in the group.
We recognise that parents are their child’s first and most important educators; by working together
the results can have a positive effect on children’s learning and development.
 We welcome the involvement of parents in the pre-school but appreciate that parents may
have family or work commitments, or may simply want a well-deserved break.
 Parents are welcome to visit the pre-school at any time and participate in pre-school
events.
 We welcome comments about our provision and any suggestions for topics, visitors to the
group or improvements in our procedures will be given serious consideration.
 Parents will be encouraged to share their knowledge and expertise to support the learning
opportunities we provide. This includes sharing family celebrations.
 Wherever possible parents will be given choice concerning the sessions their child
attends.
 The pre-school realises that family life can sometimes be stressful and will offer support to
parents where needed. This will include a flexible approach to the payment of fees.
 We will continually consider ways to improve our communication with parents and provide
opportunities for parents to discuss together relevant issues concerning childcare.
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INFORMATION FOR PARENTS
 Information including our curriculum, basic policies and procedures will be given to parents
in the form of a ‘Welcome Pack’ once their child is due to start.
 Due to the large amount of policies and procedures that we have, important day-to-day
ones will be included in the ‘Welcome Pack’. A folder on the Parent Notice Board contains
the rest of them. We do ask all parents to look through this and will photocopy any they
would like.
 Where there is a need, we will aim to give this information to parents in their home
language, in Braille or by use of audiotape, interpreters, etc.
 A meeting will be arranged with parents prior to their child starting at the group to discuss
the contents of the ‘Welcome Pack’, which will be include the personal details and consent
forms we require together with procedures for collecting children, if a child is missing and
making complaints.
 In the main room, there is a parent information desk next to the craft table. On this
desk is the policies and procedures, bereavement pack, The Spotty Illness Book as
well as other useful information. Please browse at your leisure
EXCHANGING INFORMATION
 The pre-school will provide parents with regular newsletters to keep them informed of the
pre-school activities. Information will also be displayed on our notice boards.
 Staff will be available at the beginning and end of the sessions to talk to parents.
 Parents will be given the opportunity to discuss their child’s progress at a time arranged
between the parent and the child’s key person.
 The pre-school will hold ‘consultations’ for parents to come and talk to staff about how
their child is developing, the work we do and see our resources.
 Books and other information relating to early years education, child development, health
matters and other child care issues will be available for parents to borrow.
 A copy of our OFSTED report will be available to all parents.
 In line with Ofsted regulations written permission from parents will be sought from parents
to discuss their children’s progress with their childminder or Key Person from another
setting. This is in relation to the Early Years Foundation stage.

