SUDBROOK SCHOOL POLICIES
The Village Hall Bute Avenue Petersham Richmond Surrey TW10 7AX
Sudbrook School, The Village Hall, Bute Avenue, Petersham, Richmond, Surrey, TW10 7AX, England Telephone: 020 8940 7021 Fax: 020 8334 0990 Web: www.sudbrookschool.co.uk
SUDBROOK SCHOOL LIST OF SCHOOL POLICIES 2009 POLICY Absence Notification Policy
TO BE ADOPTED February 2009
Admissions & Settling In National Standard 12
Behaviour & Management National Standard 11 Childrenâ€™s Security National Standard 13
Complaints & Comments National Standard 12.1
Confidentiality National Standard 12.4
National Standard 6
Fire Evacuation Procedure
February 2009 February 2010 January 2010
National Standard 6.9
January 2010 January 2008 January 2009 January 2010 January 2010 January 2009 January 2010 January 2009 January 2010 January 2010
Display Policy Equal Opportunities
First Aid Policy Food & Hygiene Procedures
Health, Hygiene & Safety
Inclusion Policy Induction Policy
Jan 2009 Jan 2009
Sept 2009 January 2010 March 2010 January 2009 January 2010 January 2009 Jan 06, 07, 08, 09, 2010 January 2010 January 2010
Next Stage Liaison Key Person Policy Lost Child Policy National Standard 6.4, 6.5
Maintenance of Policies Maltreatment of Others Multiculture Policy Partnership with Parents/Carers Performance Management
Sept 2008 Sept 2005 Sept 2005 Feb 2009 Sept 2007
Sept 2010 Jan 07, 08, 09 2010 Jan 06, 07, 08, 09, 2010 January 2010 Jan 08, 09, 2010
Sudbrook School, The Village Hall, Bute Avenue, Petersham, Richmond, Surrey, TW10 7AX, England Telephone: 020 8940 7021 Fax: 020 8334 0990 Web: www.sudbrookschool.co.uk
SUDBROOK SCHOOL Risk Assessment National Standard 6.2
Safeguarding Children & Child Protection Policy Special Needs Policy Staff Development Policy Staff Recruitment Policy Uncollected Children
Sept 2008 Sept 2005 June 2008 Jan 2009 Jan 2009
January 2010 Jan 07, 08, 09, 2010 January 2010 Jan 2010 Jan 2010
National Standard 2.4
Sudbrook School, The Village Hall, Bute Avenue, Petersham, Richmond, Surrey, TW10 7AX, England Telephone: 020 8940 7021 Fax: 020 8334 0990 Web: www.sudbrookschool.co.uk
SUDBROOK SCHOOL ABSENCE NOTIFICATION POLICY Person responsible:
Mrs J Jotischky / Mrs J Mitchell
Policy The smooth running of the school relies on there being a sufficient number of suitably qualified staff on the premises to care for the children. It is essential that the procedures to notify sickness absence are strictly adhered to by all members of staff. Procedures for notifying absence are set out in the staff handbook. On return to work, all members of staff will be required to complete a staff absence form, stating the reason for absence. For absences lasting more than seven calendar days, a doctor’s medical certificate must be forwarded to the Head Teacher, explaining the reason for absence. All staff absences will be recorded and records reviewed periodically. Any anomalies or patterns of absence that give cause for concern will be discussed with the individual member of staff. In cases of repeated or prolonged absence the management will request permission to seek further information from the individual’s GP. All staff in the school may be affected by the sickness absence of a colleague. Management, part-time staff and staff on leave may be called on at short notice to cover for absences. High standards of hygiene will be rigorously implemented at all times in the school in order to minimize the risk of transmission of infection. Staff will be expected to comply with the hygiene practices of the school in all instances. Procedures • • •
Staff should contact Mrs Jotischky or Mrs Adl by 8.00 am in the event of an emergency absence. Should the absence be ongoing the staff member should contact Mrs Jotischky or Mrs Adl at 4.00 pm each day to indicate if they will be absent the following day. Mrs Jotischky or Mrs Adl will organize supply cover for the absence where necessary.
