0 Introduction

Tovil Pre-school is part of the Children’s Service’s Department within YMCA Maidstone, The Tovil Community Centre that the pre-school is situated in is one of 2 sites under the umbrella of YMCA Maidstone. YMCA Maidstone has a board of Management who oversee the strategic running of the business as a whole. The C.E.O Mrs Lynda Dale heads up the day to day running of the business and delegates departmental responsibility to the different department heads. The Children’s Service’s department is managed by Rob Foley who is in charge of both pre-schools at both the Loose and Tovil sites.

Each pre-school has a Manager: Loose – Anne Elliott, Tovil – Vanessa Burns. Under these will be Supervisors (LV3 minimum), LV3 Practitioners, LV2 Practitioners, Students studying towards either LV2 or 3, and volunteers. All of which add something special to the children’s day-to-day learning.

Policies and procedures are essential to help you provide good quality provision that is compliant with the Statutory Framework for the Early Years Foundation Stage (EYFS). They do this by explaining to staff and parents about the type of childcare you offer and what actions you take in practice to achieve this. The EYFS requires providers to have written policies and procedures; and to provide staff with training at induction to ensure that they fully understand, and know how to implement, the policies and procedures and to ensure that they are accessible and clearly explained to parents.

YMCA Maidstone Tovil Pre-school aims to have in place policies that reflect the ethos of The YMCA core values of being inclusive, supportive, and allowing children to develop in a place they feel they belong.

Registered Charity No. 1110087 Registered Office: YMCA Maidstone, Melrose Close, Cripple Street, Maidstone ME15 6BD

Safeguarding is a major responsibility for any childcare setting. Our settings recognises their responsibility under the Childcare Act 2006 to have arrangements in place to promote the sfety and welfare of the children they care for. Our policies and procedures also fall inline with the requirements of the Local Safeguarding Children’s Board (LSCB). We refer to our LSCB’s procedures and implement any additional procedures if necessary.

YMCA Maidstone Pre-school Policies are reviewed regularly and every effort is made to ensure that all policies and procedures are amended to conform to the current legislation. Through the day to day contact with children and their families staff play a crucial role is noticing indicators of possible abuse or neglect (Staff are trained in Child Protection as well as taught and updated on these indicators).

All Staff members are made aware of who their Lead Safeguarding Officer is and will approach them if any signs of abuse or neglect are seen (signs can be more than physical).

There are ten overarching Safeguarding and Welfare Requirements within the EYFS, some of which are broken down into further headings, as follows:

Child protection

Providers must be alert to any issues for concern in the child’s life at home or elsewhere. Providers must have and implement a policy, and procedures, to safeguard children.

Suitable People (also covering Disqualification and Staff Taking Medication/Other Substances)Providers must ensure that people looking after children are suitable to fulfil the requirements of their roles.

Staff Qualifications, Training, Support and Skills

The daily experience of children in early year’s settings and the overall quality of the provision depends on all practitioners having appropriate qualifications, training, skills and knowledge and a clear understanding of their roles and responsibilities. All settings must be vigilant in maintaining all aspects that safeguard children.

There is no magic formula: safeguarding children in schools is about fostering a culture where children come first.

Key Person

Each child must be assigned a key person. Their role is to help ensure that every child’s care is tailored to meet their individual needs, to help the child become familiar with the setting, offer a settled relationship for the child and build a relationship with their parents.

Staff: Child Ratios (also covering Childminders)Staffing arrangements must meet the needs of children and ensure their safety.

Health (also covering Medicines, Food and Drink and Accident or Injury)

The provider must promote the good health of children attending the setting. They must have a procedure, discussed with parents and/or carers, for responding to children who are ill or infectious, take necessary steps to prevent the spread of infection and take appropriate action if children are ill.

Managing Behaviour

Providers must have and implement a behaviour management policy, and procedures. Safety and Suitability of Premises, Environment and Equipment (also covering Safety, Smoking,

Premises, Risk Assessment and Outings) Providers must ensure that their premises, including outdoor spaces, are fit for purpose. Providers

must have, and implement a health and safety policy, and procedures, which cover identifying, reporting and dealing with accidents, hazards and faulty equipment.

Equal Opportunities

Providers must have and implement a policy, and procedures, to promote equality of opportunity for children in their care, including support for children with special educational needs or disabilities.

Records

Information and Records (also covering Information About the Child, Information for Parents and Carers, Complaints, Information About the Provider and Changes that Must be Notified to Ofsted)

Providers must maintain records and obtain and share information (with parents and carers, other professionals working with the child, and the police, social services and Ofsted as appropriate) to ensure the safe and efficient management of the setting, and to help ensure the needs of all children are met.

Providers must meet all the statutory requirements of the Early Years Foundation Stage and must take all necessary steps to keep children safe and well. Each of the policies and procedures that providers are required to have in place to do this are provided in this publication and organised under each of the ten Safeguarding and Welfare Requirements of the Early Years Foundation Stage as they appear above. Also included are policies or procedures that the Alliance recommends as good practice.

Providers are required to assess risks to children’s safety and review risk assessments regularly; making written risk assessments in relation to specific issues where they determine it will be helpful. Therefore template risk assessments have been included, as in some cases these stand alongside procedures, especially, for example, health and safety procedures.In this book, the overarching policy statement is set out at the start of each section, followed by the relevant procedure describing how the policy will be fulfilled in a consistent and standardised way. References to relevant legislation or guidance are then included at the end of each policy. All staff and parents should be included in adopting, implementing and reviewing policies so that all adults involved can influence the way the setting is run.

Implementing policies

All new parents and staff should be introduced to the setting’s policies and procedures. It should be explained to parents and staff that the policies are the rules required for running the

setting in a way which complies with the requirements of the EYFS and Ofsted registration and must be adhered to.

Reviewing policies

Each policy and procedure should be continually monitored by collecting evidence about the results of its implementation.

The evidence should be used to make any necessary changes to the policy and procedure and/or the way it is implemented.

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

The enclosed policies are those required by the Safeguarding and Welfare Requirements and the Learning and Development Requirements of the Early Years Foundation Stage. If you decide to make any adaptations to any policy, you should ensure it still meets the requirements of the relevant regulations.

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

1.1 Children’s rights and entitlements policy

1 We promote children's right to be strong, resilient and listened to by creating an environment in our setting that encourages children to develop a positive self-image, which includes their heritage arising from their colour and ethnicity, their languages spoken at home, their religious beliefs,

cultural traditions and home background.2 We promote children's right to be strong, resilient and listened to by encouraging children to

develop a sense of autonomy and independence.3 We promote children's right to be strong, resilient and listened to by enabling children to have the

self-confidence and the vocabulary to resist inappropriate approaches.4 We help children to establish and sustain satisfying relationships within their families, with peers,

and with other adults.5 We work with parents to build their understanding of, and commitment to, the principles of

safeguarding all our children.

EYFS key themes and commitmentsA Unique Child Positive

RelationshipsEnabling Environments

Learning and Development

Inclusive practice Respecting each other

Supporting every child

Personal, social and emotional development

What it means to promote children’s rights and entitlements to be ‘strong, resilient and listened to’.

To be strong means to be:1 secure in their foremost attachment relationships where they are loved and cared for, by at least

one person who is able to offer consistent, positive and unconditional regard and who can be relied on;

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

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

4 included equally and belong in early years settings and in community life;5 confident in abilities and proud of their achievements;6 progressing optimally in all aspects of their development and learning;

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

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

To be resilient means to:1 be sure of their self-worth and dignity;2 be able to be assertive and state their needs effectively;3 be able to overcome difficulties and problems;4 be positive in their outlook on life;5 be able to cope with challenge and change;6 have a sense of justice towards self and others;

7 to develop a sense of responsibility towards self and others; and8 To be able to represent themselves and others in key decision making processes.

To be listened to means:1 adults who are close to children recognise their need and right to express and communicate

their thoughts, feelings and ideas;2 adults who are close to children are able to tune in to their verbal, sign and body language in order

to understand and interpret what is being expressed and communicated;3 adults who are close to children are able to respond appropriately and, when required, act

upon their understanding of what children express and communicate ; and4 Adults respect children’s rights and facilitate children’s participation and representation

in imaginative and child centred ways in all aspects of core services.

Child’s right to feel safe

All staff responsible in the setting must be aware of any changes in children that could be in the process of being radicalised. Our setting has a dedicated Prevent Policy 13.1 that deals with this:

The preschool’s aim in aiding prevention is to:

Assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology.

To identify risks within a given local context and respond in an appropriate and proportionate manor.

To be aware of the increased risk of online radicalisation, as terrorist organisations such as ISIL seek to radicalise young people through the use of social media and the internet.

To be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection.

Take action when they observe behaviour of concern.

Female Genital Mutilation

It is every young girl’s right to feel safe from any kind of abuse aimed at them. FGM is covered in our Policy 13.41.2 Looked after children

Early years settings are committed to providing quality provision based on equality of opportunity for all children and their families. All staff in our provision are committed to doing all they can to enable ‘looked after’ children in their care to achieve and reach their full potential.

Children become ‘looked after’ if they have either been taken into care by the local authority, or have been accommodated by the local authority (a voluntary care arrangement). Most looked after children

will be living in foster homes, but a smaller number may be in a children’s home, living with a relative or even placed back home with their natural parent(s).

We recognise that children who are being looked after have often experienced traumatic situations; physical, emotional or sexual abuse or neglect. However, we also recognise that not all looked after children have experienced abuse and that there are a range of reasons for children to be taken in to the care of the local authority. Whatever the reason, a child’s separation from their home and family signifies a disruption in their lives that has an impact on their emotional well-being. Most local authorities do not place children under five with foster carers who work outside the home; however, there are instances when this does occur or where the child has been placed with another family member who works.

In our setting, we place emphasis on promoting children’s right to be strong, resilient and listened to. Our policy and practice guidelines for looked after children are based on two important concepts, attachment and resilience. The basis of this is to promote secure attachments in children’s lives, as the foundation for resilience. These aspects of well-being underpin the child’s responsiveness to learning and enable the development of positive dispositions for learning. For young children to get the most out of educational opportunities they need to be settled enough with their carer to be able to cope with further separation, a new environment and new expectations made upon them.

Principles

The term ‘looked after child’ denotes a child’s current legal status; this term is never used to categorise a child as standing out from others. We do not refer to such a child using acronyms such as LAC.

We do not offer placements for babies and children under two years who are in care; we offer instead other services to enable a child to play and engage with other children while their carer stays with them.

In exceptional circumstances, we offer places to two-year-old children who are in care. In such cases, the child should have been with the foster carer for at least two months and show signs of having formed a secure attachment to the carer, and the placement in the setting will last a minimum of three months.

We offer places for funded three and four-year-olds who are in care to ensure they receive their entitlement to early education. We expect that a child will have been with a foster carer for a minimum of one month and that they will have formed a secure attachment to the carer. We expect that the placement in the setting will last a minimum of six weeks.

We will always offer ‘stay and play’ provision for a child who is two to five years old who is still settling with their foster carer, or who is only temporarily being looked after.

Where a child who normally attends our setting is taken into care and is cared for by a local foster carer, we will continue to offer the placement for the child.

Procedures:

The designated person for looked after children is the designated child protection co-ordinator. Every child is allocated a key person before they start and this is no different for a looked after

child. The designated person ensures the key person has the information, support and training necessary to meet the looked after child’s needs.

The designated person and the key person liaise with agencies, professionals and practitioners involved with the child and his or her family and ensure that appropriate information is gained and shared.

The setting recognises the role of the local authority children’s social care department as the child’s ‘corporate parent’ and the key agency in determining what takes place with the child. Nothing changes, especially with regard to the birth parents or foster carer’s role in relation to the setting, without prior discussion and agreement with the child’s social worker.

At the start of a placement there is a professionals meeting to determine the objectives of the placement and draw up a care plan that incorporates the child’s learning needs. This plan is reviewed after two weeks, six weeks and three months. Thereafter at three to six monthly intervals.

The care plan needs to consider issues for the child such as:

- their emotional needs and how they are to be met;- how any emotional issues and problems that affect behaviour are to be managed;- their sense of self, culture, language(s) and identity – and how this is to be supported;- their need for sociability and friendship;- their interests and abilities and possible learning journey pathway; and- how any special needs will be supported.

In addition the care plan will also consider:

- how information will be shared with the foster carer and local authority (as the ‘corporate parent’) as well as what information is shared with whom and how it will be recorded and stored.