Other policies relating to Working with Parents –
Special Educational Needs Complaints Confidentiality Safeguarding Children Collecting
Children Medication
10..Rutherford Rascals Packed Lunch Policy
To ensure that all packed lunches provided by parents for their children contain healthy and
nutritious food.
Food and drink in packed lunches: what the policy states:
free, fresh drinking water and fresh fruit is readily available at all times.
healthy and
nutritious meal which is safe for all children
P Packed lunches should include:
-dairy protein (e.g. lentils, kidney beans, hummus, and falafel)
every day
such as salmon, at least once every three weeks.
chy food such as any type of bread, pasta, rice, couscous, noodles, potatoes or other
type of cereals every day.
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such as still water, fruit juice, semi-skimmed or skimmed milk, yoghurt or milk drinks
and smoothies.
Packed lunches should not include:
Instead, include vegetables and fruit (with no added salt, sugar or fat). Savoury crackers or
breadsticks served with fruit, vegetables or dairy food are also a good choice.
-coated biscuits and sweets.( Cakes and
biscuits are allowed but encourage your child to eat these only as part of a balanced meal).
oducts such as sausage rolls, individual pies, corned meat and sausages / chipolatas
should be included only occasionally.
Special diets and allergies
Please exclude nuts and seeds due to risk of nut allergies. This includes coconut, peanut butter,
chocolate spread, almonds and cashew nuts and cereal bars that contain nuts. (Please ask and if
in doubt keep it out).
I have read and understand the peanut/nut free pre-school procedure.
Childs name ………………………………….
Parents name………………………………..
Date……………………………………………
.
11) RUTHERFORD RASCALS - HEALTH & SAFETY POLICY
The aim of this policy statement is to ensure that the staff recognises their
responsibility to ensure that all reasonably practical steps are taken to protect the
health, safety and welfare of all persons using the premises during the pre-school
hours.
PREMISES
No one should assume that the appropriate safety checks have been made and ALL
staff share responsibility for ensuring that play areas remain safe and free from
hazards.
every session.
exit.
pening hours both main door and fire door must be made secure.
-checked before allowing the children to play outside.
or other hazardous materials. Any plants that are cultivated must be suitable
for use with young children, e.g. non-poisonous, no thorns, etc.
-school leader and another senior member of staff shall carry out an
annual risk assessment.
Hazards are identified in the course of the day to day running of the group.
clearly marked as appropriate.
During opening hours no exit door should be locked with a key.
the procedure in the event of a fire.
ut at least every six weeks.
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how to use them. A logbook will be maintained to record fire drills and
equipment safety checks/replacement.
ence.
All heaters and electric points must be adequately guarded.
All staff are responsible for ensuring that the room is adequately heated,
ventilated and lit. Windows should be opened/closed ; heaters turned
up/down ; lights turned off/on as appropriate. Any problems should be
reported immediately to the pre-school leader and then the site agents.
ensure there is free access to all
areas especially fire exits. Children and adults should be able to move freely
between activities.
allocated mat) causing a hazard to anyone walking on them or tripping over
them.
up.
–
o Ensure water temperature remains constant. (I.e. is not too hot/cold)
and taps turned off.
o Clear away any litter.
o Clean toilets, when necessary.
o Wipe up any spills.
damage reported to the pre-school proprietor.
l entry. If there is
evidence of forced entry, staff should not enter unaccompanied. If staff
suspects that there may be an intruder on the premises the premises should
not be entered and the police should be called.
ocking up at the end of the day to
ensure electric appliances are switched off as appropriate, windows are
closed, lights and taps turned off, kitchen and toilet doors should be closed,
ensure no obstruction to the heaters.
CHILDREN
1. Parents will register the children as they arrive and a formal register taken soon
after the start of the session.
2. All staff should be aware of the system in operation for children’s arrivals and
departures and a member of staff must be positioned at the door during these
periods. At the end of the session a member of staff will also stand at the exit
gate to ensure no child leaves the premises without adult supervision.
3. Children will only leave the group with an authorised adult.
4. Under no circumstances may a member of staff take a child from the group
unless written consent has been obtained from the parent.
5. All children must be supervised by adults at all times and should be within sight
or sound of an adult.
6. The required adult/child ratios must be maintained for both indoor and outdoor
activities.
7. Students or parent helpers should not be left unsupervised at any time.
8. Visitors’ credentials must be checked before allowing access onto the premises.
Their time of arrival and departure must be recorded in the register.
9. A correctly stocked first aid box is available and easily accessible at all times. A
qualified First Aider must be present at every session. All staff should familiarise
themselves with the contents of the first aid box and report any items that need
replacing to the person in charge of first aid box – Mary Haggerwood.
10. All accidents/incidents must be reported in the Accident/Incident book and
procedures followed as detailed in the book. Regular safety monitoring will
include checking of the accident and incident record.
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11. Children must not have access to the kitchen or any areas where hazardous
materials are stored
12. All dangerous materials including medicines and cleaning materials must be
stored out of reach of children.
13. Children should not be allowed to touch the heaters or electric switches or
equipment.
14. Children playing outside must be supervised at all times with the appropriate
adult/child ratio
15. Children must not be allowed to stray of the Pre school grounds.
16. There should be no running inside the building.
17. Nuts, e.g. peanuts, are not knowingly allowed in the group
18. Activities such as cooking, woodwork and energetic play must receive close and
constant supervision.
19. On outings, the adult/child ratio will be at least one to two and parental consent
forms must be obtained. First aid equipment, a mobile phone and appropriate
children’s records (i.e. contact number and health details) must be taken on all
outings.
20. If a small group goes out, there should be sufficient adults to maintain appropriate
ratios for staff and children remaining on the premises.
21. Any child who falls asleep should be made comfortable and regularly checked.
Parents should be contacted if there is cause for concern.
HEALTH AND HYGIENE
contagious illnesses when the guidelines laid down by the Environmental Health
Officer will apply.
e raw and
cooked food should be prepared in separate areas using separate utensils.
using bottled water and prepared on a suitable surface. Sharp knives must be
kept out of reach of children.
should never cough or sneeze over food.
f children. Wastebins
will be covered.
requirements.
which fall on the floor, must be discarded.
soapy water and left to air dry. Additionally they will be cleaned in a dishwasher
once a week.
stored in a dust free place.
session.
tables; paint pots; floor; toilet areas and should be changed daily.
using aprons, gloves and designated cleaning materials and equipment.
use.
hildren will be given guidance on good hygiene practice when using the toilet
facilities.
appropriate cleaner.
the pre-school
leader and recorded in the incident book.
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with spillage of body fluids such as vomit or urine; or when dealing with an injury
where the skin is broken, or if their own skin is broken. Areas contaminated by
blood, vomit or urine must be cleaned immediately using disinfectant and
protective gloves. These procedures are in place to prevent cross-infection e.g.
Hepatitis, HIV, AIDS, etc.
of bodily fluids – cloths, wipes, gloves, etc. must be
disposed of in a separate refuse bag, which should be securely sealed and taken
immediately to the main school refuse point.
od
hygiene.
child is able to use the toilet and use good hygiene independently.
and details are recorded in the Full Day Care changing book.
-ups being changed, disposable gloves and aprons must be
worn. The pull-ups wipes, gloves, apron and any other cloths must be disposed
of in a separate refuse bag and taken, after sealing, immediately to the main
school refuse point. The cleaning area should be cleaned after use and hands
thoroughly washed.
accidents and polythene bags available in which to wrap soiled garments.
particularly those involving head injuries, open wounds and bruising.
needed changing due to toilet accidents or vomiting.
be transmitted via contact with bodily fluids and how other infections can be
transmitted through lack of hand washing and poor food storage/preparation.
and wipe their noses
when necessary. Soiled tissues should be disposed of hygienically and hands
washed.
en coughing.
12) SICK CHILD/ILLNESS POLICY
1. Parents will be asked to keep their children at home if they have any infection, and to inform the
pre-school as to the nature of the infection so that other parents can be alerted.
2. Parents will be asked not to bring to the pre-school any child who has been vomiting or had
diarrhoea until at least 48 hours has elapsed since the last attack.
3. Staff should not attend the pre-school if they are unwell, nor should children of staff be brought
to the pre-school if they carry any risk of infection.
4. Cuts or open sores must be covered with a suitable clean dressing.
5. If a child is taken ill during the session they should be made comfortable and the parents
contacted to take them home. The child should be kept under regular observation that should be
recorded in the incident register. The child should remain at home for at least 24 hours and should
only return when well.
Definition of a well child:
A child who is not reliant on Calpol or Ibuprofen.
A child who does not have a temperature of 38.C or higher
A child who is not reliant on one to one attention
6. If a child is on prescribed medication the following procedures will be followed:
-school when the dosage
required is 4 times a day.
administration of the medication and permission for a named member of staff to follow the
instructions.
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any children ).
– name of child receiving medication; times that
the medication should be administered; date and time when medication is administered; signature
of person who has administered each dose, together with a witness.
7. With regard to the administration of life saving medication such as insulin/adrenaline injections
or the use of nebulisers, the position will be clarified by reference to the pre-school’s insurance
company.
13) MEDICATION POLICY AND ADMINISTRATION PROCEDURE
It is the policy of Rutherford Rascals Pre-school that medicines will normally only be given to a
child that has had them prescribed by their medical practitioner and with the written consent of the
parent/guardian. Medicine prescribed by a doctor may be administered at pre-school when the
dosage required is 4 times a day or where the children medical condition is long term.
should be clearly labelled with the child’s name original prescription label on it. Details of the type
of medication and specific information about the dosage, time of next dose and how it should be
administered must be recorded in the medication record file by the parent.
-school medication form and
signed and witnessed as indicated. Where it is felt necessary members of staff will be specifically
trained in the administration of certain types of medication.
allowing medication to be administered.
on will be stored in the kitchen area out of the reach of children.
and discuss the situation. Non-prescriptive medicines for the relief of pain, fever, coughs, colds,
hay fever, etc., will not be administered in the pre-school.
MINOR ACCIDENT
In the event of a minor accident of a child or adult, the qualified first aiders are:
Lisa Oswald,
Mary Haggerwood
Tracey Wartnaby
Amanda Cowley
Carol Harrison
Donna Mc Gowan
Will administer first aid and decide to the appropriate care and action.
SERIOUS ACCIDENT
In the event of a serious accident of a child or adult, the first aiders shown above will decide on
the appropriate action. If the child or adult needs to be taken to hospital, an ambulance will be
called. A staff member from the pre- school will go to the gate to direct the ambulance in to the
pre-school.
Parent will be immediately called and asked to meet at hospital unless in close vicinity of preschool and will therefore meet at the pre school
When ambulance arrives, senior staff member and child will go to hospital.
14) FIRE SAFETY PROCEDURES (see also Health & Safety Policy)
FIRE DRILLS
Standard fire precautions should be practised to reduce the risk of fire. These
include:
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– vacuum cleaner, cassette recorder,
kitchen
appliances, etc for wear or damage.
Turn off water heater at the end of each session.
It is essential that all children leaving for the day before and after 1 st and 2nd register
are ‘pinked out’ so that the
numbers are always correct and up to date.
In the event of a fire, or other reason to evacuate the building:
IME
IMPORTANCE
ROOM 1
–
fire
warden.
wardens will : Raising hands to shoulder level palms outwards, away from body and
calmly announce to everyone in room to line up and hold onto blue rope. ( that designated staff
member will have prepared)
The warden will give the whistle with key to staff member
nearest to fire exit who takes rope down for children to hold.
parent register– noting the amount of
Children that should be present.
s out of fire exit
fire warden will close windows, check toilet area (disabled toilet and small
toilet) and main room , looking
in all areas, under tables and blankets for any children.
Fire Warden will then proceed out through the nearest fire exit door to join the group.
bags, coats or any other belongings.
lead person will unlock the middle gate. Then continue to designated area .
he children while other
-enter the building. Tell
the Fire Brigade immediately that someone is missing and may be inside.
FIRE DRILLS
Regular fire drills will be held at least twice every half term. Fire drills must be held on different
days of the week and at different times, at both morning and afternoon sessions.
In all cases a record should be maintained to show –
present.
we set off the alarm.
14) FIRE SAFETY PROCEDURES (see also Health & Safety Policy)
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Room 2
Standard fire precautions should be practised to reduce the risk of fire. These
include:
pen the window above the heater.
– vacuum cleaner, cassette recorder,
kitchen appliances, etc for wear or damage.
of each session.
It is essential that all children leaving for the day before and after 1 st and 2nd register
are ‘pinked out’ so that the
numbers are always correct and up to date.
major holiday.
IMPORTANCE
–
Standing up
Blowing whistle 3 times
ON hearing the whistle a second whistle will be blown in room 1 by the designated fire
warden.
Both wardens will : Raising hands to shoulder level palms outwards, away from body
and calmly announce to
everyone in room to line up and hold onto blue rope ( that
designated staff member will have prepared)
–
fire
exit door to designated area.
black folder and red mobile phone
basket.
fire warden will close windows, check toilet area, under tables and blankets etc in
main room for children .
Fire Warden will then leave room and join others and close fire door behind
-school
p to collect
bags, coats or any other belongings.
staff search the grounds for the missing person(s). On no
-enter the building.
15) EMERGENCY CLOSURE PROCEDURE
There may be occasions when Pre School has no alternative but to effect an emergency closure.
Examples of this may include staff illness, contagious or infectious illness amongst pre-school
children, or a failure in the heating, power or water supply to the Pre School premises, death,
closure of site due to snow.
Should closure become necessary after the Pre School session has started we will contact the
first-named person on a child’s Registration Form to ask that they be collected as soon as
possible. In the event that the first-named person is unavailable we will contact the other named
persons in the order you have stipulated on the Registration Form.
Should we have sufficient notice of an Emergency Closure (eg the night before or before 8.30am
am or 12.30 noon for the pm session) we will endeavour to telephone you personally as early
possible so that your child need not be brought to Pre School at all on that day.
Please be assured emergency closure will only happen in extreme circumstances and after very
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careful consideration. The school telephone message, text message service and website will be
used for emergency snow closure announcements.
16) RUTHERFORD RASCALS - EVACUATION POLICY
In the event of our building being unsafe to return to we will then evacuate to the Mark Rutherford
Upper Schools Dining Hall, where parents will be contacted.
17) CURRICULUM POLICY
Our curriculum is based on The Early Years Foundation Stage
We maintain Long, Medium and Short term plans, which cover the six areas of learning –
Personal, Social and Emotional Development; Communication, Language and Literacy; Problem
solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Physical
Development and Creative Development. Our planning is regularly assessed to ensure that we
are providing a balanced curriculum and children are being given opportunities to develop their
knowledge, skills, concepts and attitudes at a developmentally appropriate level.
 The planned curriculum is based on the ‘stepping stones’ but allows flexibility to include the
children’s own interests
 Children’s gender, race, ability and spirituality is considered when planning the curriculum
 Plans incorporate provision for Special Educational Needs and Multicultural experiences
 There are written plans for the areas of learning
 Our plans offer, and support, continuity of learning and are developmentally appropriate,
differentiating between children’s abilities and understanding to cater for the needs of every
child
 Planning recognises the importance of child initiated learning, together with adult initiated
learning
 Short-term plans allow room for change based on Key persons observations
 Outdoor play is planned to extend the children’s learning experiences
 The planned programme is regularly evaluated and assessed
We recognise that parents are the child’s first educators and aim to work in partnership with them
to include the children’s learning at home. Parents are given information about the Foundation
Stage, topics we are covering and invited to share the child’s experiences at home with the preschool.
18) KEY PERSONS POLICY
We operate a ‘Key person’ system and all children are allocated a named member of staff who
will oversee the well-being and progress of individual children.
Key person – Mary Haggerwood NVQ4
 Key person – Tracey Wartnaby NVQ 3
 Key person – Joanne Skelton NVQ3
 Key person – Becka Coan NVQ3
 Key person – Laura Remblance NVQ3
 Key person– Mandi Cowley NVQ3
 Key person - Carol Harrison NVQ2
 Key person - Donna McGowan NVQ2
 Whilst all staff undertake regular observations on all children, the Key person will maintain
the records for their group of children and ensure that planning includes the developing
needs of individual children. Key Persons must be aware of how children develop in order
to assess if a child may have a Special Educational Need. Any concerns about children’s
development will be discussed at staff meetings and the pre-school Special Educational
Needs Co-ordinator - SENCO will become involved in planning an individual programme.
The SENCO and Key person will monitor the child’s progress and inform parents. Where
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appropriate Early Years Action will be followed in accordance with our Special Needs
Policy.
 Children’s records are shared with parents who are encouraged to contribute with learning
experiences the child has had at home. These records include all the written observations
and Individual learning Plans, which will be passed on to the child’s next provider, and a
folder containing samples of the children’s drawings, photographs and descriptions of the
child’s learning experiences. This will be given to parents when the child leaves
RUTHERFORD RASCALS PRE-SCHOOL.
 Parents may make an appointment at any time to discuss their child’s progress with either
the Key person or Pre-school Leader.
 Parents will be informed about the records we keep concerning their child, where they are
kept and who has access to them.
 Parents will be able to see the records at any time and will be invited to contribute to the
record of their child’s development.
 As a voluntary not for profit organisation the pre-school is exempt from registration under
the Data Protection Act, but supports its values and guidelines.
19) DATA PROTECTION AND PARENTAL ACCESS TO RECORDS
This policy covers the data protection principles and an individual’s rights as set down in the Data
Protection Act 1998.
Data which may be held includes the following:










List of names, addresses and home telephone numbers and emergency contact numbers of
children attending and staff/ volunteers/ students whether on spreadsheet, paper or card
indexes
Paper or computer based employee files containing employment records, bank account
details and national insurance numbers
Training records of staff
Performance records of staff
Information contained on e-mail which may mention the individual’s name
Laptop computers holding personal data
Children’s assessment / observation records
Information provided to, or received from, external sources
Photographs
Incident reports
This list is not exhaustive and will be subject to change
Sharing of information
Information and sharing is essential to meet the needs of the children and families who
attend. Data may therefore be shared with and may be obtained from:




Staff members /students /volunteers
Schools
Local settings e.g., other nurseries, childminders, Preschools
External agencies such as Local Safeguarding Children’s Board, local Authority etc
Security of information
We will ensure that measures are taken to safeguard personal data. Each individual has a
personal responsibility to ensure that any information of a personal or sensitive nature to
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










which he/she has access in the course of his/ her work is protected from unauthorised
access and disclosure.
In particular, individuals must observe the following rules:
Electronic storage of such material should be password protected
Paper copies of personal data must be held in secure cabinets
Information should be labelled as ‘personal’
Individuals must not disclose personal information except to authorised colleagues
Particular care must be taken when exchanging information with third parties.
Information must not be used for purposes other than that for which it was intended
If records are taken off site (e.g. on laptops), appropriate security measures should be
taken (e.g. laptops should never be left unattended in vehicles, and they should be stored
securely off site)
All employees/ students/ volunteers must sign a confidentially agreement
Where paper based documents are removed from records these must be confidentially
shredded.
Personal data should not be retained for longer than necessary
Memory sticks, discs etc will be only used by authorised people and will be stored securely
when not in use.
1. All children will be allocated a named key person
2. The key person will be responsible for keeping their key children’s' profiles and other
record books up to date and for liaising with parents/childminders/Key Person from
another setting about their child’s progress and development
3. The following techniques will be used when observing children –
 Brief, day-to-day recordings on ‘Post-It’ notes – by all staff on all children,
irrespective of whether or not the child is in their own key group
 Participating in ‘Focused Activities’ – recording children’s particular skills and
developing knowledge e.g. use of scissors, mixing colours, lifecycles, etc
 Time Samples – particularly during the child’s settling-in period
 Narrative Observations – if Key Person feels there is a need for a more detailed
observation e.g. if we have a cause for concern
4. Key person will use observation development sheets to record each child’s development in
the six areas of learning (Early Learning Goals) gathering information from their
observations
5. A record of the child’s time spent with us will be built up using samples of ‘work’,
photographs, written evidence and experiences shared from home. This will be given to
the child’s parents when the child leaves
6. Parent’s permission will be sought to carry out observations and to share our findings with
other professionals, where necessary.
7. With parent’s permission, will be passed onto the Lower Schools.
8. We will liaise with parent’s on a regular basis to discuss their child’s progress and share
information about the child’s overall development
9. Other meetings may be arranged at the request of the parent or key person
10. Each child’s development will be closely monitored to ensure that any concerns relating to
Special Educational Needs are dealt with promptly in accordance with the group’s Special
Needs Policy
Any concerns will be discussed with the child’s parents and the group’s SENCO
20) BEHAVIOUR MANAGEMENT POLICY
BEHAVIOUR MANAGEMENT CO-ORDINATOR – LISA OSWALD
We believe that children and adults flourish best in an ordered environment in which everyone
knows what is expected of them and children are free to develop their play and learning without
fear of being hurt or hindered by anyone else. We aim to develop an atmosphere of respect for
other people and property. Children will be helped to understand that certain behaviour is not
acceptable or appropriate within the pre-school setting because it is either unsafe or unfriendly.
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To achieve this:
 Staff will treat all children with respect and help them feel a valued member of the group.
 Children will not be smacked, shaken or treated roughly, nor will such treatment be
threatened.
 Children will not be singled out or humiliated to sit in a corner on their own. If a child does
need to be removed from a situation then an adult will take them to a quiet area and help them
see what was wrong and how we can work towards a better pattern. The adult will stay with
them and engage them in another activity.
 If a child upsets another child, or adult, they will be asked to see if they are all right. If they
mean it they may say or show they are sorry. An immediate response of ‘sorry’ is not
accepted if the child does not mean it, but is merely saying the word in the hope of being able
to continue playing.
 Children will be encouraged to seek out an adult to resolve conflicts and not inflict revenge.
 Staff will model behaviour that they would expect from children and show care courtesy &
good manners.
 Staff must appreciate that not everyone has the same values and what is acceptable to one
person may not be acceptable to another. Staff should never judge a child’s behaviour but
simply state that ‘We don’t do that here’.
 Adults should not shout or raise their voices in a threatening way. In any case of
misbehaviour staff should go to the child and not call across the room, unless there is
immediate danger.
 Staff should handle inappropriate behaviour in a calm, but authoritative manner. Any
discipline should be clear, short and to the point. It must be made clear that it is the behaviour
and not the child that is unwelcome. If for any reason a member of staff feels a situation is
slipping out of their control then another team member should take over and the first move
away from the area. Children should never feel intimidated or upset by our manner and,
where possible, staff should talk at their level.
 Limits will be set to help children control their own behaviour. Too many rules are confusing
for young children and easily forgotten. The limits imposed will always be clear and a reason
for the rule will always be given. For example, we do not run inside because we may bump
into the furniture and hurt ourselves or we may hurt someone else.
 Any rules will be applied consistently. Directions and commands given to children will always
be followed up with actions. For example if a child throws a toy, it will be taken away.
Account will be taken of the age and stage of development of each child.
 Adults will intervene and redirect, if necessary, to prevent disagreements developing that
children cannot handle.
 Staff should never say “No” to a child without offering a reason or alternative. Wherever
possible positive action should be enforced, for example instead of saying ‘Don’t run’ we use
‘We use walking legs inside because it’s safer’. Alternatively the child can be asked ‘What
might happen if you run?’ Praise or thanks should then be given when the child behaves in
the appropriate manner.
 We aim to help the children see the consequences of their actions and to treat others as they
would wish to be treated.
 Children have equal rights and those rights will be protected. For example, children have a
right to play with a toy and not have it snatched away by another child. They will be allowed to
finish playing with it, and then give it to the other child.
 Praise will be given when children behave in a friendly, caring way and when they show
kindness and are willing to share.
 We will aim to give each child positive attention and praise throughout the session to avoid a
situation in which children only receive attention for undesirable behaviour.
 The pre-school does not intend to bring to the attention of parents every misdemeanour and
children need to learn to handle, and control, minor conflicts. Where serious misbehaviour
occurs that poses a danger to themselves or others, then the incident will be recorded and the
parents informed.
 If there is a recurring problem, parents will be invited into the group for a discussion. We will
work with, and support, the parents to encourage a better pattern of behaviour.
 Staff will be aware that some kinds of behaviour may arise from a child’s special needs and
objective observations will be carried out to establish an understanding of the cause of any
problems.
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21) BULLYING POLICY
 Staff will be doing ongoing observations and assessments on all children that will identify
changes in behaviour that may indicate if a child is being bullied.
 Pre-school staff will take seriously all reported incidents of bullying and not dismiss Verbal or
Emotional bullying as less than Physical bullying.
 Pre-school staff will remain vigilant and will be aware that bullying can often be hidden.
 Pre-school staff will understand the dynamics of bullying and that the bully is often an
emotionally distressed child who requires appropriate support as well as non-acceptance of
the behaviour.
Pre-school staff will be aware of and familiar with positive behaviour management techniques in
Behaviour Management Policy.
22) STATEMENT ON SAFEGUARDING CHILDREN
SAFEGUARDING CHILDREN CO-ORDINATOR – Lisa Oswald
The safety of the children attending Rutherford Rascals Pre-school is of paramount
importance. This statement is issued in addition to the pre-school policy covering
SAFEGUARDING CHILDREN.
The following procedures are in place to safeguard children from abuse or neglect
whilst in our care:
1. All staff and regular helpers are registered with OFSTED and regular CRB’s
are undertaken.
2. There is a high ratio of adults to children at every session – at least 1:5.
3. Children are not left alone with staff or helpers.
4. Children are supervised at all times by at least two adults – one of whom
must be a qualified member of staff.
5. If children need assistance with toileting the toilet doors are left open and
staff makes the person in charge aware of what is happening.
6. Children must be encouraged to be independent and their bottoms must only
be wiped in extreme circumstances. Where a child is in difficulty another
member of staff must be present and the parent should be advised of our
actions.
7. If children need a change of clothing, particularly underclothes, this is
performed in the toilet area with the door ajar, whilst maintaining children’s
privacy and limiting any embarrassment.
8. Adults are discouraged from showing favouritism and spending too long with
one child.
9. Adults respect children’s privacy and personal space. They should not touch
or pick up a child who does not wish adult contact.