SUDBROOK SCHOOL ADMISSIONS AND SETTLING IN POLICY Children will be offered a place using the following criteria:
Position on waiting list Siblings of Sudbrook pupils (past and present) Appropriate age* The family is from the local area (we will always try to accommodate those who have just moved to the immediate area)
*2 ½ to 3 years at the discretion of the Head Teacher. In our school, we want children and families to enjoy being involved. Children need to know that other adults care about them and will help them to play with the activities offered. Parents need to feel confident in the ability of the adults in the group to look after and encourage their children to benefit from the time spent there. Upset children cannot relax and enjoy the activities available in school. Our school welcomes all families from the local area. When children are ready to start school we will:
Encourage parents with their child to visit school on a number of occasions before their child is due to start attending.
Agree how we will introduce and settle a child into school with the parents to ensure the individual needs of the child and family are met.
Welcome parents at our session until they feel confident that their child has settled and no longer needs them to stay.
Increase the time at each session new children will stay. This will be agreed with the parents.
Reassure parents who are anxious about their child by giving them information about their child’s activities and welfare while attending school.
Introduce new starters into our school in small numbers over a planned period of time to allow each child the time and support needed to settle.
Date adopted: Review Dates:
September 2007 January 08, 09, 2010
SUDBROOK SCHOOL ALLERGY MANAGEMENT POLICY Person responsible:
Mrs J Jotischky / Mrs J Mitchell
Policy Sudbrook School will do everything possible to minimise the risk of a child being exposed to a substance to which he or she is allergic. Parents must inform the school of any allergies that their child has been diagnosed as having. This information will be recorded on the child’s medical record, along with details of symptoms to look out for, the medication required and the emergency procedures to be followed. Parents are required to sign a form giving consent for medication to be given to their child. A record of allergies is displayed in the kitchen. Staff are also provided with a copy so that they are aware of the food that individual children must avoid. All staff will be made aware of a child’s allergy and where their medication is stored. This medication should be safely stored but readily accessible, clearly labelled with the child’s name and instructions for use. Staff will be trained to recognise the symptoms of an allergic reaction and to react appropriately when necessary.
SUDBROOK SCHOOL PLANNING THE CURRICULUM AND ASSESSMENT POLICY In Sudbrook School we believe that children who achieve well have staff who: Listen to them and sometimes write down what they say; Observe all aspects of their learning and development; Use the information gathered in order to plan; Carry out plans flexibly enough to fine tune support for each child; Accept and delight in children’s achievements and interests; Take play seriously and value children’s delight in learning. Sudbrook School uses the Birth to Three Matters Framework in Red Room and the Foundation Stage Curriculum Framework in Yellow Room to support, inform, guide and challenge all staff with responsibility for the care and education of children from two and a half to three years and from three to five years respectively. According to the Birth to Three Matters Framework our school will encourage children to be active, autonomous learners who: Are Strong Get to know themselves and their own capabilities; Understand that s/he is valued and important; Are confident, capable and self-assured; Enjoy being with familiar and trusted others. Are Skilful Communicators Make relationships and communicate with others; Become confident and competent language users; Listen and respond to others; Learn to understand others. Are Competent Learners Are interested, curious and explore using their senses, bodies and minds; Play imaginatively with materials; Are creative, exploring, discovering and experimenting; Represent their ideas, thoughts, feelings and understandings using drawing, movements, music, imaginative play and words; Are encouraged to connect ideas by transporting objects and materials; Are encouraged to use materials creatively and imaginatively and to reflect on their play experiences.
SUDBROOK SCHOOL Are Healthy Feel loved and supported and have a strong relationship with a key person; Are physically well and have energy and enthusiasm; Feel safe and secure; Make choices as they learn about their bodies and what they can do. According to the Foundation Stage Curriculum Framework, Sudbrook School will offer opportunities to support, foster, promote and develop children’s: Personal, Social and Emotional Well–being Self-esteem and self-image; Positive attitudes and dispositions towards their learning; Social skills; Attention skills and persistence during solitary play or group tasks. Language, Communication and Literacy Skills Vocabulary, communication and listening skills; Reading and writing skills. Mathematics Understanding of numbers, measurements, patterns, shapes and space. Knowledge and understanding of the world Ability to solve problems, make decisions, experiment, predict, plan and question in a variety of contexts; Ability to explore and find out about their environment, people and places that have significance in their lives. Physical Development Fine and Gross motor skills; Understanding of how their bodies work and what they need to do to be healthy and safe. Creative Development Ability to explore and share their thoughts, ideas and feelings through a variety of art, design, technology, music, movement, dance and imaginative and role play activities.