- What contact the child has with his/her birth parent(s) and what arrangements will be in place for supervised contact. If this is to be at the setting, when, where and what form the contact will take will be discussed and agreed;

- what written reporting is required;- wherever possible, and where the plan is for the child’s return home, the birth parent(s) should

be involved in planning; and- With the social worker’s agreement, and as part of the plan, the birth parent(s) should be

involved in the setting’s activities that include parents, such as outings and fun-days etc alongside the foster carer.

The settling-in process for the child is agreed. It should be the same as for any other child, with the foster carer taking the place of the parent, unless otherwise agreed. It is even more important that the ‘proximity’ stage is followed until it is visible that the child has formed a sufficient relationship with his or her key person for them to act as a ‘secure base’ to allow the gradual separation from

the foster carer. This process may take longer in some cases, so time needs to be allowed for it to take place without causing further distress or anxiety to the child.

In the first two weeks after settling-in, the child’s well-being is the focus of observation, their sociability and their ability to manage their feelings with or without support.

Further observations about communication, interests and abilities will be noted to firm a picture of the whole child in relation to the Early Years Foundation Stage prime and specific areas of learning and development.

Concerns about the child will be noted in the child’s file and discussed with the foster carer. If the concerns are about the foster carer’s treatment of the child, or if abuse is suspected, these

are recorded in the child’s file and reported to the child’s social care worker according to the setting’s safeguarding children procedure.

Regular contact should be maintained with the social worker through planned meetings that will include the foster carer.

The transition to school will be handled sensitively. The designated person and/or the child’s key person will liaise with the school, passing on relevant information and documentation with the agreement of the looked after child’s birth parents.

Children at risk:

Practitioners have a duty to protect and promote the welfare of children. Due to the many hours of care we are providing, staff will often be the first people to sense that there is a problem. They may well be the first people in whom children confide about abuse. The setting has a duty to be aware that abuse does occur in our society. 

This policy lays out the procedures that will be followed if we have any reason to believe that a child in our care is subject to welfare issues including physical, sexual, emotional abuse or neglect.

Our prime responsibility is the welfare and well-being of all children in our care. As such we believe we have a duty to the children, parents and staff to act quickly and responsibly in any instance that may come to our attention. All staff will work as part of a multi-agency team where needed in the best interests of the child.

The pre-school aims to:

Ensure that children are never placed at risk while in the charge of setting staff Ensure that confidentiality is maintained at all times Ensure that all staff are alert to the signs of abuse, understand what is meant by child protection

and are aware of the different ways in which children can be harmed including by other children i.e. bullying, discriminatory behaviour

Ensure that all staff are familiar and updated regularly with child protection issues and procedures

Ensure parents are fully aware of child protection policies and procedures when they register with the nursery and are kept informed of all updates when they occur 

Keep the child at the centre of all we do Regularly review and update this policy with staff and parents where appropriate.

Further guidance

Guidance on the Education of Children and Young People in Public Care (DfEE 2000) Who Does What: How Social Workers and Carers can Support the Education of Looked After Children

(DfES 2005) Supporting Looked After Learners - A Practical Guide for School Governors (DfES 2006)

1.4 Use of mobile phones, cameras and social media

We take steps to ensure that there are effective procedures in place to protect children, young people, and vulnerable adults from the unacceptable use of mobile phones and cameras in the setting.

Procedures:

Personal Mobile Phones/calling devices

All personal mobile phones, tablets and web enabled technology belonging to members of staff cannot be used when in the presence of children, on the premises or on outings during working hours.

At the beginning of each individual’s shift, personal mobile phones/technology must be placed away from children i.e. in bags in coat area. All mobile phones must be either switched to silent or turned off.

This includes the use or wearing of smart watches that can make and receive calls or take photos

In the event of an emergency, personal mobile phones/technology may be used in the reception area, with permission from the manager.

Members of staff ensure that the telephone number of the setting is known to immediate family and other people who need to contact them in an emergency. Staff will need to ensure that supervisors have up to date contact information, and that they have made their families aware of emergency work numbers:

Children’s Services Manager 07702 671575 Pre-School Manager 07491 663951 YMCA Maidstone main reception 01622 749404

This is the responsibility of the individual staff member

Parents and visitors are requested not to use their mobile phones whilst on the premises. There is an exception if a visitor’s company or organisation operates a lone working policy that requires contact with their office periodically throughout the day. Visitors will be advised of a quiet space where they can use their mobile phone, where there are no children present.

During group outings nominated staff/the Supervisor will have access to their mobile phone, which is to be used for emergency purposes only.

Members of staff will not use their personal mobile phones for taking photographs of children on outings.

Failure to adhere to this policy will lead to disciplinary procedures (as laid down by the YMCA's disciplinary policy) being instigated.

Cameras and videos

Members of staff must not bring their own cameras or video recorders into the setting. Photographs and recordings of children are only taken for valid reasons, i.e. to record their learning

and development, or for displays within the setting. Photographs or recordings of children are only taken on equipment belonging to the setting.

The Use of Photographic images including use on Social Media

This policy is intended to help staff make appropriate decisions about the use of photos on social media such as blogs, wikis, social networking websites, podcasts, forums, message boards, or comments on web-articles, such as Twitter, Facebook, LinkedIn (not an exhaustive list).

This policy outlines some of the standards we require staff to observe when using social media, the circumstances in which we will monitor your use of social media and the action we will take in respect of breaches of this policy.

Procedures:

Never disclose photos of children which you have not gained parental permission or commercially sensitive, anti-competitive, private or confidential information. If you are unsure whether the photos or information you wish to share fall within one of these categories, you should discuss this with Rob Foley

Be honest and open, but be mindful of the impact your contribution might make to people’s perceptions of us as a company. If you are unsure about photo consent DO NOT post the photos. If you make a mistake in a contribution, be prompt in admitting and correcting it.

You are personally responsible for content/photos you publish into social media tools – be aware that what you publish will be public for many years.

Don’t discuss colleagues, competitors, customers or suppliers as well as children’s photos or any personal details without prior approval. Always consider others’ privacy and avoid discussing topics that may be inflammatory e.g. politics and religion.

If you notice any content (whether complementary or critical) /photos posted on social media without our knowledge please report it to Rob Foley.

We recognise the importance of the internet in shaping public thinking about our company and our services, employees, partners and customers. We also recognise the importance of our staff joining in and helping shape industry conversation and direction through interaction in social media.

All staff are responsible for their own compliance with this policy and for ensuring that it is consistently applied. All staff should ensure that they take the time to read and understand it. Any breach of this policy should be reported to Rob Foley.

If you are currently using media sites that have a link to current Children’s parents then you will need to disclose these and your reasons for having the link. It is our policy not to be friends with parents on media sites.

Never tag pictures of any pre-school children onto any social media sites.

All staff are expected to comply with this policy at all times to protect the privacy, confidentiality, and interests of our company and our services, employees, partners, customers, and competitors.

Failure of staff to adhere to the Social Media policy will lead to disciplinary procedures as laid down in the YMCA’s disciplinary policy being instigated.

1.5 Visitors Policy

The Preschool is responsible for the safety and security of all the children in its care. Preschool personnel are to remain aware of the potential dangers posed by an unregulated visitor system. Therefore, it is vital that personnel adhere to the rules and procedures detailed below at all times. The Preschool also has a duty of care to all other persons who may visit the Preschool premises. Therefore, strict control and management of visiting personnel is essential not only to protect them but also to protect Preschool personnel and the children in their care.

All Visitors to Maidstone YMCA Pre-School are requested to sign our visitor’s book, detailing:

Date Name/sign Reason/person visiting Time in

Time out

A visitor’s badge is provided if they do not have one already – this is to be worn for the duration of their visit

A notice is clearly display by the visitor’s book detailing our expectations towards all visitors while they are in the setting, they state:

In the event of a fire please follow the instructions of the preschool manager/supervisor Details of the Lead and Deputy Safeguarding Officers First aiders No use of mobile phones whilst in preschool – please refer to the setting’s Use of Mobile

Phones, Cameras and Social Media 1.4

Staff will check the identity of visitors if unknown. If staff have any doubt of the validity of our visitors then a phone call will be made to their department to clarify their identity.

Visitors will not be left unattended with the children at any time.

Visitor Records

Visitor records will be retained for a period of not less than 1 year.

Attempts to Gain Entry

In the event of any person attempting to gain unauthorised access to the Preschool premises the police are to be immediately informed along with the C.E.O of YMCA Maidstone Mrs Lynda Dale and the incident investigated. Dependent upon the outcome of such an investigation Ofsted, the Local Authority, Social Services or other bodies may need to be informed of the incident.

Visitor Categories

For the purpose of this policy, persons entering the Preschool are categorised into one of the following groups:

Children Attending the Preschool Parents of Children Attending the Preschool Prospective Clients Shared use staff and clients – Please refer to the setting’s ‘Shared Premises Policy 14.0’ Governmental & Council Officials Third Party Contractors Staff Children – please take note of information further on in this policy Student placements – please take note of information further on in this policy

Other – these visitors will be attended to depending on their reason of visit/enquiry

Staff children visiting setting

YMCA Maidstone Pre-school Tovil is aware that on occasion staff members own children accompany them to work, for example through illness, during school holidays or because they have been excluded from school. Although this is neither ideal nor best practice, it is recognised that this is common practice for some early year’s provisions across Kent and at times is seen as necessary due to staff/children ratios.

Student placements

Our setting recognises that qualifications and training make an important contribution to the quality of the care and education provided by early year’s settings. As part of our commitment to quality, we offer placements to students undertaking early year’s qualifications and training. We also offer placements for school pupils on work experience.

We aim to provide for students on placement with us, experiences that contribute to the successful completion of their studies and that provide examples of quality practice in early years care and education.

Procedures

We require students on qualification courses to meet the 'suitable people' requirements of Ofsted and have CRB checks carried out.

We require students in our setting to have a sufficient understanding and use of English to contribute to the well-being of children in our care.

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 undertaking qualification courses who are placed in our setting on a short term basis are not counted in our staffing ratios.

Trainee staff employed by the setting and students over the age of 17 may be included in the ratios if they are deemed competent and responsible.

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 and Client Access to Records Policy. 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 that hinder

the essential work of the setting. We ensure that trainees and students placed with us are engaged in bona fide early years training,

which provides the necessary background understanding of children's development and activities.

1.6 E-Safety policy

We are mindful of the need for E-Safety and take steps to ensure that there are effective procedures in place to protect information relating to children, young people, and vulnerable adults.

Procedures:

All information relating to staff, volunteers, children and their personal details, which is stored on the computer, is password protected. Only the Manager, Supervisors and Administration staff have the password.

We store information about children and staff on the Child’s Play system. Staff carry out children’s observations on the Tapestry system. These are password protected and only used by the Manager and staff of the preschool.

Company employees are expected to use the Internet responsibly and productively. Internet access is limited to job-related activities only and personal use is not permitted. Job related activities include research and educational tasks that may be found via the Internet that would help in an employee’s role or in using approved educational programmes and applications for the pre-school children with the Manager’s approval.

All Internet data that is composed, transmitted and/or received by Maidstone YMCA’s computer systems is considered to belong to Maidstone YMCA and is recognised as part of its official data. It is therefore subject to disclosure for legal reasons or to other appropriate third parties.

The equipment, services and technology used to access the Internet are the property of Maidstone YMCA and the company reserves the right to monitor Internet traffic and monitor and access date that is composed, sent or received through its online connections

Emails sent via the company email system should not contain content that is deemed to be offensive. This includes, thought is not restricted to the use of vulgar or harassing language/images

The installation of software such as instant messaging technology is strictly prohibited Parents/Carers and associates who misuse the information gained from communications with the

Pre-school could be subjected to investigation agencies including Ofsted, Social Services and the Police.

Staff must not post pictures of pre-school children on social media sites or post any comments relating to the YMCA, other staff, the children or their work.

Staff should not accept or make friend requests on Facebook with current parents. If they are already friends, they must declare this to Management, who will decide if this is appropriate.

Parents are requested not to post photographs, that they take of special pre-school events, on social media sites of any of the pre-school children other than their own child (even if the other children are in the background). They are reminded of this verbally at the beginning of every such event.

Staff, who work as key persons, use Tapestry online learning journals to record our children’s progress through observations and photographs.

Child’s Play management system and Tapestry are complete standalone application with our own web address, with full management functions to control access and communication, for parents and staff, and editorial control over all journals and records.