10. Adults should not ask children to keep secrets.
11. When managing children’s challenging behaviour, Adults should never
handle a child roughly.
12. Adults should not shout at children aggressively or use sarcasm.
13. Any contact made by staff with the children and their families outside the preschool
hours must be approved by the pre-school manager.
14. A record will be kept of any accidents or injuries sustained at the group.
15. Any injuries noticed by staff when the children arrive or during the course of
the session, which have not occurred at the group, will be recorded and
discussed with the child’s parent/carer.
16. Any change in children’s behaviour will be recorded and discussed with the
child’s parent/carer.
17. If adults suspect that any child may be suffering from abuse or neglect, the
pre-school manager must be informed and our concerns will be reported to
the Child Protection Team and OFSTED.
18. If any child comes into the pre-school with a bump, cut etc it will be recorded
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in an incident book which will be signed by the staff and parent.
19. All active mobile phones coming into pre-school need to be put into red basket on Managers
desk. This includes all visitors and vouluteers.
In the event of an allegation of abuse or neglect the pre-school will act as follows:
1. All allegations will be taken seriously and investigated promptly.
2. The allegation will be reported to the Child Protection Team or the
Emergency Duty Team. The Complaints Investigations and Enforcement
Team at OFSTED will also be contacted.
3. A record of the allegation will be made, together with statements from adults.
4. Staff may seek legal advice, either independently or through a professional
association.
5. Staff may seek support from the Pre-school Learning Alliance.
6. Depending on the nature of the allegation, staff or helpers may be
suspended until the matter is resolved.
The pre-school will liaise with and follow the advice of Social Services and OFSTED.
22a) CRB/ISA VETTING AND BARRING
The Coalition Government has confirmed that until all the appropriate legislation has been
introduced and the new arrangements are established, the existing responsibilities of employers
and the ISA will remain.
These include:A person who is barred from working with children or vulnerable adults will be breaking the law if
they work or volunteer, or try to work or volunteer with those groups.
An organisation which knowingly employs someone who is barred to work with those groups will
also be breaking the law.
If your organisation works with children or vulnerable adults and you dismiss or remove a member
of staff or a volunteer because they have harmed a child or vulnerable adult, or you would have
done so if they had not left, you must tell the Independent Safeguarding Authority.
23) STAFFING
Special needs co-ordinator SENCO – Mary Haggerwood/Joanne Skelton
Equal opportunities Co-ordinator – Lisa Oswald/Carol Harrison
Safeguarding Children Co-ordinator – Lisa Oswald
Looked After Child Co-ordinator – Amanda Cowley/Lisa Oswald
Risk Assessment Co-ordinator – Tracey Wartnaby/Amanda Cowley/Mary Haggerwood Behaviour
Management – Lisa Oswald
First Aiders – Mary Haggerwood, Lisa Oswald, Tracey Wartnaby, Amanda Cowley, Carol
Harrison
Finance Officer – Ann Peace
Sarah Curtin NVQ3 – Cover Preschool Assistant
)
24) COMPLAINTS POLICY
 Rutherford Rascals Pre-school aims to provide a high quality and courteous service to all we
come in contact with.
 Whilst we endeavour to make our provision accessible and acceptable to all, there may be
instances when we do not meet these standards.
 We welcome any suggestions about how we may improve the group and take any complaints
and concerns seriously.
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 If any parent/carer should have cause for complaint they should in the first instance raise their
concerns with the Pre-school Leader, Lisa Oswald, or in her absence, Mary Haggerwood,
Deputy Leader. This may be verbal or in writing.
 The complaint will be recorded in our complaints record book and the matter fully investigated.
Details of the investigation, any action taken as a result of that investigation and whether the
outcome was satisfactory will be fully recorded. In the event that the nature of the complaint
involves either the above staff member’s mentioned, the committee’s chairperson Wendy
Hurst should be notified.
 If the complaint needs further investigation a mediator may be called to give advice. The
mediator will be someone who can listen equally to both sides with an unbiased view and help
resolve the area of concern. Confidentiality will be maintained by all parties involved.
 Any complaints that are still unresolved after this stage may be referred to OFSTED who are
responsible for ensuring the group is complying with the National Standards for Sessional
Care and providing a good quality of education. They can be contacted in the following ways
In writing to:
Early Years
OFSTED
Field House
Station Approach
Harlow
CM20 2FS
By Telephone:
0845 601 4772
25) RUTHERFORD RASCALS PRE-SCHOOL - COMPLAINTS FORM
DATE OF COMPLAINT SOURCE OF COMPLAINT -: PARENT(in writing/email) PARENT(in person) PARENT(phone call) number< if known) -
STAFF MEMBER ANONYMOUS OFSTED(include complaint
OTHER(please state) -
Please tick one of the above.
NATURE OF COMPLAINT
STANDARD 1 –Suitable Person
STANDARD 2- Organisation
STANDARD 3- Care, Learning and Play
STANDARD 4- Physical Equipment
STANDARD 5- Equipment
STANDARD 6- Safety
STANDARD 7- Health
STANDARD 8 – Food and Drink
STANDARD 9 – Equal Opportunities
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STANDARD 10 – Special Needs
STANDARD 11 – Behaviour
STANDARD 12 –Working in Partnership with parents and carers
STANDARD 13 – Safeguarding Children
STANDARD 14 – Documentation
Please give details of the complaint :
HOW IT WAS DEALT WITH
Internal Investigation –
Investigation by Ofsted –
Investigation by other agencies –
(please state)
Please give details of any internal investigation or attach any outcome letter from Ofsted-
Actions and Outcomes
Internal Actions –
Actions agreed with Ofsted –
Changes to conditions of registration –
Other action taken by Ofsted –
No action –
Actions imposed or agreed with other agencies –
Please give details -
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HAS A COPY OF THIS RECORD BEEN SHARED WITH PARENTS ? – YES/NO
NAME OR RECORDER:
OUTCOME NOTIFIED TO PARENT :YES
(within 28 days)
DATE:
POSITION :
NAME :
SIGNATURE
DATE COMPLETED :
26) NOTIFIABLE DISEASES (as at 1 October 1988)
Under the Public Health (Control of Disease) Act 1984
Cholera, Plague, Relapsing Fever, Smallpox, Typhus
Under the Public Health (Infectious Diseases) Regulations 1988
Acute encephalitis
Diphtheria*
Leprosy*
Measles*
Acute poliomyelitis*
Dysentery (amoebic or bacillary)
Leptospirosis*
Meningococcal Septicaemia*
(or blood poisoning without meningitis)
Ophthalmia Neonatorum
Rubella
Tuberculosis*
Viral hepatitis*
Anthrax*
Food poisoning
Malaria
Meningitis*
Mumps
Paratyphoid Fever*
Rabies*
Scarlet fever*
Tetanus*
Typhoid fever*
Viral haemorrhagic fever*
Whooping cough
Yellow fever*
General practitioners and hospital doctors are required by law to notify cases of these diseases.
If any child or adult contracts one of the above diseases the pre-school manager will notify both
OFSTED and the Infectious Diseases Clerk at the local Environmental Health & Trading
Standards Authority on 020 8313 4670. The diseases marked with an asterisk will be reported
immediately by telephone
27) COMMON CHILDHOOD INFECTIONS THAT ARE CONTAGIOUS
If your child has ANY of the infections below, please notify a staff member as they are infectious
and can affect other children and staff members.
INFECTION
SYMPTOMS
TREATMENT
EXCLUSION TIME
THREADWORMS
Intense itching around
All family members No exclusion necessary.
anus. Itching more
must be treated,
Pre school has leaflet
intense at night, when
even if others have available.
worms laying eggs. In
no symptoms.
severe infestation may
Treatments are
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cause loss of appetite,
weight loss.
Itchy scalp, small beady
eggs attached to hair,
near scalp. Eggs known
as nits are difficult to
remove. Live lice in hair.
Head lice like nice clean
hair, both long and
short.
HEADLICE
IMPETIGO
Skin infection. Very
contagious. Inflammed
red lumps, leaking pus
to form thick yellow
crusts. Spots can be
very itchy and can
become sore
MOLLUSCUM
CONTAGIOSUM
Common viral childhood
illness that effects some
children
Appearance of small
wart like lumps around
the body.
SLAPPED CHEEK
SYNDROME
(Parvovirus B19)
Mild flu like/cold
symptoms, tiredness,
sore throat.
Red rash on cheeks,
which can spread round
body
Transmitted through air,
saliva, close contact
RINGWORM
Fungal infection of the
skin. Usually appears in
the shape of a round,
ring. It is red or silvery,
with scales and is itchy.
The ring spreads
outwards and the centre
may heal and go back to
normal skin colour. Size
can vary from a few
millimetres to a few
centimetres.
Generally feeling unwell,
tired, sore throat,
temperature, grotty,
runny nose
COUGHS AND COLDS
Rutherford Rascals Preschool
available from your
local pharmacist.
Wet combing. See
your local
pharmacist for
advice or please
see Pre School
leader. Leaflet on
treatment is
available. All family
members should
be checked.
See GP for
treatment.
Antibiotic cream
will be required. If
impetigo is
spreading quickly,
a short course of
antibiotics may be
needed.
No treatment
required. They are
harmless and will
go away. Can take
anything from
months to years
However if lump
knocked, infection
MAY occur. Seek
medical advice.
Mild illness, which
passes quickly. If
concerned, seek
medical
assistance.
Pregnant women
should seek
medical advice if
been exposed.
Antifungal creams
are effective in
clearing most
cases. Seek
medical advice
from either your
pharmacist or GP.
Short-term use of
paracetamol will
relieve headache,
fever and other flu
like symptoms.
Rest and plenty of
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No initial exclusion. If Head
lice not obviously being
treated, parent may be
asked to keep child at home
until infestation is under
control.
Infectious for 2-12 days
from treatment. Child must
be kept at home until sores
have stopped weeping and
have dried up.
No exclusion necessary.
From onset of rash, until
child well
Keep at home until
treatment has begun.
Infected area must be kept
covered when at pre
school.
Until child has no
temperature and is feeling
well
Welcome Pack Reviewed March 2012
SICKNESS AND DIAHORREA
Vomiting and diahorrea.
Loss of appetite
CHICKEN POX/SHINGLES
fluids
Plenty of fluids and
bed rest. If
concerned or if
symptoms
continue for more
than 48hrs, seek
medical advice
Short-term use of
paracetamol will
relieve headache,
fever and other flu
like symptoms.
Rest and plenty of
fluids. Calamine
lotion may be
applied to ease
itching
Child must be kept home
until 24-48hrs from last bout
of sickness and/or
diahorrea.
Small red spots appear
Exclude until ALL spots
with small blistered
have scabbed over.
heads. From onset of
spots can begin to feel
unwell with cold
symptoms and generally
grotty. Will become very
itchy – Highly
contagious – avoid
contact with elderly/
women in early
pregnancy, people who
are having
chemotherapy.
All symptoms and treatment advice has been given by NHS Direct. If you would like any further
information, please contact them directly on 0845 46 47 or visit their website
www.nhsdirect.nhs.uk.
28) ASTHMA POLICY
The aim of this policy is:

For all children diagnosed with asthma to receive appropriate attention as required.

To respond to the needs of children who have not been diagnosed with asthma and who
have an asthma attack at the setting.
This setting is committed to:

Raising awareness about asthma among the management, staff, parents/carers of
children attending the setting and any others dealing with children at the setting.

Providing a safe and healthy environment for all children enrolled at the setting.

Providing an environment in which all children with asthma can participate in order to
realise their full potential.

Providing a clear set of guidelines and expectations to be followed with regard to the
management of asthma.
Background and Relevant Legislation
Asthma is a chronic health condition affecting approximately 15% of children. It is one of the
most common reasons for childhood admission to hospital. Community education and correct
management will assist in minimising the impact of asthma.
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It is generally accepted that children under the age of six do not have the skills and ability to
recognise and manage their own asthma effectively. With this in mind, the management
recognises the need to educate the staff and parents/guardians about asthma and to promote
responsible asthma management strategies.
Definitions
Metered Dose Inhaler (puffer): Common delivery device used to administer reliever
medication.
Asthma Emergency: The onset of unstable or deteriorating asthma symptoms requiring
immediate treatment with reliever medication.
Asthma Action Plan: A record of information on the child’s asthma and how to manage it,
including contact details, what to do when the child’s asthma worsens and emergency
treatment.
Asthma triggers: Things that may induce asthma symptoms e.g. pollens, colds/viruses, dust
mites, smoke, exercise, etc. Asthma triggers will vary from child to child.
Puffer: Common name for a metered dose inhaler.
Reliever Medication: This comes in a blue container and is used to relax the muscles around
the airways to relieve asthma symptoms e.g. Airomir, Asmol, Epaq or Ventolin.
Spacer device: A plastic device used to increase the efficiency of delivery of asthma
medication from a puffer. It may be used in conjunction with a facemask.
Procedures for management:

Where appropriate, organise Emergency Asthma Management training for staff.

Where appropriate, organise asthma management information sessions for
parents/guardians of children enrolled at the setting.

Encourage open communication between parents/guardians and staff regarding the
status and impact of a child’s asthma.
The staff should:

Ask all parents/carers as part of the enrolment procedure, prior to their child’s attendance
at the setting, whether the child has diagnosed asthma and document this information on
the child’s enrolment record.

Provide families whose child has asthma with an Asthma Action Plan to complete. On
completion, this will be attached to the child’s enrolment record.

Compile a list of children with asthma and place it in a secure but readily accessible
location, which is known to all staff.

Ensure that asthma components are included in the First Aid Kit taken on any activities
outside the setting.

Consult with the parent/guardians of children with asthma, in relation to the health and
safety of their child and the supervised management of the child’s asthma.

Identify and, where possible, minimise asthma triggers as defined in the definition section
of the policy or in children’s Asthma Action Plans.

Promptly communicate any concerns to parents if it is considered that a child’s asthma is
limiting his/her ability to participate fully in all activities.

Where necessary, modify activities for the child with asthma in accordance with their
current needs and abilities.
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
Administer all regular prescribed asthma medication in accordance with the Medication &
Medication Book.

Discuss with the parent/guardian the requirements of the Medication & Accident Book and
what is needed for their child.
Parents/carers of a child should:

Inform staff, either on enrolment or on initial diagnosis, that their child has a history of
asthma.

Provide all relevant information regarding the child’s asthma via the Asthma Action Plan.

Notify the staff, in writing, of any changes to the information they entered on the Asthma
Action Plan during the year, if this occurs.

Provide an adequate supply of appropriate asthma medication and equipment (e.g. blue
reliever medication and spacer) for their child at all times.

Enter the required information in the Medication & Accident Book at the beginning of each
term or when necessary.

Communicate all relevant information and concerns to staff as the need arises (e.g. if
asthma symptoms were present the previous night).

Consult with the staff, in relation to the health and safety of their child and the supervised
management of the child’s asthma.
Plan of action for a child with diagnosed asthma
The staff, together with the parents/carers of a child with asthma, will discuss and agree on a
plan of action for the emergency management of an asthma attack.
This plan should include action to be taken where the parent/carer has provided asthma
medication, and in situations where this medication may not be available.
As part of developing a particular plan of action, it may be appropriate to consider staff
receiving Emergency Asthma Management training.
Action to be taken if a child suddenly collapses or has difficulty breathing with a
possible asthma attack
Children with a known asthma condition: Staff will follow the agreed plan of action for the
child for the emergency treatment of an asthma attack as detailed in the Asthma Action Plan.
If the child’s Asthma Action Plan is NOT available, staff should immediately commence the
standard asthma emergency protocol detailed below:
Step 1: Sit the child upright and remain calm to reassure them.
Step 2:Without delay shake a blue reliever puffer (inhaler) and give 4 separate puffs through a
spacer. Use one puff at a time and ask the child to take 4 breaths from the spacer after
each puff.
Step 3: Wait 4 minutes. If there is no improvement repeat step 2.
Step 4:If still no improvement after a further 4 minutes - call an ambulance immediately and
state clearly that the child is “having an asthma attack.”
Continuously repeat steps 2 and 3 whilst waiting for the ambulance.
Children who staff are not aware have pre-existing asthma: In this situation, staff will:
Step 1: Call and ambulance and state that the child is having breathing difficulties.
Step 2: Sit the child upright and calm them to reassure them
RELATED DOCUMENTS

Accident, medication and illness policy
Evaluation
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In order to assess whether the policy has achieved the values and purposes the management
will:

Obtain feedback from the staff regarding the effectiveness of the policy.

Assess whether any issues/concerns raised in relation to children with asthma, or the
policy, were resolved.