SUDBROOK SCHOOL Observations Practitioners take time to look, listen and note children’s significant achievements. Observations help practitioners to get to know the children and identify their interests and abilities in order to plan experiences appropriately. In Sudbrook School we use spontaneous and planned, written and photographic observations which are filed in the child’s portfolio. Observations are carried out once a week and cover all areas of learning as specified in the Birth to Three Matters Framework and the Foundation Stage Curriculum Framework. This is a responsibility of all members of staff and not only the class Teacher. For a sample observation sheet, please see Appendix 1. Planning Play experiences are planned in response to observations of the children and knowledge of the child gained from parents and other sources. They include possible learning linked to the aspects, components and areas of development specified in Birth to Three Matters Framework and the Foundation Stage Curriculum Framework.
Short term plans are completed weekly informed by observation, assessment and evaluation but may be altered daily in response to children’s interests and needs. For a sample of a short term/weekly plan see Appendix 2. Long term plans/Yearly Plans are drawn up at the beginning of Autumn term and give information on the topics and themes that the school will work on each month/week. For a sample of a Yearly plan see Appendix 3. Planning is a team effort in Sudbrook School and all staff regularly evaluate, reflect on and develop the provision they make for play. Outdoor exploration is important for all children. Staff responsible for the Outdoor Area draw up their own weekly plan using the same format as above.
Assessment Assessment gives insight into children’s interest, achievements and possible difficulties in learning from which next steps in learning and teaching can be planned. It also helps ensure early identification of special educational needs and particular abilities. In Sudbrook School each classroom follows a consistent method in creating and updating children’s portfolios and Individual Work Books. Each child’s portfolio should include: Photographic evidence of their experiences; Written -spontaneous and planned –observations covering all areas of their development; Nursery Transfer Summary sheets which are only completed when the child is ready to move on to the Reception Year. See Appendix 4 a sample of NTS form. An End of School Year Report. Sudbrook School, The Village Hall, Bute Avenue, Petersham, Richmond, Surrey, TW10 7AX, England Telephone: 020 8940 7021 Fax: 020 8334 0990 Web: www.sudbrookschool.co.uk
SUDBROOK SCHOOL In accordance with the school’s Confidentiality Policy all members of staff should: Keep all children’s portfolios in the School’s office at the end of the school day and, Adhere to the Data Protection Act when retrieving or sharing information with parents. Each child’s Individual Work Books should include: A child’s significant or favourite piece of writing, drawing, small painting, printing which should be always dated. Children’s Portfolios and Work Books Should be updated on a regular basis and all staff should contribute in maintaining these records; Can be viewed by the parents upon their request or at the end of the School Year during the Open Day. Date adopted:
SUDBROOK SCHOOL BEHAVIOUR MANAGEMENT POLICY Member of staff responsible:
Mrs Gima Klein
We believe that children and adults flourish best in an ordered environment in which everyone knows what is expected of them and children are free to develop their play and learning without fear of being hurt or hindered by anyone else. We aim to work towards a situation in which children can develop self-discipline and self-esteem in an atmosphere of mutual respect and encouragement. In order to achieve this: Procedures governing the conduct of the school and the behaviour of the children will be discussed and agreed within the school and explained to all newcomers. All adults in the school will ensure that procedures are applied consistently, so that children have the security of knowing what to expect and can build up useful habits of behaviour. All adults will try to provide a positive model for the children with regard to friendliness, care and courtesy. Adults in the school will praise and endorse desirable behaviour such as kindness and willingness to share. We will take positive steps to avoid a situation in which children receive adult attention only in return for undesirable behaviour. Physical punishment such as smacking or shaking will never be used or threatened. Children will never be sent out of the room by themselves. Techniques intended to single out and humiliate individual children such as the “naughty chair” will not be used. Children who demonstrate unacceptable behaviour will be given one-to-one adult support in seeing what was wrong and working towards a better pattern. In cases of racial or other abuse, the unacceptability of the behaviour and attitudes will be made clear immediately but by means of explanations rather than personal blame. In any case of inappropriate behaviour, it will always be made clear to the child or children in question that it is the behaviour and not the child that is unwelcome. Adults will not shout or raise their voices in a threatening way. Adults in the school will make themselves aware of, and respect a range of cultural expectations regarding interactions between people. Any behaviour problems will be handled in a developmentally appropriate fashion, respecting individual children’s level of understanding and maturity. Recurring problems will be tackled by the school in conjunction with the child’s parents, using objective observation records to establish an understanding of the cause. Adults will be aware that some kinds of behaviour may arise from a child’s special needs