Every key person has their own login and password which is accessed from a secure browser. The Manager/Administrator has access to all the records to monitor and oversee the journals.

Staff use Tapestry responsibly and do not use each other’s usernames or passwords Parents are able to have their own login and password to access their child’s learning journal on

Tapestry but must sign a disclaimer before being given access, as follows:-As a parent I will…

- Not publish any of my child’s observations, photographs or videos on any social media site.

- Keep the login details within my trusted family.

- Not use or wear any device (including smart watches) that can make and receive calls or take photos

- Accept that my child’s photograph/video may appear on their friends learning journal account and I may see pictures/videos of my child’s friends on my child’s personal account.

- Speak to a member of staff if I experience any difficulties accessing my child’s learning journey.

- Agree to the above guidelines and have read accompanying information sheets.

- Failure to adhere to these guidelines may mean we have to withdraw the parent’s access to Baby’s Days

All I.C.T equipment used within the preschool for or by the children will have no internet access at all. All equipment is for learning and development purposes and only includes age appropriate apps and games.

Children are monitored when using I.C.T equipment

Failure of staff to adhere to the E-Safety policy will lead to disciplinary procedures as laid down in the YMCA’s disciplinary policy being instigated.

Safer Practice with technology

Online safety (or e-Safety) reflects a range of issues associated with technology and a user’s access to content, contact with others and behavioural issues. We can all be at risk from exposure to illegal or inappropriate content online, scams, viruses, identity theft, unwanted or unsuitable contact from strangers, cyberbullying, addiction and even our own behaviour online.

“ In the same way that we teach our children how to manage ‘real world’ risks, for example crossing roads, in stages and with rules, supervision and monitoring that changes as they learn and develop their independence, we need to engage with children as they develop and explore their online and gaming worlds… A useful way for us all to think about this is to look at how we protect children in places of benefit and risk in the real (offline) world: public swimming pools. Here there are safety signs and information; shallow as well as deep ends; swimming aids and lifeguards; doors, locks and alarms. However children will sometimes take risks and jump into waters too deep for them or want to climb walls and get through locked doors – therefore we also teach them how to swim. We must adopt the same combination of approaches in order to enable our children and young people to navigate these exciting digital waters while supporting and empowering them to do so safely.” Dr Tanya Byron, Byron Review, March 2008.

This statement from the Byron Review (2008) demonstrates that when thinking of e-Safety, we cannot rely simply on technological solutions such as filtering and restricting access. We teach children to swim, not just to protect them from encountering risk but also for the enjoyment they get and the benefits it brings to them.

Kent Safeguarding Children Board (KSCB) believes that we must teach the children and young people of Kent to ‘swim’ in the online world, not only to ensure their safety but also to enable them to improve their emotional health, their ability to achieve and their engagement with and enjoyment of the world. E-Safety is about balancing the immense opportunities with the potential risks.

The definition of Online Safety (e-Safety)

The term 'safeguarding' is defined in relation to Online Safety as the process of limiting risks to children when using technology through a combined approach to policies and procedures, infrastructure and education, underpinned by standards and inspection

Kent has adopted the definition of Online Safety (or e-Safety) as the safeguarding of children and young people in the digital and online world.

Online safety must be to be considered as part of all professionals’ wider safeguarding responsibilities.

It must be recognised that online safety is not a technological issue and should not just be limited to settings where children have access to technology.

It is the responsibility of the children’s parents as well as practitioners to teach the children how to use technology safely.

Online Safety is about educating children and young people about the benefits and responsibilities of using information technology safely. Restricting access to technology plays a limited role

KSCB Online Safety (E-Safety) Strategy April 2016

1.8 Toilet/nappy changing Policy

YMCA Maidstone Tovil Community Centre has communal toilets for all users situated along the ground floor corridor. There is also an individual disabled toilet with baby changing facilities. The community Centre is a shared premises – please look at shared premises policy 14.0.

YMCA Tovil Pre-school use the communal toilet facilities, therefore they are not accessible unless staff and children leave the main hall where the pre-school is based. All children needing the toilet or who need to be changed will be taken from the main hall to the toilet or changing area. This will only require 1 qualified member of staff unless the number of children requiring the use of the toilet requires more staff due to staff to child ratios.

The corridor leading to the toilets contains the Tovil Parish Council Office. At times permanent staff, volunteers, councillors, and Parish members may be able to see the children. The regular members of the Parish office i.e. The Clerk and Assistant Clerk will hold a DBS check. The corridor also gives access to the stair well which leads to 3 meeting rooms that are for hire and will mean that other centre users are present at different times.

The Building Manager, Preschool Manager, and Supervisor will be made aware of all users in the building each day. This allows for the pre-school staff to plan toilet trips when possible. If the communal toilets are being used at the same time as a pre-school toilet run the staff will take the child/children into the disabled facility and lock the door.

At no time will the children be left unattended in the toilet area.

The disabled toilet is not to be used by anyone unless they are genuinely disabled or part of the YMCA Tovil Pre-school.

Any members of the public or user groups found using the disabled toilet unnecessarily may be asked to vacate the building on a short or long term basis depending on the situation at the given time.

All users will be made aware of this on booking and induction.

Nappy changing:

No child is excluded from participating in our setting who may, for any reason, not yet be toilet trained and who may still be wearing nappies or equivalent. We work with parents towards toilet training, unless there are medical or other developmental reasons why this may not be appropriate at the time.

We provide nappy changing facilities and exercise good hygiene practices in order to accommodate children who are not yet toilet trained. We see toilet training as a self-care skill that children have the opportunity to learn with the full support and non-judgemental concern of adults.

Staff are able to take a child in nappies to the designated changing area (in the disabled toilet) on their own as they are when taking children to the toilet.

Parents are asked to provide their nappies/wipes/change of clothes or creams where possible All personal items are labelled clearly in black marker YMCA do hold a small amount of all these items but they may not be the same product/style

that is used at home. If a change of clothes is needed and YMCA use their own we ask parents to wash and return

them at the earliest convenience. Staff change children when they are needed unless otherwise stipulated by the parent. Children from two years should normally wear pull ups, or other types of trainer pants, as soon

as they are comfortable with this and their parents agree. Changing areas are warm with safe areas to lay children. Parents of each young child will be asked to send a named bag containing their child’s nappies

or ‘pull ups’ and changing wipes, to preschool with their child. Gloves and aprons are put on by staff before changing starts and the areas are prepared. All

equipment will be cleaned with antibacterial wipes. All staff are familiar with the hygiene procedures and carry these out when changing nappies. In addition, key staff ensure that nappy changing is relaxed and a time to promote

independence in young children. Children are encouraged to take an interest in using the toilet; they may just want to sit on it

and talk to a friend who is also using the toilet. Children are encouraged to wash their hands, and have soap and towels to hand. They should

be allowed time for some play as they explore the water and the soap.

Anti-bacterial hand wash liquid or soap should not be used for young children; young skin is quite delicate and anti-bacterial products kill off certain good bacteria that children need to develop their own natural resistance to infection.

Staff are gentle when changing; they avoid pulling faces and making negative comments about ‘nappy contents’.

Staff do not make inappropriate comments about children’s genitals when changing their nappies.

Older children access the toilet when they have the need to and are encouraged to be independent.

Nappies and pull ups are disposed of hygienically. Any soil (faeces) in nappies or pull ups is flushed down the toilet and the nappy or pull up is bagged and put in the nappy bin. Cloth nappies, trainer pants and ordinary pants that have been wet or soiled are rinsed and bagged for the parent to take home. The nappy bin is emptied daily into the correct container in the disabled toilets in the centre at the end of the last session.

We have a ‘duty of care’ towards children’s personal needs. If children are left in wet or soiled nappies/pull ups in the setting this may constitute neglect and will be a disciplinary matter.

1.6 E-Safety policy

We are mindful of the need for E-Safety and take steps to ensure that there are effective procedures in place to protect information relating to children, young people, and vulnerable adults.

Procedures:

All information relating to staff, volunteers, children and their personal details, which is stored on the computer, is password protected. Only the Manager, Supervisors and Administration staff have the password.

We store information about children and staff on the Child’s Play system. Staff carry out children’s observations on the Tapestry system. These are password protected and only used by the Manager and staff of the preschool.

Company employees are expected to use the Internet responsibly and productively. Internet access is limited to job-related activities only and personal use is not permitted. Job related activities include research and educational tasks that may be found via the Internet that would help in an employee’s role or in using approved educational programmes and applications for the pre-school children with the Manager’s approval.

All Internet data that is composed, transmitted and/or received by Maidstone YMCA’s computer systems is considered to belong to Maidstone YMCA and is recognised as part of its official data. It is therefore subject to disclosure for legal reasons or to other appropriate third parties.

The equipment, services and technology used to access the Internet are the property of Maidstone YMCA and the company reserves the right to monitor Internet traffic and monitor and access date that is composed, sent or received through its online connections

Emails sent via the company email system should not contain content that is deemed to be offensive. This includes, thought is not restricted to the use of vulgar or harassing language/images

The installation of software such as instant messaging technology is strictly prohibited Parents/Carers and associates who misuse the information gained from communications with the

Pre-school could be subjected to investigation agencies including Ofsted, Social Services and the Police.

Staff must not post pictures of pre-school children on social media sites or post any comments relating to the YMCA, other staff, the children or their work.

Staff should not accept or make friend requests on Facebook with current parents. If they are already friends, they must declare this to Management, who will decide if this is appropriate.

Parents are requested not to post photographs, that they take of special pre-school events, on social media sites of any of the pre-school children other than their own child (even if the other children are in the background). They are reminded of this verbally at the beginning of every such event.

Staff, who work as key persons, use Tapestry online learning journals to record our children’s progress through observations and photographs.

Child’s Play management system and Tapestry are complete standalone application with our own web address, with full management functions to control access and communication, for parents and staff, and editorial control over all journals and records.

Every key person has their own login and password which is accessed from a secure browser. The Manager/Administrator has access to all the records to monitor and oversee the journals.

Staff use Tapestry responsibly and do not use each other’s usernames or passwords Parents are able to have their own login and password to access their child’s learning journal on

Tapestry but must sign a disclaimer before being given access, as follows:-As a parent I will…

- Not publish any of my child’s observations, photographs or videos on any social media site.

- Keep the login details within my trusted family.

- Not use or wear any device (including smart watches) that can make and receive calls or take photos

- Accept that my child’s photograph/video may appear on their friends learning journal account and I may see pictures/videos of my child’s friends on my child’s personal account.

- Speak to a member of staff if I experience any difficulties accessing my child’s learning journey.

- Agree to the above guidelines and have read accompanying information sheets.

- Failure to adhere to these guidelines may mean we have to withdraw the parent’s access to Baby’s Days

All I.C.T equipment used within the preschool for or by the children will have no internet access at all. All equipment is for learning and development purposes and only includes age appropriate apps and games.

Children are monitored when using I.C.T equipment

Failure of staff to adhere to the E-Safety policy will lead to disciplinary procedures as laid down in the YMCA’s disciplinary policy being instigated.

Safer Practice with technology

Online safety (or e-Safety) reflects a range of issues associated with technology and a user’s access to content, contact with others and behavioural issues. We can all be at risk from exposure to illegal or inappropriate content online, scams, viruses, identity theft, unwanted or unsuitable contact from strangers, cyberbullying, addiction and even our own behaviour online.

“ In the same way that we teach our children how to manage ‘real world’ risks, for example crossing roads, in stages and with rules, supervision and monitoring that changes as they learn and develop their independence, we need to engage with children as they develop and explore their online and gaming worlds… A useful way for us all to think about this is to look at how we protect children in places of benefit and risk in the real (offline) world: public swimming pools. Here there are safety signs and information; shallow as well as deep ends; swimming aids and lifeguards; doors, locks and alarms. However children will sometimes take risks and jump into waters too deep for them or want to climb walls and get through locked doors – therefore we also teach them how to swim. We must adopt the same combination of approaches in order to enable our children and young people to navigate these exciting digital waters while supporting and empowering them to do so safely.” Dr Tanya Byron, Byron Review, March 2008.

This statement from the Byron Review (2008) demonstrates that when thinking of e-Safety, we cannot rely simply on technological solutions such as filtering and restricting access. We teach children to swim, not just to protect them from encountering risk but also for the enjoyment they get and the benefits it brings to them.