If appropriate, conduct annual surveys of parents/carer of children with identified asthma,
to gauge their satisfaction with the asthma policy in relation to their child.
29) INITMATE CARE
Intimate care can be defined as care tasks of an intimate nature, associated with bodily functions,
body products and personal hygiene, which demand direct or indirect contact with, or exposure of
the genitals. Examples include care associated with continence.
Children’s dignity will be preserved and a high level of privacy, choice and control will be provided
to them. Staff who provide intimate care to children have a high awareness of child protection
issues. Staff behaviour is open to scrutiny and staff at setting work in partnership with
parents/carers to provide continuity of care to children/young people wherever possible.
Staff deliver a full personal safety curriculum, as part of Personal, Social and Health Education, to
all children as appropriate to their development level and degree of understanding. This work is
shared with parents who are encouraged to reinforce the personal safety messages within the
home.
The setting is committed to ensuring that all staff responsible for the intimate care of children will
undertake their duties in a professional manner at all times. The setting recognizes that there is a
need to treat all children with respect when intimate care is given. No child should be attended to
in a way that causes distress or pain.
OUR APPROACH TO BEST PRACTICE
All children who require intimate care are treated respectfully at all times; the child’s welfare and
dignity is of paramount importance.
Staff who provide intimate care are fully aware of best practice. Apparatus will be provided to
assist with children who need special arrangements following assessment from
physiotherapist/occupational therapist as required.
Staff will be supported to adapt their practice in relation to the needs of individual children, taking
into account developmental changes.
There is careful communication with each child who needs help with intimate care, in line with
their preferred means of communication (verbal, symbolic, etc) to discuss the child’s needs and
preferences. The child is aware of each procedure that is carried out and the reasons for it.
As a basic principal, children will be supported to achieve the highest level of autonomy that is
possible, given their age and abilities. Staff will encourage each child to do as much for
themselves as they can.
Each child’s right to privacy will be respected. Careful consideration will be given to each child’s
situation to determine how many carers might need to be present when a child needs help with
intimate care. Where possible, one child will be cared for by one adult, unless there is a sound
reason for having two adults present. If this is the case, the reasons should be clearly
documented.
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Wherever possible, the same child will not be cared for by the same adult on a regular basis. This
will ensure, as far as possible, that over-familiar relationships are discouraged from developing.
If a member of staff has any concerns about physical changes in a child’s presentation, e.g.
marks, bruises, soreness etc she/he will immediately report concerns to the appropriate person
for child protection. A clear record of the concern will be completed and referred on if necessary.
(see child protection policy)
If a child becomes distressed or unhappy about being cared for by a particular member of staff,
the matter will be looked into and outcomes recorded.
Parents/carers will be contacted at the earliest opportunity as part of this process, in order to
reach a resolution. The child’s needs will remain paramount. Further advice will be taken from
outside agencies if necessary.
30) EQUALITY AND DIVERSITY POLICY
Our setting is committed to providing equality of opportunity and anti-discriminatory practice for all
children and families.
We aim to:
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provide a secure environment in which all our children can flourish and in which all
contributions are valued;
include and value the contribution of all families to our understanding of equality and diversity;
provide positive non-stereotyping information about different ethnic groups and people with
disabilities;
improve our knowledge and understanding of issues of equality and diversity; and
make inclusion a thread which runs through all of the activities of the setting.
The legal framework for this policy is:
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Race Relations Act 1976;
Race Relations Amendment Act 2000;
Sex Discrimination Act 1986;
Children Act 1989; and
Special Educational Needs and Disability Act 2001.
ADMISSIONS
Our setting is open to all members of the community.
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We advertise our service widely.
We reflect the diversity of members of our society in our publicity and promotional materials.
We provide information in clear, concise language, whether in spoken or written form.
We provide information in as many languages as possible.
We base our admissions policy on a fair system.
We do not discriminate against a child with a disability or refuse a child entry to our setting
because of any disability.
We ensure that all parents are made aware of our equal opportunities policy.
We develop an action plan to ensure that people with disabilities can participate successfully
in the services offered by the setting and in the curriculum offered.
Employment
 Posts are advertised and all applicants are judged against explicit and fair criteria.
 The applicant who best meets the criteria is offered the post, subject to references and checks
by the Criminal Records Bureau. This ensures fairness in the selection process. All job
descriptions include a commitment to equality and diversity as part of their specifications.
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We monitor our application process to ensure that it is fair and accessible.
TRAINING
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We seek out training opportunities for staff and volunteers to enable them to develop practices
which enable all children to flourish.
We review our practices to ensure that we are fully implementing our policy for equality and
diversity.
CURRICULUM
The curriculum offered in the setting encourages children to develop positive attitudes to people
who are different from themselves. It encourages children to empathise with others and to begin
to develop the skills of critical thinking.
We do this by:
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making children feel valued and good about themselves;
ensuring that children have equality of access to learning;
reflecting the widest possible range of communities in the choice of resources;
avoiding stereotypes or derogatory images in the selection of materials;
celebrating a wide range of festivals;
creating an environment of mutual respect and tolerance;
helping children to understand that discriminatory behaviour and remarks are unacceptable;
ensuring that the curriculum offered is inclusive of children with special educational needs and
children with disabilities; and
ensuring that children whose first language is not English have full access to the curriculum
and are supported in their learning.
VALUING DIVERSITY IN FAMILIES
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We welcome the diversity of family life and work with all families.
We encourage children to contribute stories of their everyday life into the setting.
We encourage parents/carers to take part in the life of the setting and to contribute fully.
For families who have a first language other than English, we value the contribution their
culture and language offer.
We offer a flexible payment system for families of differing means.
FOOD
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We work in partnership with parents to ensure that the medical, cultural and dietary needs of
children are met.
We help children to learn about a range of food, cultural approaches to mealtimes and eating
and to respect the differences among them.
MEETINGS
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Meetings are arranged to ensure that all families who wish to may be involved in the running
of the setting.
Information about meetings is communicated in a variety of ways - written, verbal and in
translation - to ensure that all parents have information about access to the meetings.
Commitment to working in partnership with parents and other agencies.
31) FOOD HANDLING PROCEDURES
Personal Hygiene
1. Wash hands thoroughly and use a clean towel or disposable towel
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2.
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Tie back long hair
Staff with viruses/infections are not to prepare food
Food handler not to display any bad habits – lick finger to open bag, scratching etc.
Blue plasters must be used on any open wounds.
Kitchen Set up
1. Cleaning rota followed
2. Ensure floors, walls, ceilings and tables are cleaned using food safe materials
3. Ensure floors are not slippery when kitchen is in use
4. Fridge temperatures should not reach more than 5 degrees Celsius and should be checked
and recorded daily
5. Store cleaning agents in a locked cupboard or out of a child’s reach
Utensils
1. Ensure cups, plates and cutlery are clean
2. Replace chipped, chewed cups
Cleaning Agents;
Detergent - A chemical that can cut through grease but does not kill bacteria
Disinfectant - A chemical that can not break through grease but can kill bacteria
Sanitiser - A chemical that can cut though grease and kill bacteria
Sterilisation - Heat treatment to a temperature above 100°C
32) MISSING CHILD
The setting has in place the following systems for the protection of children
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All exits from the premises are locked in a way which makes it impossible for a child to
leave unobserved/unattended, while allowing rapid exit for the whole group in case of an
emergency.
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An accurate and up to date register must be kept, and both adults and children, including
visitors, should be signed in and out whenever they enter and leave the premises (stating
times of arrival and departure).
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Children must be supervised at all times
In the best regulated situation, however, accidents can and do happen. These are the
procedures to follow if a child cannot be found
Anyone suspecting a child may be missing must alert the play leader quickly - the chances of
finding a missing child safe are greatest if the child's absence is soon discovered. Staff should
know how many children should be present and checks should be conducted during the session.
An advantage of using a Key Person system is that each Key Person is responsible for a few
children, and is more likely to be aware if one goes missing.
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Search systematically – the setting is responsible for the missing child and also for the
other children in the group. Gather the remaining children into one group and a member/s
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of staff carry out an activity such as story time. Other staff members are to search the
building and local area.
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Contact the parents or Emergency contact without alarming them. Explain the situation
and double check that the child is not there or the whereabouts known.
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If there are enough staff members available, one member of staff to walk the journey to
the child's house.
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If the above steps do not locate the child, the police will be called. They have the
resources to conduct a search and speed is important.
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Contact Ofsted and inform them of the situation.
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Complete an incident form and keep this on file.
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Review risk assessments.
33) NO SMOKING POLICY
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There is a strict policy of no smoking in and around the Rutherford Rascals Preschool
premises.
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Smoking is not acceptable in the playground/area or in the car park.
If parents/carers arrive with cigarettes they will be asked to extinguish them immediately in order
not to contravene the No Smoking policy and in order not to expose any of the children or staff to
passive smoking.
34) OUTDOOR LEARNING
We value outdoor play as an intrinsic part of the curriculum. By ensuring outdoor play is an
integral part of the school routine we consciously seek to transmit a positive attitude to the
outdoors and enrich the child’s understanding of the world around him/her.
Active learning experiences outdoors are essential for young children. They give children
opportunities to practice their developing skills, make them feel good and to explore their world. It
is also important for children’s physical, mental and emotional development.
We believe that children should begin to take risks and face challenges outdoors. The Early Years
Foundation Stage (EYFS) fully supports playing outdoors.
Aim
To enable children to use the outdoor area, as a context for learning throughout the year.
We aim to provide a safe, stimulating outdoor environment where space is used effectively to
enable children to explore a broad and balanced curriculum using a range of interesting resources
suitable to their individual needs.
Method
The outdoor area will be resourced and available for the children to access on a daily basis.