Review date: January 2010
SUDBROOK SCHOOL CHILDREN’S SECURITY POLICY Person responsible:
Mrs J Jotischky / Mrs J Mitchell
Sudbrook School recognises its responsibility to ensure that all children are safe and secure while attending the school. All entry doors and gates will be locked while children are on the premises and all adults entering the building or grounds will be identified. A member of staff will remain at the front door until all children have arrived; the door will then be locked. Any late parents will be shown out of the building by a member of staff when they leave. Visitors to the school will be required to sign a Visitors’ Book and wear a Visitors’ Badge and will be accompanied in the building at all times. A child’s key person will be responsible for welcoming the child at the beginning of the day and for handing the child over to his/her parents at the end of the day. Children will be handed over at the end of the day to an identified person. Parents are required to sign a Log Book if there are any changes to collection arrangements. Any new person collecting who is not known to staff will be required to provide identification. If the staff have any concerns about the person who arrives to collect a child, they will inform the Head/Principal immediately. Procedures are in place to ensure the safety and wellbeing of any child not collected at the end of the day. Regular checks will be made throughout the morning to ensure that all children are accounted for, particularly when moving from outdoors to indoors. Risk assessments are carried out before children go on outings of any nature and all staff are aware of the procedures to follow in the event of a child being lost.
SUDBROOK SCHOOL COMPLAINTS AND COMMENTS POLICY AND PROCEDURE Our school aims to provide a safe, caring and stimulating environment where children and families feel welcome and valued. We believe in working together with parents to ensure their children’s needs are identified and met. We recognise parents are the prime educators of their child and comments about our school are made with the child’s best interests at heart. Procedure If you feel you or your child has been wrongly or unfairly treated, it is often best to try and sort out the problems at an early stage. You may do this by talking directly to the person concerned. Most complaints can be dealt with quickly and easily by this method. Sometimes your complaint may involve your child’s teacher whom you may not wish to approach. In this case, please talk to Mrs Jotischky or Mrs Mitchell. If your complaint involves concerns about the person in charge and the Day Care Standards and Quality, then please bring it to the attention of Early Years Development and Childcare Partnership Development worker 020 8831 6229 and/or Ofsted Early Years Directorate 0845 601 4772 as soon as possible. They will advise you on what course of action is open to you in resolving the problem. If you wish to put it in writing then please send your concerns to: Ofsted Complaints Ofsted Early Years Directorate London Regional Office 90 Union Street London SE1 OFS At any stage in making an informal or formal complaint, you can ask for a friend or parent committee representative to be involved or attend meetings with you to clarify issues and reach an amicable resolution. The information will be treated as confidential. Date Adopted:
SUDBROOK SCHOOL CONFIDENTIALITY POLICY All confidential information about children and staff is kept in a locked cabinet in the office. Information received by the school is often confidential and in order to maintain parents’ confidence in our professional approach to this information, our school ensures that:
All parents can see the details kept about their child and themselves at any time. Parents will not be given access to the information kept on other children and their families.
Feedback given to parents on their children’s progress will be given directly to the parents unless they state a third party can be involved e.g. a nanny or childminder.
The office will be made available for parents or staff wishing to discuss confidential matters.
Information about a child’s medical needs or status, or concerns about child protection issues will be kept in a separate file and will only be available to authorised personnel.
Students and other visitors to the school will be made aware of the importance of confidentiality of information and their responsibilities within the group.
Information about individual members of staff will not be given out to anyone without permission of that person, except in the case of child protection issues.