Kent Safeguarding Children Board (KSCB) believes that we must teach the children and young people of Kent to ‘swim’ in the online world, not only to ensure their safety but also to enable them to improve their emotional health, their ability to achieve and their engagement with and enjoyment of the world. E-Safety is about balancing the immense opportunities with the potential risks.

The definition of Online Safety (e-Safety)

The term 'safeguarding' is defined in relation to Online Safety as the process of limiting risks to children when using technology through a combined approach to policies and procedures, infrastructure and education, underpinned by standards and inspection

Kent has adopted the definition of Online Safety (or e-Safety) as the safeguarding of children and young people in the digital and online world.

Online safety must be to be considered as part of all professionals’ wider safeguarding responsibilities.

It must be recognised that online safety is not a technological issue and should not just be limited to settings where children have access to technology.

It is the responsibility of the children’s parents as well as practitioners to teach the children how to use technology safely.

Online Safety is about educating children and young people about the benefits and responsibilities of using information technology safely. Restricting access to technology plays a limited role

KSCB Online Safety (E-Safety) Strategy April 2016

1.8 Toilet/nappy changing Policy

YMCA Maidstone Tovil Community Centre has communal toilets for all users situated along the ground floor corridor. There is also an individual disabled toilet with baby changing facilities. The community Centre is a shared premises – please look at shared premises policy 14.0.

YMCA Tovil Pre-school use the communal toilet facilities, therefore they are not accessible unless staff and children leave the main hall where the pre-school is based. All children needing the toilet or who need to be changed will be taken from the main hall to the toilet or changing area. This will only require 1 qualified member of staff unless the number of children requiring the use of the toilet requires more staff due to staff to child ratios.

The corridor leading to the toilets contains the Tovil Parish Council Office. At times permanent staff, volunteers, councillors, and Parish members may be able to see the children. The regular members of the Parish office i.e. The Clerk and Assistant Clerk will hold a DBS check. The corridor also gives access to the stair well which leads to 3 meeting rooms that are for hire and will mean that other centre users are present at different times.

The Building Manager, Preschool Manager, and Supervisor will be made aware of all users in the building each day. This allows for the pre-school staff to plan toilet trips when possible. If the communal toilets are being used at the same time as a pre-school toilet run the staff will take the child/children into the disabled facility and lock the door.

At no time will the children be left unattended in the toilet area.

The disabled toilet is not to be used by anyone unless they are genuinely disabled or part of the YMCA Tovil Pre-school.

Any members of the public or user groups found using the disabled toilet unnecessarily may be asked to vacate the building on a short or long term basis depending on the situation at the given time.

All users will be made aware of this on booking and induction.

Nappy changing:

No child is excluded from participating in our setting who may, for any reason, not yet be toilet trained and who may still be wearing nappies or equivalent. We work with parents towards toilet training, unless there are medical or other developmental reasons why this may not be appropriate at the time.

We provide nappy changing facilities and exercise good hygiene practices in order to accommodate children who are not yet toilet trained. We see toilet training as a self-care skill that children have the opportunity to learn with the full support and non-judgemental concern of adults.

Staff are able to take a child in nappies to the designated changing area (in the disabled toilet) on their own as they are when taking children to the toilet.

Parents are asked to provide their nappies/wipes/change of clothes or creams where possible All personal items are labelled clearly in black marker YMCA do hold a small amount of all these items but they may not be the same product/style

that is used at home. If a change of clothes is needed and YMCA use their own we ask parents to wash and return

them at the earliest convenience. Staff change children when they are needed unless otherwise stipulated by the parent. Children from two years should normally wear pull ups, or other types of trainer pants, as soon

as they are comfortable with this and their parents agree. Changing areas are warm with safe areas to lay children. Parents of each young child will be asked to send a named bag containing their child’s nappies

or ‘pull ups’ and changing wipes, to preschool with their child. Gloves and aprons are put on by staff before changing starts and the areas are prepared. All

equipment will be cleaned with antibacterial wipes. All staff are familiar with the hygiene procedures and carry these out when changing nappies. In addition, key staff ensure that nappy changing is relaxed and a time to promote

independence in young children. Children are encouraged to take an interest in using the toilet; they may just want to sit on it

and talk to a friend who is also using the toilet. Children are encouraged to wash their hands, and have soap and towels to hand. They should

be allowed time for some play as they explore the water and the soap.

Anti-bacterial hand wash liquid or soap should not be used for young children; young skin is quite delicate and anti-bacterial products kill off certain good bacteria that children need to develop their own natural resistance to infection.

Staff are gentle when changing; they avoid pulling faces and making negative comments about ‘nappy contents’.

Staff do not make inappropriate comments about children’s genitals when changing their nappies.

Older children access the toilet when they have the need to and are encouraged to be independent.

Nappies and pull ups are disposed of hygienically. Any soil (faeces) in nappies or pull ups is flushed down the toilet and the nappy or pull up is bagged and put in the nappy bin. Cloth nappies, trainer pants and ordinary pants that have been wet or soiled are rinsed and bagged for the parent to take home. The nappy bin is emptied daily into the correct container in the disabled toilets in the centre at the end of the last session.

We have a ‘duty of care’ towards children’s personal needs. If children are left in wet or soiled nappies/pull ups in the setting this may constitute neglect and will be a disciplinary matter.

4.0 Key Person Policy

We believe that children settle best when they have a key person to relate to, who knows them and their parents well,

and who can meet their individual needs. Research shows that a key person approach benefits the child, the parents,

the staff and the setting by providing secure relationships in which children thrive, parents have confidence, staff are

committed & the setting is a happy and dedicated place to attend or work in.

We want children to feel safe, stimulated and happy in the setting and to feel secure and comfortable with staff. We

also want parents to have confidence in both their children's well-being and their role as active partners with the

setting.

We aim to make the setting a welcoming place where children settle quickly and easily because consideration has been

given to the individual needs and circumstances of children and their families.

The key person role is set out in the Safeguarding and Welfare Requirements of the Early Years Foundation Stage. The

procedures set out a model for developing a key person approach that promotes effective and positive relationships for

children who are in settings.

Procedures:

We allocate a key person before the child starts.

When we feel it would be beneficial, a home visit is carried out before the child starts, this is done by the manager

and the key person.

The key person is responsible for the induction of the family and for settling the child into our setting. The key

person offers unconditional regard for the child and is non-judgemental.

The key person works with the parents to plan and deliver a personalised plan for the child’s well-being, care and

learning.

The key person acts as the key contact for the parents and has links with other carers involved with the child, such as a

childminder, and co-ordinates the sharing of appropriate information about the child’s development with those carers.

The key person is responsible for developmental records and for sharing information on a regular basis with the

child’s parents to keep those records up-to-date, reflecting the full picture of the child in our setting and at home.

The developmental records/learning journey of each child is monitored periodically throughout their time in the

setting by the Manager. The Key worker and learning journey is picked randomly to allow for a true reflection of

their development.

The key person encourages positive relationships between children in her/his key group, spending time with them as a

group each day.

We provide a back-up key person or ‘buddy’ so the child and the parents have a key contact in the absence of the

child’s key person.

We promote the role of the key person as the child’s primary carer in our setting, and as the basis for establishing

relationships with other staff and children.

Meeting and greeting

Our staff understand that meeting and greeting both parent and child is an essential part of the day. This will determine the child’s mood for the rest of the given session, along with the mood of the parent. We will:

Greet all children and parents immediately when they walk in

When speaking to the child try to be at eye level with them

Ask parents how child has been i.e. after weekend, holidays or sickness

Always make the parents and children feel valued and respected

Always be approachable

Settling

Before a child starts to attend the setting, we use a variety of ways to provide his/her parents with information. These

include written information (including our prospectus and policies), displays about activities available within the setting,

information days and individual meetings with parents.

During the half-term before a child is enrolled, we provide opportunities for the child and his/her parents to visit the

setting and to take part in a ‘taster’ session.

We allocate a key person to each child and his/her family before she/he starts to attend; the key person welcomes and

looks after the child and his/her parents at the child's first session and during the settling-in process.

We may offer a home visit by the person who will be the child's key person, to ensure all relevant information

about the child can be made known.

We use pre-start visits and the first session at which a child attends to explain and complete, with his/her

parents, the child's registration records.

When a child starts to attend, we explain the process of settling-in with his/her parents and jointly decide on

the best way to help the child to settle into the setting.

We discuss with the parent, carer or close relative, whether it would help their child settle, if they were to stay for

most of the session during the first week, gradually taking time away from their child, increasing this as and when the

child is able to cope.

Younger children will take longer to settle in, as will children who have not previously spent time away from home.

Children who have had a period of absence may also need their parent to be on hand to re- settle them.

We judge a child to be settled when they have formed a relationship with their key person; for example, the child

looks for the key person when he/she arrives, goes to them for comfort, and seems pleased to be with them. The child

is also familiar with where things are and is pleased to see other children and participate in activities.

When parents leave, we ask them to say goodbye to their child and explain that they will be coming back, and

when.

We recognise that some children will settle more readily than others, but that some children who appear to settle

rapidly are not ready to be left. When necessary, we expect that the parent will honour the commitment to stay for at

least the first week, or possibly longer, until their child can stay happily without them.

We do not believe that leaving a child to cry will help them to settle any quicker. We believe that a child's distress will

prevent them from learning and gaining the best from the setting.

We reserve the right not to accept a child into the setting without a parent or carer if the child finds it distressing to be

left. This is especially the case with very young children.

Within the first four to six weeks of starting, we discuss and work with the child's parents to begin to create their child's

record of achievement.

The progress check at age two

The key person carries out the progress check at age two in accordance with any local procedures that are in place and

referring to the guidance A Know How Guide: The EYFS progress check at age two.

The progress check aims to review the child’s development and ensures that parents have a clear picture of their child’s

development.

Within the progress check, the key person will note areas where the child is progressing well and identify areas where

progress is less than expected.

The progress check will describe the actions that will be taken by the setting to address any developmental concerns

(including working with other professionals where appropriate) as agreed with the parent(s).

The key person will plan activities to meet the child’s needs within the setting and will support parents to understand

the child’s needs in order to enhance their development at home.

5.0 Health Policy

Administering medicines:

While it is not our policy to care for sick children, who should be at home until they are well enough to return to the setting, we will agree to administer medication as part of maintaining their health and well-being or when they are recovering from an illness.

In many cases, it is possible for children’s GPs to prescribe medicine that can be taken at home in the morning and evening. As far as possible, administering medicines will only be done where it would be detrimental to the child’s health if not given in the setting.

These procedures are written in line with guidance in Managing Medicines in Schools and Early Years Settings; the manager is responsible for ensuring all staff understand and follow these procedures.

The key person is responsible for the correct administration of medication to children. This includes ensuring that parent consent forms have been completed, that medicines are stored correctly and that records are kept according to procedures. If the key person is not available then the buddy will take charge, if they are not available the administration falls to the session Supervisor.

It is the parent’s ultimate responsibility to make the staff aware of the last administration time

Procedures:

Children taking prescribed medication must be well enough to attend the setting.

Only medication prescribed by a doctor (or other medically qualified person) is administered. It must be in-date and prescribed for the current condition (medicines containing aspirin will only be given if prescribed by a doctor).

Children's prescribed medicines are stored in their original containers, are clearly labelled (by pharmacy or parent) beforehand and are inaccessible to the children.

All medication not needing to be stored in a refrigerator will be stored in the medication ruck sack in the preschool room in case of evacuation. This will allow quick accessibility.

A copy of the consent form will be kept with the medicines and will be placed on file after the medication has finished.

If your child uses an inhaler it should be clearly labelled before handing it over. The staff receiving the medication must ask the parent to sign a consent form stating the following

information. No medication may be given without these details being provided:

- the full name of child - the name of medication- the dosage to be given in the setting- the time/s of administration- It should be signed by the parent, their printed name and the date.

Management is always made aware when a child had medication to take, the key worker is responsible for administration where possible, if key worker is not available then the buddy will take charge, if they are not available the administration falls to the session Supervisor

The administration of medicine is recorded accurately in our medication record book each time it is given and is initialled by the person administering the medication and is witnessed by another member of staff. The medication record book records the:

- date and time of administration- initials of person administering

Storage of medicines

All general medication/equipment is stored in a cupboard in the preschool kitchen. Child medication will be stored in a rucksack in the preschool room or in the refrigerator (depending on need)

The child’s key person or responsible person is in charge of ensuring medicine is handed back at the end of the day to the parent if needed.

Non refrigerated medicines are kept in the preschool inside the medication ruck sack:

The ruck sack is clearly marked

There is also a container in the preschool refrigerator labelled:

‘Child medication/instructions’.