Children will be able to choose to use the outdoor area freely during Freeplay, and focus activities
may be planned for outdoors at a fixed time of the day.
Children will need to have appropriate outdoor clothing for the weather in order to enable them to
fully access the activities outside. This will include, but are not restricted to:
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• Waterproof coat
• Footwear appropriate for playing out in
• Sun protection cream and a hat
We believe that access to the outdoor area is beneficial to the health and well being
of young children. As a consequence we do not want to restrict a child’s choice to play and learn
outdoors. If your child is not well enough to go out, we would ask that they are kept home from the
setting
Whenever children are using the outdoor area we will ensure it is appropriately staffed using the
same ratios of adults to children as apply indoors. Staff will make observations to inform future
planning when working with children in the outdoor area.
See also: Equality and Diversity Policy
Equipment and Resources Policy
Health and Safety Policy
Safeguarding Children Policy
Special Educational Needs (SEN) Policy
Sun Protection Policy
35) SPECIFIC NEEDS
Play is an essential part of every child’s life - “essential for physical, emotional and spiritual
growth, intellectual and educational development, and acquiring social and behavioural skills”.
(The Charter for Children’s Play)
All children should have the right to play, but opportunities for stimulating, challenging play are
often limited by factors such as real or perceived fears of risk and danger whether in relation to
traffic conditions, potential abuse or physical injury. Such limitations on freely chosen play
opportunities which stretch the child can particularly apply in the case of children with disabilities
and special needs.
These children frequently experience greater restrictions in their lives than their peers who do not
have a Specific Need. Therefore, we consider that it is even more important that they have access
to local play and leisure facilities. We will admit any child who falls within the relevant admissions
criteria (e.g. school, catchment etc.)
Specific Needs encompasses a wide-ranging number of conditions, and the extent or severity of
the condition, disability or other special need can also vary from very mild to extreme. All sorts of
conditions with varying degrees of severity can be managed with some training, shared
information with parents, professional educational and medical advisors and advance preparation
including discussion with other member children and their families, and we will endeavour to
ensure that this liaison takes place to ensure that any child with any sort of special need will be
getting stimulating, safe, play and care alongside the other children in the Setting.
Parents will be encouraged to be forthcoming about any difficulties which they may be aware of
regarding the child’s behaviour or abilities, without the fear of the child being excluded. If a
Special Need has already been identified parents are usually the most knowledgeable people
about their child’s particular need and they will be consulted in the first instance about ways to
manage the child’s needs. They can also be assured that our staff will follow the necessary
confidentiality procedures.
If we feel that the child’s needs whilst at the Setting require a one-to-one worker, following
discussion between staff and parents, funding will be sought to employ an additional member of
staff.
Depending on the need of the child we will consider adopting a ‘buddy’ system for new children,
with a well-established member of the Setting being selected to be a ‘buddy’ for a new member,
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taking a special interest in them until they know their way around and have settled in. (More
appropriate for settings with older children e.g. After School Clubs)
The Setting Leader still has ultimate responsibility for all the children but the Key person can
devote more time to each of the children s/he has responsibility for.
The Setting will attempt to overcome any physical barriers to access for any child with a Specific
Need and the appropriateness of play equipment, materials and other resources will be
considered along with adapting games and activities to include all the children
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We have regard for the DFES Specific Educational Needs Code of Practice.
We include all children in our provision.
We provide practitioners to help support parents and children with specific educational needs
(SEN)/disabilities.
We identify the specific needs of children with SEN/disabilities and meet those needs through
a range of strategies.
We work in partnership with parents and other agencies in meeting individual children's
needs.
We monitor and review our practice and provision and, if necessary, make adjustments.
We designate a member of staff to be Specific Educational Needs Co-ordinator (SENCO)
and give his/her name to parents.
We provide a statement showing how we provide for children with SEN/disabilities.
We ensure that the provision for children with SEN/disabilities is the responsibility of all
members of the setting.
We ensure that our inclusive admissions practice ensures equality of access and opportunity.
We ensure that our physical environment is as far as possible suitable for children with
disabilities.
We work closely with parents of children with SEN/disabilities to create and maintain a
positive partnership.
We ensure that parents are informed at all stages of the assessment, planning, provision and
review of their children's education.
We provide parents with information on sources of independent advice and support.
We liaise with other professionals involved with children with SEN/disabilities and their
families, including transfer arrangements to other settings and schools.
We provide a broad and balanced curriculum for all children with SEN/disabilities.
We provide a differentiated curriculum to meet individual needs and abilities.
We use a system of planning, implementing, monitoring, evaluating and reviewing individual
educational plans (IEPs) for children with SEN/disabilities.
We ensure that children with SEN/disabilities are appropriately involved at all stages of
the graduated response, taking into account their levels of ability.
We use a system for keeping records of the assessment, planning, provision and review for
children with SEN/disabilities.
We provide resources (human and financial) to implement our SEN/disability policy.
We ensure the privacy of children with SEN/disabilities when intimate care is being provided.
We provide in-service training for practitioners and volunteers.
We raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff.
We ensure the effectiveness of our SEN/disability provision by collecting information from a
range of sources e.g. IEP reviews, staff and management meetings, parental and external
agencies views, inspections and complaints. This information is collated, evaluated and
reviewed annually.
We provide a complaints procedure.
We monitor and review our policy annually.
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36) WHISTLEBLOWING POLICY
Definition:
Whistleblowing is raising a concern about malpractice within an organisation.
Protection:
This group is an organisation committed to delivering a high quality pre-school service, promoting
organisational accountability and maintaining public confidence.
This policy provides individuals in the workplace with protection from victimisation or punishment
where they raise a genuine concern about misconduct or malpractice in the organisation. The
policy is underpinned by the Public Interest Disclosure Act 1998, which encourages people to
raise concerns about misconduct or malpractice in the workplace, in order to promote good
governance and accountability in the public interest. The Act covers behaviour, which amounts to:
 A criminal offence
 Failure to comply with any legal obligation
 A miscarriage of justice
 Danger to health and safety of an individual and/or environment
 Deliberate concealment of information about any of the above.
It is not intended that this policy be a substitute for, or an alternative to the group’s formal
Grievance Procedure, but is designed to nurture a culture of openness and transparency within
the organisation, which makes it safe and acceptable for employees and volunteers to raise, in
good faith, a concern they may have about misconduct or malpractice.
An employee or volunteer who, acting in good faith, wishes to raise such a concern should
normally report the matter to the manager who will advise the employee or volunteer of the action
that will be taken in response to the concerns expressed. Concerns should be investigated and
resolved as quickly as possible.
If an employee or volunteer feels the matter cannot be discussed with the manager, he or she
should contact our Early Years Advisor or OFSTED on 08456 404040 for advice on what steps to
follow.
A disclosure in good faith to the manager will be protected. Confidentiality will be maintained
wherever possible and the employee or volunteer will not suffer any personal detriment as a result
of raising any genuine concern about misconduct or malpractice within the organisation.
37) STUDENT PLACEMENT
This setting recognises that qualifications and training make an important contribution to the
quality of the care and education. As part of our commitment to quality, we offer placements to
students undertaking early years' qualifications and training.
We aim to provide for students on placement with us, experiences which contribute to the
successful completion of their studies and which provide examples of quality practice in early
years care and education.
In order to achieve this:
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We require schools placing students under the age of 17 years with the setting to vouch for
their good character.
We supervise students under the age of 17 years at all times and do not allow them to have
unsupervised access to children.
Students who are placed in our setting on a short term basis are not counted in our staffing
ratios. Students who are placed for longer periods - for example, a year - may be counted in
our staffing ratios provided we consider them to be competent and aged over 17 years.
For students who are with us for more than two weeks an Enhanced Disclosure through the
Criminal Records Bureau will be obtained.
Students who are with us for less than two weeks will not be left unsupervised with children at
any time.
We take out employers' liability insurance and public liability insurance which covers both
trainees and voluntary helpers.
We require students to keep to our confidentiality policy and to sign a confidentiality
agreement.
We co-operate with students' tutors in order to help students to fulfil the requirements of their
course of study.
We provide students, at the first session of their placement, with a short induction on how our
setting is managed, how our sessions are organised and our policies and procedures.
We communicate a positive message to students about the value of qualifications and
training.
We make the needs of the children paramount by not admitting students in numbers which
hinder the essential work of the setting.
We ensure that students placed with us are engaged in bona fide early years' training which
provides the necessary background understanding of children's development and activities.
38) EQUIPMENT
1. Equipment offered to children should be developmentally appropriate. It should be recognised
that some materials suitable for an older child may pose a risk to younger/less mature
children.
2. Equipment should be regularly checked and any dangerous items repaired/discarded.
3. Equipment not in use should be stored away safely.
4. All equipment purchased shall meet the relevant British/European Standard.
5. Equipment should be used in accordance with manufacturer’s instructions
6. All equipment shall be regularly cleaned.
7. Any large equipment must be erected with care and checked regularly. Safety mats should be
used as appropriate.
8. Equipment such as scissors or woodwork tools should be stored out of the reach of children.
39) OUTINGS
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Outings are only undertaken when appropriate number of adults are available; this
depends on how the safety and the individual needs of the children can be assured.
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Written permission is to be given by parent/carer (even if they are accompanying trip).
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First Aid equipment is to be taken
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Mobile phones are taken in case of emergency
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Parents /carers are to be advised of details of outing by letter and given an itinerary.
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Register of children and adults with contact numbers are taken
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Coaches are to be equipped with seat belts for all passengers
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A risk assessment is to be carried out identifying any potential hazards on the journey or at
the location
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Contact arrangements to be in place in case of a late return
40) LOOKED AFTER CHILDREN
The Preschool recognises that children and young people become “looked after” either if they are
taken into Care by the local authority or have been accommodated by the local authority ( a
voluntary care arrangement). Most Looked After Children (LAC) will be living in foster homes but a
smaller number may be in a children’s home, living with a relative or even be placed back at home
with their birth parents.
Aim:
We aim to provide quality education for every child, based on equality of opportunity, access and
outcomes. We recognise that, nationally there is a considerable education achievement by LAC
compared with their peers, and are committed to implanting the principles and practice, as
outlined in “Care Matters: time for change” ( DCSF 2007)DfEE_/_DOH Guidance 2000 and the
Children’s Act 2004. This Act places a duty to safeguard LAC, to promote their educational
achievements and to ensure that they are able to “achieve to and reach their full potential”. The
guidance recognises the collective responsibility of LA’s and Preschools to achieve good
parenting and sets out six principles:
Prioritise education
 Having high expectations
 Inclusion
 Achieving continuity and stability
 Early intervention
 Listening to children.
Our designated LAC Coordinator is Lisa Oswald
The LAC coordinator will:
 Be an advocate for LAC
 Ensure a smooth induction and welcome, noting any special requirements.
 Ensure a PEP is completed ( within 20 days) in conjunction with the
child/carers/parents and liaise with the appropriate social workers. The PEP should
take into account any IEP and be reviewed at least six monthly.
 Ensure the LAC has an identified member of staff they can talk to
 Coordinate support for the child and liaise with other professionals
 Ensure all staff and the Chair of the committee receive relevant training and
information
 Provide written information for planning and meeting purposes
 See urgent meetings if the child is experiencing difficulties
 Liaise with the local Educational Psychologist for LAC.
Staff:
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Have high aspirations for all children and celebrate the educational achievement of
LAC
Be familiar with the Guidance on LAC and respond in a timely way to requests for
information for the preparation of PEP’s.
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Liaise with the Coordinator if the child is having difficulties
41) ENVIRONMENTAL POLICY
Purpose
The Preschool is committed to improving and managing its local environment to ensure it
introduces the children to the idea of a sustainable life style. The purpose of this policy is to
outline how the preschool plans and measures its achievements in this area.
 Waste Management of School
o All non confidential paper waste will be discarded in the orange sack.
o Confidential paper, once shredded will be included in the compost bin.
o Email and electronic forms of communication will be used to reduce paper
o All vegetable and fruit waste will be composted.
o All grass cuttings and suitable garden waste will be composted.
 Curriculum
o Composting and recycling will be part of the EYFS
o Children will learn to grow their own fruit and vegetables
o Children will be encourage to understand what can be composted
 Equipment
o All electrical equipment will be maintained to ensure efficiency
o All equipment not needed will be switched off at the Mains
o All obsolete equipment will be disposed off as per the Borough Recycling guideline
Heating and lighting will only be used during manned hours.
o All bulbs , wherever possible will be long life
o Car sharing will be encouraged for training courses
o All fruit and vegetables supplied for snacks will be in season and locally obtained
Success Criteria
1. Sufficient compost to use for planting within the school garden.
2. No paper is in main waste bin.
3. Reduction in repro costs to the preschool
4. Fund raising through recycling projects.
42) PARENTAL HELPERS
Input from our parents and carers is highly valued by the pre-school. There is a box next to the
signing area for your suggestions, and all offers of support are very welcome.
a. We welcome all parents, main carers or close family members to help out at Pre School.
b. This is not compulsory as we understand the demands of parents, however, parents and
carers will benefit from seeing our methods of play and learning, so that these can be carried
through into the home.
c. Parents provide a valuable resource to the pre-school, extra hands to help at snack and tidy
up time and play with the children during free play, enable our staff to spend more time with
the children working in small groups, or one to one, on specific development goals.
d. Many parents worry about attending sessions, but thoroughly enjoy it when they get here! We
are very friendly and welcoming so please give it a try. If you are unsure of what we might
want you to do, please feel free to discuss how parents can help with any member of staff.
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e.
f.
Dads are particularly welcome.
Parents with younger siblings at home are welcome to bring them too** - we have plenty of
baby toys to keep them occupied.
** However parents remain wholly responsible for these children at all times on the premises.
g. If you really have fun – which we hope you do - you are welcome to attend for more than one
session per half term.
Helpers need to agree in advance with the Preschool Manager the day and time of the visit. In
addition the following needs to be completed.
 Confidentiality Form.
 Health Declaration form.
43) SUNCREAM- POLICY
In the past pre-school have applied sun cream to your child and this has proven to be very time
consuming. We would therefore ask that you (the parent/carer) apply sun cream to your child
before they come into pre-school. If your child stays longer than a 3 hour session then we will
apply a second amount of cream to them.
The sun cream we will normally apply will be a factor 50 for high protection.
If you want to provide your own sun cream please remember to label it with your child’s name and
give it to a member of staff.
It is essential that you tell the pre-school if your child has ever had an allergic reaction to any sun
creams.
If your child comes to pre-school in the sunny months without a sun hat or sun cream applied,
they will not be able to play outside in the sunshine unless the pre-school has a signed letter from
the parent. The letter must have the child’s name and circumstances surrounding this issue with
authorisation for the child to go outside without a sun hat or sun cream.
Can you also provide a named sun hat for your child.
44) STAFF TRAINING POLICY
The purpose of training is to equip people with the necessary skills, knowledge and attitude to
ensure the best possible care and education for all children who attend pre-school.
As part of the welfare requirements all Managers and Supervisors are qualified to a relevant level
3 . Half of all other staff members must hold a relevant level 2 or 3 qualification. Where
unqualified staffs are employed, child care training will be considered a priority and arrangements
made to facilitate this training.
The pre-school recognise the importance for all people to develop to their full potential, while also
focusing on specific areas and talents to meet the needs of our organisation. This is a continuous
process and is assessed so that we support and fully implement our policy on equality and
diversity.
To meet the needs set down by Ofsted and current legislation there are a number of courses and
qualifications which are mandatory
Basic Safeguarding awareness – for all staff
Paediatric First Aid training – All staff are first aid trained (but only one staff member per session
needs to be qualified)
For all others specific roles at least one member of staff must be qualified:
LAC - looked after children
Safeguarding A and B training
Special Needs and SENCO training
Health and Safety
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Behaviour Management
Equal Opportunities
EPI-pen training (50% of the staff are qualified to meet the medical needs of a specific child)
Refresher courses and training will be provided every three years for all people who co-ordinate
these job roles and for all essential training.
When a course has been attended a feedback form must be submitted to the pre- school deputy.
This will ensure that regular monitoring and evaluation of our setting takes place and learning is
an ongoing shared practice for all practitioners.
Manager’s role:
The Managers role is to:
1. Induct new employees and all students on health and safety and the general running of the preschool. Each member of staff is given a staff hand book and health and safety manual.
2. Identify training needs jointly with employees at appraisal.
3. Formulate training plans in liaison with the Deputy for in house training.
4. Carry out on-the-job instruction and coaching.
5. Make all employees aware of training and development opportunities open to them.
6. Ensure that those who are trained share their learning with others.
7. Evaluate the effectiveness of training events in relation to service and individual objectives.
8. All training and qualifications are listed in each member of staff’s personal file with copies of
all original qualifications and certificates.
9. To identify and plan non contact training days for all staff.
10. Sanction all training before it is booked through the Finance Officer.
11. Make adequate provision for staff cover in accordance with the budget set for training
purposes.
Individual Employee’s Role
The individual employee's role is to: 1. Identify personal training needs in relation to their personal objectives and their role within
the pre-school.
2. Be aware of training and development opportunities open to them and request training
only when appropriate to their training needs.
3. Make certain all training is sanctioned by the Manager before requesting or booking a
course.
4. Evaluate the effectiveness of training with their Manager and on the feedback form.
5. Share learning with colleagues wherever possible and appropriate.
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6. On completion, all training and qualifications certificates are handed to the Manager to
update their personal file.
7. Any spare handouts can be given to Mary to update the training folder. (This will be
significantly important for in-house training purposes and for shared learning).
8. To attend all in-house training courses and staff training days, where possible.
9. To keep up to date on training which is mandatory and flag for training (at the earliest
opportunity in the school year ) any which is about to expire.
45) STAFF APPRAISAL POLICY
Appraisals give the staff and managers the opportunity to discuss together the employees’ role
within the pre-school and the development within the team. It creates an open ended
communication between staff and Manager.
The Manage will help to recognise the good work of employees and ensure that they feel valued.
They can also provide the opportunity to highlight any areas of work to develop or any training
needs, discuss any problems being faced and come up with solutions together. Any criticisms
during the meeting should be constructive; the appraisal meeting is not a place to air grievances.
Any grievances should be actioned immediately and the relevant policy followed.
The appraisal should be:
 A Positive process
 Raise the quality and care of the children within the pre-school.
 Identify any area that needs development within the team.
 Recognise the need for any in-house training and development.
 Provide a time to look at your personal development and plan for the future.
Manager’s role:
The Mangers role is to:
1.
2.
3.
4.
5.
To organise and plan the appraisal procedure in the months of April and May each year.
To fully inform all employees on the appraisal process.
Make certain adequate time is provided for each meeting.
Recognise the contribution the employee has provided over the year.
Review skills and development plans form the last appraisal and review dates for ongoing
performance.
6. Treat employees in a fair and equal manner with feedback that is based on evidence,
observation and specific facts.
7. High light any areas of development and training that is needed.
8. Reflect on future demands and identify training needed to achieve new objectives.
9. Agree targets with the employees that are SMART specific, measurable, achievable,
realistic and time related.
10. Help achieve any personal objectives.
11. Discuss any problems and come to an agreement on any solutions together.
12. If agreement cannot be reached , make the employee aware of the grievance procedure
policy.
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13. Make certain the appraisal is kept confidential between the staff member and Manager.
Any disclosure to other professionals or Manager’s will be on the basis of keeping
children and adults safe.
14. Write (in a different colour pen to the appraise) any comments that are first spoken at
the appraisal meeting on the appropriate appraisal form.
15. Will record any absentee, who cannot attend the appraisal (e.g. maternity leave or long
term sick leave)
on their personal records.
16. Sign each appraisal and keep the completed appraisal in the individual’s personal folder.
Individual Employee’s Role
The individual employee's role is to: 1. Complete all areas of the appraisal form, reflecting on you development plans and the
past year achievements and then hand it to the Manager.
2. Treat all aspects of the appraisal as confidential.
3. Take a full and active part in the appraisal.
4. Agree some strategies and/or targets with the Manager.
5. Ensure that the Manager is treated with equal respect and fairness, when discussing any
difficulties or problems that have arisen through your development targets. (Remember
any grievances you have at your work place must be discussed at the time of them
happening and are not for discussion at appraisal).
6. Sign your appraisal when it is completed by your Manager.
7. Seek further advice if they do not agree with any part of the appraisal e.g. targets or
comments and the pre-school will endeavour to come to an agreeable solution (See the
Grievance procedure policy).
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