SUDBROOK SCHOOL CURRICULUM PLANNING POLICY Our school, which has been registered by Ofsted and Richmond Early Years Development Partnership, plans to provide all children attending, opportunities that will support and promote their overall development in a safe stimulating and caring atmosphere. This will be created by appropriately trained and knowledgeable staff with the involvement of all families in our community who are interested in and support their aims. We take care to provide activities which use equipment appropriate to the age and stage of development of the children attending our school and which will stimulate their interest and encourage investigation as well as enabling the children to practice existing skills and build on them to acquire new ones. We are aware of the importance of reflecting all members of society, not just those who attend our school, but also the local community and society in general in a positive way. We ensure that activities, equipment and displays provide a balanced view and allow children to show their own individual creativity without pressure to have an adult-directed â€œperfectâ€? end product. All children need to experience a planned programme of activities and experiences tailored to their stage of development and individual needs. The play activities provided by our school are an essential element of the programme. We have used the headings provided by the DfEE for the Desirable Learning Outcomes to show how our school provides a planned programme, which will enable children to develop. Personal and Social Development Children will be encouraged to build friendships with other children and adults to enable them to practice skills of sharing, caring, helping, working together, solving problems and taking responsibility for the environment and themselves. They will be involved in activities which encourage concentration and perseverance. Physical Development Children will engage in physical activity every day, either inside or out. This may include games in the hall involving running; riding the bicycles in the hall or outside in the garden; going for walks; playing in the garden; ball games inside and out. Children will be given opportunities to develop, practise and master skills of balance, movement, running and jumping. At all times they will be closely supervised to ensure safety whilst encouraged to test their own abilities with challenging activities which are fun. Fine motor skills are developed through threading, construction sets, and a selection of mark-making resources to develop their small muscles. We have a dance teacher who teaches the children simple routines and provides opportunities for them to use their imagination to develop their own dances and become confident in adjusting their bodies accordingly. Staff discuss with children the changes to their bodies during physical activity. Sudbrook School, The Village Hall, Bute Avenue, Petersham, Richmond, Surrey, TW10 7AX, England Telephone: 020 8940 7021 Fax: 020 8334 0990 Web: www.sudbrookschool.co.uk
SUDBROOK SCHOOL Communication Language and Literacy Children will be given many opportunities to talk about their experiences and to listen to others. They will be encouraged to express their own ideas. They will hear stories, rhymes, poems and songs and when confident, will join in with them. Books will always be available for children to look at and be read to. Through this, they will begin to recognise how printed word and pictures can convey meaning. Materials for writing or making marks will be available at all times and children when ready and, where appropriate, will be helped to understand the purpose of writing. Mathematical Development Children will have the opportunities provided by many different activities to match, sort, sequence, count and order everyday objects which form the basis of an understanding of mathematics. Through this knowledge they will be able to solve problems. They will hear examples of the language of mathematics, identify objects by shape, size, number etc. Simple rhymes will help them to learn number sequence. Creative Development Activities for creative play will always be available. These will include paint, crayons, pencils, scissors, gluing, collage, model making, dough, sand, water and clay. Children will be provided with opportunities to participate in and respond to music. They will have opportunities for imaginative play both individually and with others. There will be opportunities for the children to perform (singing, dancing, band, reciting poetry and acting) to an audience. Knowledge and Understanding of the World Children will be offered the chance to explore and experiment with natural and man-made materials. They will be able to compare and identify the features of different objects, recognise similarities and differences and talk about their discoveries with other children and adults. Children will be introduced to the various customs and cultures of other countries and people. This will be done by providing examples of food, music, clothing and other relevant material and giving the children opportunities to experience and discuss them. Date adopted: September 2007 Review date: February 2009
SUDBROOK SCHOOL DATA COLLECTION POLICY Person responsible:
Mrs J Jotischky / Mrs J Mitchell
All information on children and adults held by the school will be treated confidentially and stored securely. Information will be checked regularly to ensure that we have up-to-date records. This is particularly important with respect to emergency contact numbers. All parents and staff are asked to inform the school immediately should any of their contact details change. Sudbrook School is registered under the Data Protection Act and information is only divulged to those professionals or organizations that have a right to review it. Confidentiality underpins the relationship of trust that exists between the staff and parents at Sudbrook School. The need for confidentiality in discussing issues relating to families and children is impressed on staff during their induction period and in their staff contract and revisited periodically with the entire staff team. If staff are in any doubt about whether an issue is confidential, they must discuss this with the Head/Principal. No information or contact details for any child or member of staff is given out over the telephone unless a check has been made to establish the identity of the caller. Lists, records and attendance sheets are produced to support different aspects of the work of the school. It is the responsibility of staff members to complete these promptly and accurately and to ensure that they are stored safely. This is particularly important with respect to registers of attendance and staff signing-in records. Written records will be made of meetings of all kinds, as well as incidents and accidents and will be stored securely in the school. All staff are aware of the need to record accurate factual information and understand the purposes for which different types of written records may be used. In the interests of equality of opportunity and freedom of information, as much information as possible about the vision, values, aims, objectives and day-to-day running of the School is made freely available to parents and staff.