Staff are informed verbally if medication is being kept for any child and where it can be found.

If the administration of prescribed medication requires medical knowledge, individual training is provided for the relevant member of staff by a health professional.

If rectal diazepam is given, another member of staff must be present and co-signs the record book.

No child may self-administer. Where children are capable of understanding when they need medication, for example with asthma, they should be encouraged to tell their key person what they need. However, this does not replace staff vigilance in knowing and responding when a child requires medication.

Children who have long term medical conditions and who may require ongoing medication

A Long Term Care Plan is completed for each child this will also include assessing risks to the child. This is the responsibility of the manager alongside the key person. Other medical or social care personnel may need to be involved in the care plan.

Parents will also contribute to the plan. They should be shown around the setting, understand the routines and activities and point out anything which they think may be a risk factor for their child.

For some medical conditions, key staff may need to have training in a basic understanding of the condition (this will be decided for each care plan), as well as how the medication is to be administered correctly. The training needs for staff may form part of the Care Plan.

The plan includes arrangements for taking medicines on outings and advice is sought from the child’s GP if necessary where there are concerns.

The health care plan should include the measures to be taken in an emergency. The health care plan is reviewed every six months, or more frequently if necessary. This includes reviewing the

medication, e.g. changes to the medication or the dosage, any side effects noted etc. The changes may include changes made by the child’s GP.

Parents receive a copy of the health care plan and each contributor, including the parent, signs it. The plan must be signed and confirmed by their GP before being put in place.

Long Term Care Plan Forms are a separate form – they need to be filled out and have copies in the child’s personal file and in a place which is accessible to staff – kept in the ‘All About Me’ folder.

Managing medicines on trips and outings

If children are going on outings, staff accompanying the children must include the key person for the child with a risk assessment, or another member of staff who is fully informed about the child’s needs and/or medication.

Medication for a child is taken clearly labelled with:

The child’s name and the name of the medication. A copy of the consent form/care plan.

If a child on medication has to be taken to hospital, the child’s medication is taken to the hospital As a precaution, children should not eat when travelling in vehicles. This procedure is read alongside the outings procedure.

Legal framework

The Human Medicines Regulations (2012)

5.1 Managing children who are sick, infectious, or with allergies Policy

(Including reporting notifiable diseases)

We provide care for healthy children through preventing cross infection of viruses and bacterial infections and promote health through identifying allergies and preventing contact with the allergenic substance.

EYFS Key themes and commitments:

A Unique Child Positive Relationships

Enabling Environments

Learning and Development

Inclusive practice

Health and well-being

Parents as partners

Key person

Supporting every child

Procedures for children who are sick or infectious:

If children appear unwell during the day – have a temperature, sickness, diarrhoea or pains, particularly in the head or stomach – the manager calls the parents and asks them to collect the child, or send a known carer to collect the child on their behalf.

If a child has a temperature, they are kept cool, by removing top clothing and sponging their heads with cool water, but kept away from draughts.

The child's temperature is taken using a forehead thermometer strip, kept in the first aid box. In extreme cases of emergency, the child should be taken to the nearest hospital and the parent

informed.

Parents are asked to take their child to the doctor before returning them to the setting; the setting can refuse admittance to children who have a temperature, sickness and diarrhoea or a contagious infection or disease.

Where children have been prescribed antibiotics, parents are asked to keep them at home for 48 hours from commencement of taking the antibiotics, before returning to the setting.

After diarrhoea or sickness and diarrhoea, parents are asked to keep children home for 48 hours or until a formed stool is passed.

The setting has a list of excludable diseases and current exclusion times. The full list is obtainable from

www.hpa.org.uk/webc/HPAwebFile/HPAweb_C/1194947358374 and includes common childhood illnesses such as measles.

Reporting of ‘notifiable diseases’

If a child or adult is diagnosed as suffering from a notifiable disease under the Health Protection (Notification) Regulations 2010, the GP will report this to the Health Protection Agency.

When the setting becomes aware, or is formally informed of the notifiable disease, the manager informs Ofsted and acts on any advice given by the Health Protection Agency.

HIV/AIDS/Hepatitis procedure

HIV virus, like other viruses such as Hepatitis A, B and C, are spread through body fluids. Hygiene precautions for dealing with body fluids are the same for all children and adults.

Single-use vinyl gloves and aprons are worn when changing children’s nappies, pants and clothing that are soiled with blood, urine, faeces or vomit.

Protective rubber gloves are used for cleaning/sluicing clothing after changing. Soiled clothing is rinsed and either bagged for parents to collect or laundered in the setting. Spills of blood, urine, faeces or vomit are cleared using mild disinfectant solution and mops; any

cloths used are disposed of with the clinical waste. Tables and other furniture, furnishings or toys affected by blood, urine, faeces or vomit are cleaned

using a disinfectant. Children do not share tooth brushes, which are also soaked weekly in sterilising solution.

Nits and head lice

Nits and head lice are not an excludable condition, although in exceptional cases a parent may be asked to keep the child away until the infestation has cleared.

On identifying cases of head lice, all parents are informed and asked to treat their child and all the family if they are found to have head lice.

Procedures for children with allergies

When parents start their children at the setting they are asked if their child suffers from any known allergies. This is recorded on the Registration Form.

If a child has an allergy, a risk assessment form is completed to detail the following:

- The allergen (i.e. the substance, material or living creature the child is allergic to such as nuts, eggs, bee stings, cats etc).

- The nature of the allergic reactions e.g. anaphylactic shock reaction, including rash, reddening of skin, swelling, breathing problems etc.

- What to do in case of allergic reactions, any medication used and how it is to be used (e.g. Epipen).

- Control measures - such as how the child can be prevented from contact with the allergen. This form is kept in the child’s personal file and a copy is displayed where staff can see it. Parents train staff in how to administer special medication in the event of an allergic reaction. Generally, no nuts or nut products are used within the setting. Parents are made aware so that no nut or nut products are accidentally brought in, for example to a

party.

Insurance requirements for children with allergies and disabilities

The insurance will automatically include children with any disability or allergy, but certain procedures must be strictly adhered to as set out below. For children suffering life threatening conditions, or requiring invasive treatments; written confirmation from your insurance provider must be obtained to extend the insurance.

At all times the administration of medication must be compliant with the Safeguarding and Welfare Requirements of the Early Years Foundation Stage and follow procedures based on advice given in Managing Medicines in Schools and Early Years Settings (DfES 2005).

Oral medication

Asthma inhalers are now regarded as ‘oral medication’ by insurers and so documents do not need to be forwarded to your insurance provider.

Oral medications must be prescribed by a GP or have manufacturer’s instructions clearly written on them.

The setting must be provided with clear written instructions on how to administer such medication. All risk assessment procedures need to be adhered to for the correct storage and administration of

the medication. The setting must have the parents or guardians prior written consent. This consent must be kept on

file. It is not necessary to forward copy documents to your insurance provider.

Life saving medication and invasive treatments

Adrenaline injections (Epipens) for anaphylactic shock reactions (caused by allergies to nuts, eggs etc) or invasive treatments such as rectal administration of Diazepam (for epilepsy).

he provider must have:

- a letter from the child's GP/consultant stating the child's condition and what medication if any is to be administered;

- written consent from the parent or guardian allowing staff to administer medication; and- proof of training in the administration of such medication by the child's GP, a district nurse,

children’s’ nurse specialist or a community paediatric nurse.

Copies of all three documents relating to these children must first be sent to the Pre-school Learning Alliance Insurance Department for appraisal (if you have another provider, please check their procedures with them). Written confirmation that the insurance has been extended will be issued by return.

Key person for special needs children - children requiring assistance with tubes to help them with everyday living e.g. breathing apparatus, to take nourishment, colostomy bags etc.

Prior written consent must be obtained from the child's parent or guardian to give treatment and/or medication prescribed by the child's GP.

The key person must have the relevant medical training/experience, which may include those who have received appropriate instructions from parents or guardians, or who have qualifications.

Copies of all letters relating to these children must first be sent to the Pre-school Learning Alliance Insurance Department for appraisal (if you have another provider, please check their procedures with them). Written confirmation that the insurance has been extended will be issued by return.

If you are unsure about any aspect, contact the Pre-school Learning Alliance Insurance Department on 020 7697 2585 or email membership@pre-school.org.uk.

Further guidance

Managing Medicines in Schools and Early Years Settings (DfES 2005)

5.3 Food and drink policy

Our provision regards snack and meal times as an important part of our day. Eating represents a social time for children and adults and helps children to learn about healthy eating. We promote healthy eating using resources and materials from the Pre-school Learning Alliance. At snack and meal times, we aim to provide nutritious food, which meets the children's individual dietary needs.

Procedures:

We follow these procedures to promote healthy eating in our setting.

Before a child starts to attend the setting, we ask their parents about their dietary needs and preferences, including any allergies. (See the Managing Children who are Sick, Infectious or with Allergies Policy.)

We record information about each child's dietary needs in the Registration Form and parents sign the form to signify that it is correct.

We ask parents/carers to take responsibility in notifying us of any changes to personal/dietary/medical information.

We display keep information about individual children's dietary needs so that all staff and volunteers are fully informed about them. (note book on coat rack)

We implement systems to ensure that children receive only food and drink that is consistent with their dietary needs and preferences, as well as their parents' wishes.

We display the menus of meals/snacks for parents to view. We provide nutritious food for all meals and snacks, avoiding large quantities of saturated fat, sugar

and salt and artificial additives, preservatives and colourings. We include a variety of foods from the four main food groups:

- meat, fish and protein alternatives- dairy foods- grains, cereals and starch vegetables- Fruit and vegetables.

We regularly include foods from the diet of each of the children's cultural backgrounds, providing children with familiar foods and introducing them to new ones. We ask parents to help in making this possible.

We operate a NO NUT policy where possible. Through discussion with parents and research reading by staff, we obtain information about the

dietary rules of the religious groups to which children and their parents belong, and of vegetarians

and vegans, as well as about food allergies. We take account of this information in the provision of food and drinks.

We ensure Halal meat or Kosher food is available for children who require it. Children are encouraged to try new foods, but alternatives are offered to those who do not wish to

do so. We require staff to show sensitivity in providing for children's diets and allergies. Staff do not use a

child's diet or allergy as a label for the child, or make a child feel singled out because of her/his diet or allergy.

We organise meal and snack times so that they are social occasions in which children and staff participate.

We use meal and snack times to help children to develop independence through making choices, serving food and drink and feeding themselves.

We provide children with utensils that are appropriate for their ages and stages of development and that take account of the eating practices in their cultures.

We have fresh drinking water constantly available for the children. We inform the children about how to obtain the water and that they can ask for water at any time during the day.

We inform parents who provide food for their children about the storage facilities available in the setting.

We give parents who provide food for their children information about suitable containers for food. In order to protect children with food allergies, we discourage children from sharing and swapping

their food with one another. For young children who drink milk, we provide whole pasteurised milk.

Packed lunches

As we cannot provide cooked meals, children are required to bring packed lunches, we:

Ensure perishable contents of packed lunches are refrigerated or contain an ice pack to keep food cool

Inform parents of our policy on healthy eating Encourage parents to provide sandwiches with a healthy filling, fruit, and milk based deserts, such

as yoghurt or crème fraiche, where we can only provide cold food from home. We discourage sweet drinks and can provide children with water or milk.

Discourage packed lunch contents that consist largely of crisps, processed foods, sweet drinks and sweet products such as cakes or biscuits. We reserve the right to return this food to the parent as a last resort

provide children bringing packed lunches with plates, cups and cutlery Ensure staff sit with children to eat their lunch so that the mealtime is a social occasion.

Cooked meals

The preschool aims to provide a hot meal cooked in the preschool kitchen for the children attending the 3-6pm session

The preschool uses food bought by the preschool and given to them through the Fare share scheme where charities are given free food that cannot be sold by supermarkets because of damage etc.

Meals will vary but always consist of proteins, fruits, vegetables, grains and dairy

Legal framework

Regulation (EC) 852/2004 of the European Parliament and of the Council on the Hygiene of Foodstuffs.

Further guidance

Safer Food, Better Business (Food Standards Agency 2011)

5.7 Infection Control Policy

Our Pre-school promotes early intervention of common diseases. Prevent the spread of infections by ensuring routine immunisation, high standards of personal hygiene (which is taught to children here daily) and practice particularly hand washing, and maintenance of a clean environment. Please consult the HSC guidance notes which are on our pre-school notice board in the corridor for full information.