SUDBROOK SCHOOL POLICY STATEMENT FOR DISPLAY Aims
To To To To To To To
impart information. acknowledge effort and celebrate achievement. arouse curiosity and stimulate activity. set standards of quality and raise expectations. convey the ethos of the school. be relevant to the children. be child-centred, presentation being teacher-influenced.
It is recognised that:
Children’s work needs to be valued and displays can help to achieve this. Displays must be an active part of looking and learning. It will be necessary to draw children’s attention to displays. It is important to provide a reading environment for young children and part of this can be achieved through display. Lettering needs to be of a high standard. Displays need to be changed on a regular basis, on the whole at least every half-term. Displays need to be in place in all shared areas at the beginning of each new term, prior to the children entering school.
The following resources are available:
Quality mounting paper. Plain and corrugated edgings. Coloured-top drawing pins. Dressmaking pins for pinning work to boards.
Displays can be:
On walls. On tables. In class or individual books. Date and child’s name should be written on the back of all their work. Work displayed should have a laminated name label.
SUDBROOK SCHOOL EQUAL OPPORTUNITIES POLICY The Convention on the Rights of the Child state: “All parties shall respect and ensure the rights to each child without discrimination of any kind irrespective of the child’s race, colour, sex, language, religion, political opinion, national ethic or social origin, disability, birth or other status”. Sudbrook School is committed to providing equality of opportunity for all children and families and works in accordance with all relevant legislation, including: Disabled Persons Act 1958, 1986 Race Relations Act 1976 Sex Discrimination Act 1986 Children Act 1989 The school is open to every family in the community and families joining the school are made aware of our equal opportunities policy. The school recognises that many different types of family successfully love and care for children. All children will be respected and their individuality and potential recognised, valued and nurtured. Activities and the use of play equipment offer children opportunities to develop in an environment free from prejudice and discrimination. Appropriate opportunities will be given to children to explore, acknowledge and value similarities and differences between themselves and others. Resources will be chosen to give children a balanced view of the world and an appreciation of the rich diversity of our multi-racial society including celebrating a range of different festivals. Materials will be selected to help children to develop their self-respect and to respect other people by avoiding stereotypes and derogatory pictures or messages about any group of people. We will help children to appreciate and value each other’s similarities and differences. The school recognises and aims to meet the wide range of special needs of children and families in the community. Discriminatory behaviour/remarks are unacceptable in the school. The response will aim to be sensitive to the feelings of the victim(s) and to help those responsible to understand and overcome their prejudices. Bilingual/multilingual children are an asset. They will be valued and their languages recognised and respected by the group. Medical, cultural and dietary needs will be met. Date adopted: Reviewed: Review date:
September 2007 October 2009 October 2011
SUDBROOK SCHOOL FIRE EVACUATION PROCEDURE At the first sign of fire, either by someone raising the alarm of “fire” or by the smoke alarm sounding, we will stop what we are doing and leave the premises quickly without stopping to collect belongings. Office staff will collect the children’s registers (kept in the school office) and will take them as they leave the premises with the children to ensure all children are out and safe. We will leave the premises by the exits that are the nearest and the safest. After leaving the premises we will call the emergency services from our nursery mobile phone. We will wait with the children at a safe distance from the premises. Fire Prevention We have smoke alarms throughout the premises, and these are checked regularly and batteries replaced when necessary. We have fire extinguishers in strategic places throughout the Village Hall. We are a non-smoking setting and all matches are kept out of reach. There are fire exits on each side of the building (i.e. front, back and both sides). The doors are never obstructed. We will regularly practice a fire evacuation procedure every half term with the children and also when new children start with the school. We will record this in our fire evacuation log, recording any issues that may have been highlighted from the practice. We will incorporate health and safety procedures into play activities to ensure children gain an understanding of helping them to stay safe. We will ensure all new children and parents are aware of the fire evacuation procedure. Nursery Manager Name: Nursery Manager Signature: Parent’s Name: Parent’s Signature: Date: Date adopted:
SUDBROOK SCHOOL FIRST AID POLICY
At least one member of staff at each session will have first aid training. Staff with current First Aid Certificates are: Mrs Gima Leon de Klein, Mrs Golnaz Adl and Mrs Stela Vukadin and Mrs Sue Buckler. Every adult will know where the first aid boxes and accident forms are kept. All accidents will be recorded (type and location of injury, action taken and by whom, the circumstances of the accident, any adults and children involved and any witnesses) and countersigned by the parent when the child is collected. The signed form is then logged on the computer, filed and kept in the office. The member of staff responsible for the first aid boxes (Mrs Stela Vukadin) will ensure they are well stocked and up to date. In the event of a more serious accident, staff will assess the situation, give appropriate first aid and contact the parents. If necessary the childâ€™s doctor will be contacted. Where staff are concerned about the childâ€™s condition they will call an ambulance/take the child directly to the hospital and seek medical advice. A member of staff will accompany the child to the hospital. If the child can wait for the parent, they will be made comfortable until they arrive. A risk assessment will be carried out. Serious accidents, injuries or serious illnesses will be reported to Ofsted and the Child Protection Agency. Details of accidents occurring to members of staff will be recorded on a RIDDOR Accident Report form.