Points to note:

Children who are ill and/or infectious should be kept home regardless of the suggested guidelines

Children who are not fully fit and well will not be as receptive to their learning environment It is the parents responsibility to inform the preschool if their child has been sick Children who are sick may require 1 to 1 care and we cannot give this to ratios

Rashes and skin infections (Children with rashes should be considered infectious and assessed by their doctor)

Diarrhoea and Vomiting Illnesses

Respiratory Infections

Skin Infection Period of time off

Athlete’s Foot NoneChicken Pox 5 days from onset of rashCold sores None

German Measles 6 days from onset of rashHand, Foot , and mouth None

Impetigo 48 hours after starting anti-bioticMeasles 4 days from onset of rash

Molluscum contagiosum NoneRing worm Exclusion not usually needed

Roseola NoneScabies Child can return after 1st treatment

Scarlet Fever 24 hours after starting anti-bioticSlapped Cheek None

Shingles Excluded only if rash weepingWarts and Verrucae None

Illness Period of time off

Diarrhoea and/or vomiting 48 after last episodeE coli O157 VTEC 48 hours from last episode of

diarrhoeaTyphoid Exclusion may be required until no

excretingShigella Contact doctor and follow advise

Cryptosporidiosis 48 hours from last episode of diarrhoea

Other Infections

If parents/carers have any queries they can contact the Public Health Agency’s Health Protection Duty Room on: 028 9055 3994.

For further contact details or extended information on good hygiene practices, vulnerable children, setting staff and pregnancy and the Routine Child Immunisation Programme please consult the HSC information on the Pre-school notice board in the corridor or ask a member of staff.

6.0 behaviour policy - Achieving positive behaviour

Infection Period of time off

Flu (influenza) Until recoveredTuberculosis Consult doctor

Whooping Cough 2 days from starting anti-biotic treatments/21 days from onset if

not treatment

Infection Period of time off

Conjunctivitis NoneDiphtheria EXCLUSION NEEDED Consult your

doctorGlandular Fever None

Headline NoneHepatitis A 7 days after onset of Jaundice/7

days after onset with no JaundiceHepatitis B,C/HIV or AIDs NoneMeningitis/septicaemia Until recoveredMeningitis due to other

bacteriaUntil recovered

Meningitis Viral NoneMRSA None

Mumps 5 days after onset of swellingThreadworms None

Tonsillitis None

Our setting believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour.

Children need to learn to consider the views and feelings, needs and rights, of others and the impact that their behaviour has on people, places and objects. This is a developmental task that requires support, encouragement, teaching and setting the correct example. The principles that underpin how we achieve positive and considerate behaviour exist within the programme for promoting personal, social and emotional development.

EYFS key themes and commitments

A Unique Child Positive Relationships

Enabling Environments

Learning and Development

Child development

Inclusive practice

Keeping safe

Parents as partners

Supporting learning

Supporting every child

The learning environment

Personal, social and emotional development

Procedures:

We have a named person who has overall responsibility for our programme for supporting personal, social and emotional development, including issues concerning behaviour. Our named person is Mrs Helen Lowrey

We require the named person to:

- keep her/himself up-to-date with legislation, research and thinking on promoting positive behaviour and on handling children's behaviour where it may require additional support;

- supporting personal, social and emotional development ; and- support staff in promoting positive behaviour and arrange relevant in-service training when

appropriate.

1 We recognise that codes for interacting with other people vary between cultures and require staff to be aware of - and respect - those used by members of the setting.2 We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.

3 We familiarise new staff and volunteers with the setting's behaviour policy and its guidelines for behaviour.

4 We expect all members of our setting - children, parents, staff, volunteers and students - to keep to the guidelines, requiring these to be applied consistently.

5 We work in partnership with children's parents. Parents are regularly informed about their children's behaviour by their key person. We work with parents to address recurring inconsiderate behaviour, using our observation records to help us to understand the cause and to decide jointly how to respond appropriately.

Strategies with children who engage in inconsiderate behaviour

We require all staff, volunteers and students to use positive strategies for handling any inconsiderate behaviour, by helping children to find solutions in ways which are appropriate for the children's ages and stages of development. Such solutions might include, for example, acknowledgement of feelings, explanation as to what was not acceptable, and supporting children to gain control of their feelings, so that they can learn a more appropriate response.

We ensure that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied and support them with learning to share and waiting for turns.

We acknowledge considerate behaviour such as kindness and willingness to share. We support each child in developing self-esteem, confidence and feelings of competence. We support each child in developing a sense of belonging in our group, so that they feel valued and

welcome. We avoid creating situations in which children receive adult attention only in return for

inconsiderate behaviour. When children behave in inconsiderate ways, we help them to understand the outcomes of their

actions and support them in learning how to cope more appropriately. We use a ‘time out’ strategy for a period appropriate to the child’s age in extreme cases of

inappropriate behaviour. We never use physical or corporal punishment, such as smacking or shaking. Children are never

threatened with these. We do not use techniques intended to single out and humiliate individual children. We use physical restraint, such as holding, only to prevent physical injury to children or adults

and/or serious damage to property. Details of such an event (what happened, what action was taken and by whom, and the names of

witnesses) are brought to the attention of our setting leader and are recorded in the Behaviour folder or the Incident book.

The child’s parent(s) is/are informed on the same day. In cases of serious misbehaviour, such as racial or other abuse, we make clear immediately the

unacceptability of the behaviour and attitudes, by means of explanations rather than personal blame.

We do not shout or raise our voices in a threatening way to respond to children's inconsiderate behaviour.

Children under three years

1 When children under three behave in inconsiderate ways we recognise that strategies for

supporting them will need to be developmentally appropriate and differ from those for older children.2 We recognise that babies and very young children are unable to regulate their own emotions, such as fear, anger or distress, and require sensitive adults to help them do this.3 Common inconsiderate or hurtful behaviours of young children include tantrums, biting or fighting. Staff are calm and patient, offering comfort to intense emotions, helping children to manage their feelings and talk about them to help resolve issues and promote understanding.4 If tantrums, biting or fighting are frequent, we try to find out the underlying cause - such as a change or upheaval at home, or frequent change of carers. 5 We focus on ensuring a child’s attachment figure in the setting, their key person, is building a strong relationship to provide security to the child.

Rough and tumble play and fantasy aggression

Young children often engage in play that has aggressive themes – such as superhero and weapon play; some children appear pre-occupied with these themes, but their behaviour is not necessarily a precursor to hurtful behaviour or bullying, although it may be inconsiderate at times and may need addressing using strategies as above.

1 We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits. We regard these kinds of play as pro-social and not as problematic or aggressive.2 We will develop strategies to contain play that are agreed with the children, and understood by them, with acceptable behavioural boundaries to ensure children are not hurt. 3 We recognise that fantasy play also contains many violently dramatic strategies, blowing up, shooting etc., and that themes often refer to ‘goodies and baddies’ and as such offer opportunities for us to explore concepts of right and wrong.4 We are able to tune in to the content of the play, perhaps to suggest alternative strategies for heroes and heroines, making the most of ‘teachable moments’ to encourage empathy and lateral thinking to explore alternative scenarios and strategies for conflict resolution.

Hurtful behaviour

We take hurtful behaviour very seriously. Most children under the age of five will at some stage hurt or say something hurtful to another child, especially if their emotions are high at the time, but it is not helpful to label this behaviour as ‘bullying’. For children under five, hurtful behaviour is momentary, spontaneous and often without cognisance of the feelings of the person whom they have hurt.

1 We recognise that young children behave in hurtful ways towards others because they have not yet developed the means to manage intense feelings that sometimes overwhelm them.2 We will help them manage these feelings as they have neither the biological means nor the cognitive means to do this for themselves.3 We understand that self-management of intense emotions, especially of anger, happens when the brain has developed neurological systems to manage the physiological processes that take place when triggers activate responses of anger or fear.

4 Therefore we help this process by offering support, calming the child who is angry as well as the one who has been hurt by the behaviour. By helping the child to return to a normal state, we are helping the brain to develop the physiological response system that will help the child be able to manage his or her own feelings.5 We do not engage in punitive responses to a young child’s rage as that will have the opposite effect.6 Our way of responding to pre-verbal children is to calm them through sitting quietly with them and talking to them. Verbal children will also respond to this to help calm them down, but we offer them an explanation and discuss the incident with them to their level of understanding.

7 We recognise that young children require help in understanding the range of feelings they experience. We help children recognise their feelings by naming them and helping children to express them, making a connection verbally between the event and the feeling. “Adam took your car, didn’t he, and you were enjoying playing with it. You didn’t like it when he took it, did you? Did it make you feel angry? Is that why you hit him?” Older children will be able to verbalise their feelings better, talking through themselves the feelings that motivated the behaviour.8 We help young children learn to empathise with others, understanding that they have feelings too and that their actions impact on others’ feelings. “When you hit Adam, it hurt him and he didn’t like that and it made him cry.”9 We help young children develop pro-social behaviour, such as resolving conflict over who has the toy. “I can see you are feeling better now and Adam isn’t crying any more. Let’s see if we can be friends and find another car, so you can both play with one.”10 We are aware that the same problem may happen over and over before skills such as sharing and turn-taking develop. In order for both the biological maturation and cognitive development to take place, children will need repeated experiences with problem solving, supported by patient adults and clear boundaries.11 We support social skills through modelling behaviour, through activities, drama and stories. We build self-esteem and confidence in children, recognising their emotional needs through close and committed relationships with them.12 We help a child to understand the effect that their hurtful behaviour has had on another child; we do not force children to say sorry, but encourage this where it is clear that they are genuinely sorry and wish to show this to the person they have hurt.13 When hurtful behaviour becomes problematic, we work with parents to identify the cause and find a solution together. The main reasons for very young children to engage in excessive hurtful behaviour are that:

- they do not feel securely attached to someone who can interpret and meet their needs – this may be in the home and it may also be in the setting;

- their parent, or carer in the setting, does not have skills in responding appropriately, and consequently negative patterns are developing where hurtful behaviour is the only response the child has to express feelings of anger;

- the child may have insufficient language, or mastery of English, to express him or herself and may feel frustrated;

- the child is exposed to levels of aggressive behaviour at home and may be at risk emotionally, or may be experiencing child abuse;

- the child has a developmental condition that affects how they behave.- When all initiatives have been tried and a satisfactory outcome has not been reached we will

implement an ABC Chart (Antecedent, Behavioural, Consequences)

Where hurtful behaviour becomes an issue staff may be required to use physical intervention. Please refer to our Physic Intervention Policy 6.3

6.2 Risky and challenging play policy

At YMCA Maidstone Pre-school - Tovil we understand the positive impact risky play can have on a child’s development and self-esteem, therefore we actively promote children’s exposure to taking risks and facing challenges but in a controlled and safe environment.

Some examples of these risks are:

Using real tools when creating woodwork.

Playing with toys/resources and taking part in activities suitable for an older age range – such as building towers with Lego bricks, using scissors, threading with beads etc.

Outdoor activities such as building with tyres, planks and pallets etc. Using spades and forks in the mud and balancing and jumping from climbing apparatus.

This is in no way an exhaustive list but these are examples of activities we offer and resources that are available.

Staff risk assess before each activity takes place and because we know each child so well as an individual we can confidently decide if a resource or activity would be suitable for them – or we may adapt them so that each child can take part in their own way.

Activities and resources will be supported by a capable and confident adult when and where needed – this could be 1 adult with a small group of children or 1 adult to each child.

‘Children and young people themselves recognise that ‘you can’t make everything safe’ and that a balance is needed between risks and fun. Children recognise that knowing about risks and how to manage them is an essential part of growing up. Through play, children are able to learn about risks and use their own initiative.

We will endeavour to take the children outside at least once per session in most weather conditions so we would ask that children are sent to preschool with weather appropriate clothing and footwear where possible.

If children and young people are not allowed to explore and learn through playing and taking part in positive activities, they will not learn how to judge risks and manage them for themselves. These skills learnt through play and other activities can act as a powerful form of prevention in other situations where children and young people are at risk.’ (Play England, 2007)

8.0 Valuing diversity and promoting equality Policy

We will ensure that our service is fully inclusive in meeting the needs of all children. We recognise that children and their families come from diverse backgrounds. All families have needs and values that arise from their social and economic, ethnic and cultural or religious backgrounds. Children grow up in diverse family structures that include two parent and one parent families; some children have two parents of the same sex. Some children have close links with extended families of grandparents, aunts, uncles and cousins; while others may be more removed from close kin, or may live with other relatives or foster carers.