SUDBROOK SCHOOL FOOD & HYGIENCE PROCEDURES Wash hands frequently: Before starting work; Before cooking; After carrying out cleaning tasks; After handling rubbish; After wearing disposable gloves. Hands should be washed in the hand wash basin in the kitchen CLEANING: Clean refrigerator and freezers with a disinfectant solution and a clean cloth. (Once a week.) Clean freezer once a month. Chopping boards and work surfaces must be cleaned and disinfected each time they are used with a disinfectant spray. Structural areas should be cleaned according to the cleaning rota displayed in the kitchen. These areas are: water taps; oven; dishwasher. Check and clean storage box weekly. Clean work surfaces before and after use. Cooking equipment must be cleaned daily. Cups and jugs must be sterilized at the beginning of the week. Kitchen floor must be swept with a brush daily and washed on a regular basis (once a week or more frequently if necessary.) Cleaning cloths are colour-coded as follows: Red: Blue: Green:
Tables Washing up Floor, paint
TEMPERATURES: Refrigerator temperatures must be checked every day within 15 minutes of using the kitchen. Food must be kept in the fridge at temperatures below 5º C. (Mrs Sheriff to check.) Freezer temperatures must be checked once every week. Temperatures should be checked with an accurate probe thermometer. OTHER: Food must be kept covered. Chemicals must be stored safely in the top cupboard of the kitchen (above the microwave). Use only the original containers for cleaning fluids. Ensure that wall sockets are switched to the “off” position when not in use. Oven gloves should be worn for moving hot dishes. J cloths, disposables gloves and disposable plastic aprons are always provided in the kitchen. These should be worn during all food preparation and aprons should be worn by staff and parent helpers when cooking with the children. Sudbrook School, The Village Hall, Bute Avenue, Petersham, Richmond, Surrey, TW10 7AX, England Telephone: 020 8940 7021 Fax: 020 8334 0990 Web: www.sudbrookschool.co.uk
SUDBROOK SCHOOL MONTHLY CLEANING ROTA (Kitchen) Name/Date
SUDBROOK SCHOOL WEEKLY CLEANING ROTA (Kitchen) Name/Date
Cookery Dishwasher Storage Box
Cups & Jugs Fridge (sterilized)
SUDBROOK SCHOOL DISCIPLINARY PROCEDURES POLICY This procedure applies to disciplinary action short of dismissal (excluding oral and written warnings and suspension on full pay) based on either conduct or capability. It also applies to dismissals (except for constructive dismissals) including dismissals on the basis of conduct, capability, expiry of a fixed-term contract, redundancy and retirement. Step 1: Statement of grounds for action and invitation to meeting The employer must set out in writing the employee’s alleged conduct or characteristic, or other circumstances, which lead them to contemplate dismissing or taking disciplinary action against the employee. The employer must send the statement or a copy of it to the employee and invite the employee to attend a meeting to discuss the matter. Step 2: The meeting The meeting must take place before action is taken, except in the case where the disciplinary action consists of suspension. The meeting must not take place unless: i) the employer has informed the employee what the basis was for including in the statement under Step 1 the ground or grounds given in it; and ii) the employee has had a reasonable opportunity to consider their response to that information. The employee must take reasonable steps to attend the meeting. After the meeting, the employer must inform the employee of their decision and notify them of the right to appeal against the decision if they are not satisfied with it. Employees have the right to be accompanied at the meeting. Step 3 Appeal If the employee wishes to appeal, they must inform the employer. If the employee informs the employer of their wish to appeal, the employer must invite them to attend a further meeting. The employee must take all reasonable steps to attend the meeting. The appeal meeting need not take place before the dismissal or disciplinary action takes effect. Where reasonably practicable, the appeal should be dealt with by a more senior manager than the one who attended the first meeting (unless the most senior manager attended that meeting). After the appeal meeting, the employer must inform the employee of their final decision. Employees have a right to be accompanied at the appeal meeting. Date adopted: Reviewed: Review date;
September 2008 September 2009 September 2010
SUDBROOK SCHOOL GRIEVANCE PROCEDURES POLICY