Some children have needs that arise from disability or impairment, or may have parents that are affected by disability or impairment. Some children come from families who experience social exclusion or severe hardship; some have to face discrimination and prejudice because of their ethnicity, the languages they speak, their religious or belief background, their gender or their impairment.

We understand that these factors affect the well-being of children and can impact on their learning and attainment. Our setting is committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families. We aim to:

provide a secure and accessible environment in which all of our children can flourish and in which all contributions are considered and valued;

include and value the contribution of all families to our understanding of equality and diversity; provide positive non-stereotyping information about gender roles, diverse family structures, diverse

ethnic and cultural groups and disabled people; improve our knowledge and understanding of issues of anti-discriminatory practice, promoting

equality and valuing diversity; challenge and eliminate discriminatory actions; make inclusion a thread that runs through all of the activities of the setting; and foster good relations between all communities.

Procedures:

Admissions

Our setting is open to all members of the community.

We advertise our service widely. We reflect the diversity 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 ensure that all parents are made aware of our Valuing Diversity and Promoting Equality Policy. We do not discriminate against a child or their family, or prevent entry to our setting, on the basis

of a protected characteristic as defined by the Equalities Act (2010). These are:

- disability;

- race;- gender reassignment;- religion or belief;- sex;- sexual orientation;

- age;- pregnancy and maternity; and- marriage and civil partnership.

We do not discriminate against a child with a disability or refuse a child entry to our setting for reasons relating to disability.

We ensure, wherever possible, that we have a balanced intake of boys and girls in the setting. We develop an action plan to ensure that people with impairments can participate successfully in

the services offered by the setting and in the curriculum offered. We take action against any discriminatory behaviour by staff or parents whether by:

- direct discrimination – someone is treated less favourably because of a protected characteristic e.g. preventing families of some racial groups from using the service;

- indirect discrimination - someone is affected unfavourably by a general policy e.g. children must only speak English in the setting;

- association – discriminating against someone who is associated with a person with a protected characteristic e.g. behaving unfavourably to someone who is married to a person from a different cultural background; or

- perception – discrimination on the basis that it is thought someone has a protected characteristic e.g. making assumptions about someone's sexual orientation because of their mannerisms or how they speak.

Displaying of openly discriminatory and possibly offensive materials, name calling, or threatening behaviour are unacceptable on, or around, the premises and will be dealt with immediately and discreetly by asking the adult to stop using the unacceptable behaviour and inviting them to read and to act in accordance with the relevant policy statement and procedure. Failure to comply may lead to the adult being excluded from the premises.

Employment

Posts are advertised and all applicants are judged against explicit and fair criteria. Applicants are welcome from all backgrounds and posts are open to all. We may use the exemption clauses in relevant legislation to enable the service to best meet the

needs of the community.

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 promoting equality and recognising and respecting diversity as part of their specifications.

We monitor our application process to ensure that it is fair and accessible.

Training

We seek out training opportunities for staff and volunteers to enable them to develop anti-discriminatory and inclusive practices, which enable all children to flourish.

We ensure that staff are confident and fully trained in administering relevant medicines and performing invasive care procedures when these are required.

We review our practices to ensure that we are fully implementing our policy for Valuing Diversity and Promoting Equality.

Curriculum

The curriculum offered in the setting encourages children to develop positive attitudes about themselves as well as to people who are different from themselves. It encourages children to empathise with others and to begin to develop the skills of critical thinking.

Our environment is as accessible as possible for all visitors and service users. If access to the settings is found to treat disabled children or adults less favourably, then we make reasonable adjustments to accommodate the needs of disabled children and adults. We do this by:

making children feel valued and good about themselves and others; ensuring that children have equality of access to learning; undertaking an access audit to establish if the setting is accessible to all children; making adjustments to the environment and resources to accommodate a wide range of learning,

physical and sensory impairments; making appropriate provision within the curriculum to ensure each child receives the widest

possible opportunity to develop their skills and abilities, e.g. recognising the different learning styles of girls and boys;

positively reflecting the widest possible range of communities in the choice of resources; avoiding stereotypes or derogatory images in the selection of books or other visual materials; celebrating a wide range of festivals; creating an environment of mutual respect and tolerance; differentiating the curriculum to meet children’s special educational needs; helping children to understand that discriminatory behaviour and remarks are hurtful and

unacceptable;

ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities;

ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning; and

ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages.

Valuing diversity in families

We welcome the diversity of family lifestyles and work with all families.

We encourage children to contribute stories of their everyday life to the setting.

We encourage mothers, fathers and other carers to take part in the life of the setting and to contribute fully.

For families who speak languages in addition to English, we will develop means to ensure their full inclusion.

We offer a flexible payment system for families of differing means and offer information regarding sources of financial

support.

We take positive action to encourage disadvantaged and under-represented groups to use the setting.

Food

We work in partnership with parents to ensure that dietary requirements of children that arise from their medical, religious

or cultural needs are met.

We help children to learn about a range of food, and of cultural approaches to mealtimes and eating, and to respect the

differences among them.

Meetings

Meetings are arranged to ensure that all families who wish to may be involved in the running of the setting.

We positively encourage fathers to be involved in the setting, especially those fathers who do not live with the child.

Information about meetings is communicated in a variety of ways - written, verbal and in translation – to ensure that all

mothers and fathers have information about, and access to, the meetings.

Monitoring and reviewing

So that our policies and procedures remain effective, we monitor and review them annually to ensure our strategies meets

the overall aims to promote equality, inclusion and to value diversity.

We provide a complaints procedure and a complaints summary record for parents to see.

Legal framework:

The Equality Act (2010)

Children Act (1989) & (2004)

Special Educational Needs and Disability Act (2001)

8.1 S.E.N Policy

Supporting children with special educational needs and disabilities

We provide an environment in which all children, including those with special educational needs are supported to reach their full potential.

1. We have regard for the SEND (Special Educational Needs & Disabilities) 20142. We ensure our provision is inclusive to all children with special educational needs3. We support parents and children with special needs (SEND)4. We identify the specific needs for children with special educational needs and meet those needs

through a range of SEND strategies5. We work in partnership with parents and other agencies in meeting individual children’s needs6. We monitor and review our policy, practice and provision and, if necessary, make adjustments

Procedures:

1. We have a designated SENCO for the Children’s Services Department – Mrs Tracey Barker– Special Educational Needs Co-ordinator

2. We ensure that the provision for children with SEND is the responsibility of all members of setting

3. We ensure that our inclusive admission practice ensures equity of access and opportunity within SENCO special educational needs and disabilities support

4. We use graduated response system for identifying, assessing and responding to children with SEND

5. We ensure that parents are informed at all stages of assessment, planning, provision and review of their child’s/children’s education.

6. We ensure that all children with SEND are appropriately involved at all stages of the graduated response taking into account of their levels of abilities

7. We liaise with other professionals involved with children with SEND by using information collected from them to work towards children’s targeted plans. This also includes Key Person, SENCO and parents’ input. Reviews are carried out regularly

8. If a number of agencies are involved with any one child, we will consult Early Years Help Co-Ordination to ensure agencies are working together

9. We work towards providing resources through SCARF funding to support children with SEND10. We provide training for staff and we support parents and volunteers and we raise awareness

of any specialism the setting has to offer e.g. Makaton trained staff, ECAT etc. 11. We provide a complaints procedure12. We have regard to SEND Code of Practice and the Best Practice Guidance13. We monitor and review our policy annually

Further guidance

Issues in Earlier Intervention: Identifying and Supporting Children with Additional Needs (DCSF 2010)

Early Years Foundation Stage and the Disability Discrimination Act (DCSF 2010) The Team Around the Child (TAC) and the Lead Professional: A Guide for Managers Special Educational Needs and Disability Code of Practice (DfES 2014)

10.0 Admissions Policy

It is our intention to make our setting accessible to children and families from all sections of the local community. We aim to ensure that all sections of our community have access to the setting through open, fair and clearly communicated procedures.

Procedures:

We ensure that the existence of our setting is widely advertised in places accessible to all sections of the community.

We ensure that information about our setting is accessible and provided in written and spoken form. We will endeavour to provide translated written materials where language needs of families suggest this is

required, as well as access to an interpreter. Where necessary, we will try to provide information in Braille, or through British Sign Language.

We arrange our waiting list in birth order. In addition, our policy may take into account the following:

Siblings already attending the setting

Vicinity to the Community Centre

Health and medical reasons (depending on circumstances we may prioritise)

The number of hours the child wishes to attend

We describe our setting and its practices in terms that make it clear that it welcomes both fathers and

mothers, other relations and other carers, including child-minders.

We keep a place vacant, if this is financially viable, to accommodate an emergency admission.

We describe how our practices treat each child and their family, having regard to their needs arising from

their gender, special educational needs, disabilities, social background, religion and ethnicity or from English

being a newly acquired additional language.

We describe how our practices enable children and/or parents with disabilities to take part in the life of the

setting.

We monitor the gender and ethnic background of children joining the group to ensure that our intake is

representative of social diversity.

We make our Valuing Diversity and Promoting Equality Policy widely known.

We consult with families about the opening times of the setting to ensure we accommodate a broad range

of families' needs.

We are flexible about attendance patterns to accommodate the needs of individual children and families,

providing these do not disrupt the pattern of continuity in the setting that provides stability for all the

children.

The minimum number of sessions we allow children to attend Tovil preschool is two, this may be two 3 hour

sessions on two separate days or a full day comprising of two 3 hour session in one 6 hour day. We believe

this is important for your child to be able to settle properly and develop more fully.

Free early year’s childcare:

Currently, 3 and 4 year old children are eligible for 570 hours of childcare a year – which is usually broken down to 15 hours each week over 38 weeks of the year. This covers:

Nurseries and nursery classes Playgroups and pre-school Child-minders Sure Start Children’s Centres

Depending on income levels, some 2 year olds in England can get free early education and childcare. In order to get claim, you must be getting one of the following:

Income Support Income-based Jobseeker’s Allowance (JSA) Income-related Employment and Support Allowance (ESA) Support through part 6 of the Immigration and Asylum Act Child Tax Credit and/or Working Tax Credit and have an annual income under £16,190 The guaranteed element of State Pension Credit The Working Tax Credit 4-week run on (the payment you get when you stop qualifying for Working Tax

Credit) Universal Credit

Eligibility rules for 30 hours free childcare: From September 2017

Your child will be aged 3 or 4 when the scheme starts in your area Both parents must be working – or the sole parent is working in a lone parent family Each parent earns, on average, a weekly minimum equivalent to 16 hours at National Minimum Wage or

National Living Wage Each parent must have an annual income of less than £100,000 You live in England

10.1 Home Visit Policy

We believe that our first encounter with parents and children is crucial in helping to form a positive partnership between home and school. Before coming to school, parents are their child’s first teacher. Parents have valuable knowledge about their child which will help staff to provide appropriate experiences for them at school. Home visits provide a forum for such knowledge to be shared in an informal way.

Purposes

Ensure that children are admitted to Pre-school following LA and school procedures Visit each child’s home to share information and knowledge and complete relevant admission

documents Encourage parents to ask questions in an informal way Begin to build up a relationship with child and parent

Guidelines/procedures

Pre-visits:

Time and date of visit is organised after initial parental contact with pre-school Confirmation is sent to parent via email or letter Families are phoned the day before the home visit to remind them of time and date.

The Visit:

Staff are required to carry out visits in pairs (if 2 staff are not available the visit must be postponed)

A record of all visit details will be kept at the preschool and a member of staff will be made aware the visit is taking place

Each visit should last approximately 20 minutes, making time for 4/5 visits per session.

The visiting pair need to take a home visiting pack with them A fully charged phone should be taken for communication Staff should take a camera to take pictures of the family for the setting’s family book

Carrying out the Visits: One member of staff to complete relevant information whilst other talks and plays with the child.

We need to:

Hand out the prospectus/starting school pack for parents who have not received one through post.

Discuss any issues the parents may have Ask parents’ preference – morning or afternoon (Nursery children). Encourage parents to ask any questions. Confirm time and date of taster session where child will meet their key worker and fill out the ‘all

about me’ form

Staff safety during home visits:

The school staff are to remember that they are guests who have been invited into the family’s home. Staff can ask parent for information but they are under no legal obligation to give it to you. Parents can also ask the school staff to leave at any time or decline that the school can undertake a home visit.

When staff arrives, they should assess if it is appropriate for them to be there. For example, do you feel welcome? Do you feel unsafe? Have you turned up in the middle of another appointment?

Staff should make sure they wear the appropriate uniform and before entering the property introduce themselves by name to allow the parent to recognise/remember who they are

Maintain professional boundaries in your relationship with the family Consider confidentiality at all times. Do not chat about other families that the family is in

contact with. Do not discuss anything in front of other family members without checking beforehand or privately that it is ok to do so.

12.3 Confidentiality and client access to records Policy

‘Confidential information is information that is not normally in the public domain or readily available from another source, it should have a degree of sensitivity and value and be subject to a duty of confidence. A duty of confidence arises when one person provides information to another in circumstances where it is reasonable to expect that the information will be held in confidence.'

Information Sharing: Guidance for Practitioners and Managers (DCSF 2008)

In our setting, staff and managers can be said to have a ‘confidential relationship’ with families. It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality early years care and education in our setting. We aim to ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their children. There are record keeping systems in place that meet legal requirements; the means we use to store and share that information takes place within the framework of the General Data Protection Regulation (2018) and the Human Rights Act (1998).

Confidentiality procedures

We always check whether parents regard the information they share with us to be confidential or not.

Some parents may share information about themselves with other parents as well as staff; the setting cannot be held responsible if information is shared beyond those parents whom the person has ‘confided’ in.

Information shared between parents in a discussion or training group is usually bound by a shared agreement that the information is confidential to the group and not discussed outside of it.

We inform parents when we need to record confidential information beyond the general personal information we keep (see our Children's Records Policy) - for example with regard to any injuries, concerns or changes in relation to the child or the family, any discussions with parents on sensitive matters, any records we are obliged to keep regarding action taken in respect of child protection and any contact and correspondence with external agencies in relation to their child.

We keep all records securely (see our Children's Records Policy).

Client access to records procedures

Parents may request access to any confidential records held on their child and family following the procedure below:

Any request to see the child’s personal file by a parent or person with parental responsibility must be made in writing to the setting leader or manager.

The setting leader informs the chairperson of the management committee and sends a written acknowledgement.

The setting commits to providing access within 14 days, although this may be extended. The setting’s leader or manager and chairperson of the management committee prepare the file for

viewing. All third parties are written to, stating that a request for disclosure has been received and asking for

their permission to disclose to the person requesting it. Copies of these letters are retained on file. ‘Third parties’ include all family members who may be referred to in the records. It also includes workers from any other agency, including children's social care, the health authority,

etc. It is usual for agencies to refuse consent to disclose, preferring the individual to go directly to them.

When all the consents/refusals to disclose have been received, these are attached to the copy of the request letter.

A photocopy of the complete file is taken. The setting’s leader or manager and chairperson of the management committee go through the file

and remove any information which a third party has refused consent to disclose. A thick black marker is used, to score through every reference to the third party and information they have added to the file.

What remains is the information recorded by the setting, detailing the work initiated and followed by them in relation to confidential matters. This is called the ‘clean copy’.

The ‘clean copy’ is photocopied for the parents, who are then invited in to discuss the contents. The file should never be given straight over, but should be gone through by the setting leader, so that it can be explained.

Legal advice may be sought before sharing a file, especially where the parent has possible grounds for litigation against the setting or another (third party) agency.

All the undertakings above are subject to the paramount commitment of the setting, which is to the safety and well-being of the child. Please see also our policy on Safeguarding Children and Child Protection

Legal framework

GDPR (2018) Human Rights Act (1998)

12.6 Privacy Notice Policy – General Data Protection Regulation (GDPR) 2018

We, Maidstone YMCA Pre-School are both data controllers and processors for the purpose of the GDPR Act 2018. We collect personal information from you and may receive information about you from your previous school and the Learning Records Service. We collect and use pupil information under section 537A of the Education Act 1996, and section 83 of the Children Act 1989. We also comply with Article 6(1)(c) and Article 9(2)(b) of the General Data Protection Regulation (GDPR).

We hold this personal data to:

to support pupil learning to monitor and report on pupil progress to provide appropriate pastoral care to assess the quality of our services to comply with the law regarding data sharing to support you to decide what to do after you leave school

Categories of pupil information that we collect, hold and share include:

Personal information (such as name, unique pupil number and contact details) Characteristics (such as ethnicity, language, nationality, country of birth and free school meal eligibility) Attendance information (such as sessions attended, number of absences and absence reasons) National curriculum assessment results Special educational needs information Relevant medical information

In order to comply with the General Data Protection Regulation, we will inform you whether you are required to provide certain pupil information to us or if you have a choice in this.

YMCA Maidstone preschool keeps information about you on computer systems and also sometimes on paper. We hold your education records securely until you change school.  Your records will then be transferred to your new school, after which they are safely destroyed.

There are strict controls on who can see your information. We will not share your data if you have advised us that you do not want it shared unless the law and our policies allow us or it is the only way we can make sure you stay safe and healthy or we are legally required to do so.

We routinely share pupil information with:

The school your child will attend after leaving us our local authority (Kent County Council) and their commissioned providers of local authority services the Department for Education (DfE) which is on a statutory basis (section 3 of The Education (Information

About Individual Pupils) (England) Regulations 2013.) Any NHS/SEN department your child may be referred to

To find out more about the data collection requirements placed on us by the DfE (for example; via the school census) go to https://www.gov.uk/education/data-collection-and-censuses-for-schools

The NPD – National Pupil Data base:

The NPD is owned and managed by the Department for Education and contains information about pupils in schools in England. It provides invaluable evidence on educational performance to inform independent research, as well as studies commissioned by the Department. It is held in electronic format for statistical purposes. This information is securely collected from a range of sources including schools, local authorities and awarding bodies.

We are required by law, to provide information about our pupils to the DfE as part of statutory data collections such as the school census and early years’ census. Some of this information is then stored in the NPD. The law that allows this is the Education (Information About Individual Pupils) (England) Regulations 2013.

To find out more about the NPD, go to https://www.gov.uk/government/publications/national-pupil-database-user-guide-and-supporting-information.

The department may share information about our pupils from the NPD with third parties who promote the education or well-being of children in England by:

conducting research or analysis producing statistics providing information, advice or guidance

The Department has robust processes in place to ensure the confidentiality of our data is maintained and there are stringent controls in place regarding access and use of the data. Decisions on whether DfE releases data to third parties are subject to a strict approval process and based on a detailed assessment of:

who is requesting the data the purpose for which it is required the level and sensitivity of data requested: and the arrangements in place to store and handle the data

To be granted access to pupil information, organisations must comply with strict terms and conditions covering the confidentiality and handling of the data, security arrangements and retention and use of the data.

For more information about the department’s data sharing process, please visit: https://www.gov.uk/data-protection-how-we-collect-and-share-research-data

For information about which organisations the department has provided pupil information, (and for which project), please visit the following website: https://www.gov.uk/government/publications/national-pupil-database-requests-received

Requesting access to your personal data:

Under data protection legislation, parents and pupils have the right to request access to information about them that we hold. To make a request for your personal information, or be given access to your child’s educational record, contact your setting’s Manager

You also have the right to:

object to processing of personal data that is likely to cause, or is causing, damage or distress prevent processing for the purpose of direct marketing object to decisions being taken by automated means in certain circumstances, have inaccurate personal data rectified, blocked, erased or destroyed; and claim compensation for damages caused by a breach of the Data Protection regulations

If you have a concern about the way we are collecting or using your personal data, you should raise your concern with us in the first instance or directly to the Information Commissioner’s Office at https://ico.org.uk/concerns/

Contact:

If you would like to get a copy of the information about you that KCC shares with the DfE or post-16 providers or how they use your information, please contact:

Information Resilience & Transparency TeamRoom 2.71Sessions HouseMaidstone, KentME14 1XQEmail: dataprotection@kent.gov.uk

You can also visit the KCC website if you need more information about how KCC use and store your information. Please go to:  http://www.kent.gov.uk/about-the-council/contact-us/access-to-information/your-personal-information

To contact DfE: https://www.gov.uk/contact-dfe

If you would like to discuss anything in this privacy notice, please contact:

Rob Foley, Children’s Services Manager, YMCA Maidstone

13.2 Emergency Evacuation Procedure – Major Incident Plan

If the current evacuation is not a drill or in the event of any other reason for an evacuation needing to take place the children may need to be taken to a safe place to await collection. Our emergency evacuation procedure allows us to take them to:

PLACE: Archbishop Courtenay Church Of England Primary SchoolADDRESS: Eccleston Road, Tovil, Maidstone, Kent ME15 6QNPHONE: 01622 754666

Responsible person i.e. Manager or Supervisor rings lunch bell loudly 5 times to gain children’s attention, this is the signal to stop and listen.

Staff will give clear instructions to children arranging them in a line in groups of 2, holding hands.

The register will then be taken. (if circumstances allow) If circumstances do not allow for the register to be taken the responsible person will

count the children, already knowing the number in the current session and collects the outing pack (including emergency first aid pack and high visibility tabards).

The hall, garden and toilet are then checked thoroughly for children once more. The line of children will have at least 1 staff member at the front and 1 staff member at

the rear. Any additional staff will be placed equally along the line on the side of the road. The staff will lead the children along the pre-determined route (shown on our preschool

notice board) with a member of staff designated to stand in the road to ensures traffic stops, and count the children as they cross over.

Once safely inside the boundaries of Archbishop Courtenay Church Of England Primary School the register will take, regardless of it being taken previously.

If the emergency services have not been called up to this point the responsible person would do so:

Tovil Community Centre, Barfreston Close, Tovil, ME15 6FG.

Parents would then be contacted to notify them that their child/children would need to be collected and from where

We hope never to put the major incident plan in force, but we feel you should be reassured that the safety of your child is our first priority.

Legal framework Regulatory Reform (Fire Safety) Order 2005 Further guidance Fire Safety Risk Assessment - Educational Premises (HMG 2006)

1:

Leave Tovil Pre-school towards Courtenay Road2: Turn left on Courtenay Road3: The road name will change to Eccleston Road4: Cross over Tovil Road with a member of staff stopping traffic5: Walk approx. 200 yards and find school gate on your left

16.0 YMCA Maidstone Pre-School Fees Structure

At our Pre-school we believe in open communication with all parents/carers and staff and are therefore presenting this fees structure in order to ensure that everyone fully understands our charging. FeesFees are payable termly in advance, in accordance with the rates in force at the time. Fees reviewed annually, in April of each year, or in event of any changes to the Code of Practice. Any changes to current rates will be advised in writing, at least one month in advance.

Full Day(9.00am to 3.00pm)

£30.00

Morning Session (9.00am to 12.00)

£15.00

Afternoon Session(12.00 to 3.00pm)

£15.00

Illness/AbsenceRefunds will not be given in the event of a child’s absence due to illness, holiday or any other reason.

Any refunds allowed (under certain circumstances) are at the full discretion of the Management

Late Pickup

Children must be collected promptly at the end of a session/day. Parents must ring the pre-school on 01622 769664 (direct number) to let us know if they will be late collecting and give the reason. Should a parent fail to collect their child within 10 minutes of the session end, a late collection fee of £25.00 for up to the first 30 minutes may be charged, and a further £25.00 for every half hour thereafter. A warning will be given before the first charge is made.

Late Payments

Fees are to be paid by the 21st of each month. If you are experiencing financial hardship please speak, in confidence, to the manager or pre-school administrator so that alternative payment arrangement can be made. If the payment is not made before the end of the term, an interest payment of £25 will be added for each outstanding monthly amount. If without negotiation, fees are not settled, we are left with no alternative but to withdraw your child’s place and if necessary take legal action to recover the amount owed. Children in receipt of Free Early Education will be unable to access any additional fee paying hours until outstanding fees are settled.

Payment Methods

Invoices can be settled by cash, credit card or cheques. Please make cheques payable to Maidstone YMCA Limited

Free Early Education (FEE) and Additional Fees

All children become eligible for FREE Early Education the term after they become 3. Some 2 year olds may also be eligible for funding. Parents/Carers are asked to check with the manager to find out if their child qualifies.Each child will be funded to maximum of 15 hours per week over a minimum of 3 days. Currently in Kent these 38 weeks are in line with Kent County Council school term dates. Each session is 3 hours long and you can run a maximum of 2 sessions consecutively in any one day, either from 9.00-15.00.