Step 1 Statement of grievance The employer must set out the grievance in writing and send the statement or a copy of it to the employer. Step 2 The meeting The employer must invite the employee to attend a meeting to discuss the grievance. The meeting must not take place unless: i) the employee has informed the employer what the basis for the grievance was when they made the statement under Step 1; ii) the employer has had a reasonable opportunity to consider their response to that information. The employee must take all reasonable steps to attend the meeting. After the meeting, the employer must inform the employee of their decision to their response to the grievance and notify them of the right to appeal against the decision if they are not satisfied with it. Employees have the right to be accompanied at the meeting. Step 3 Appeal If the employee does wish to appeal, they must inform the employer. If the employee informs the employer of their wish to appeal, the employer must invite them to attend a further meeting. The employee must take all reasonable steps to attend the meeting. After the appeal meeting, the employer must inform the employee of their final decision. Where reasonably practicable, the appeal should be dealt with by a more senior manager than the one who attended the first meeting (unless the most senior manager attended that meeting). Employees have a right to be accompanied at the appeal meeting.
SUDBROOK SCHOOL HANDWASHING POLICY At Sudbrook we are committed to high standards of hygiene. Children are taught how to use the cloakrooms in a socially acceptable way. Once in school children will be accompanied when using the cloakroom facilities. However, we do encourage independence and once a child is sufficiently confident and competent, they are encouraged to use the facilities unaided. Staff will always remind the children to wash their hands after using the toilet. The Community Nurse attends annually to instruct the children in the correct procedure for efficient hand washing. Staff follow this up by instructing them on a daily basis. Hand washing will always take place after using the toilet, before snacks, before cooking and after any messy activity such as painting. Each classroom has a specially designed hand basin and towel dispenser. Additional ones are located in the cloakrooms.
Date adopted: Reviewed Review date:
January 2008 October 2009 October 2010
SUDBROOK SCHOOL INCLUSION POLICY 1.
Introduction We are committed to giving all our children every opportunity to achieve the highest of standards. This statement helps to ensure that this happens for all the children at our Nursery regardless of their age, gender, ethnicity, attainment or background.
Aims & Objectives
Our school aims to be an inclusive setting. This means that equality of opportunity must be a reality for our children. We make this a reality through the attention we pay to the different groups of children within our setting: Girls and boys; Minority ethnic and faith groups; Children who need support to learn English as an additional language; Children with special educational needs; Gifted and talented children; Any children who are at risk of disaffection or exclusion.
2.2 2.3 3.
“The Foundation Stage Guidance” and/or the “Birth to Three Matters” documents are our starting point for planning in ways that meet the specific needs of individuals and groups of children. We do this through: setting suitable challenges for children; responding to children’s diverse needs; overcoming potential barriers to the access to, and development of, individuals and groups of children within the setting; Providing other support to meet the needs of individuals or groups of children. (This may include accepting advice from a range of professionals.) We achieve inclusion by continually reviewing what we do, through asking ourselves these key questions: Do all our children achieve as much as they can? Are there differences in the achievement of different groups of children and if so, what are the reasons for these differences? What are we doing for those children who we know are not achieving their best? Are our actions effective? Implications when working with children
3.1 We aim to give all our children the opportunity to succeed and reach their full potential. When planning for them, practitioners take into account the abilities of, and differences between, all of their children. 3.2 For some children we use strategies that may normally be appropriate for children of a different age group, dependent of the individual needs of the child. This is done to ensure that all children are able to make progress at their own level and at appropriate different rates of development. Sudbrook School, The Village Hall, Bute Avenue, Petersham, Richmond, Surrey, TW10 7AX, England Telephone: 020 8940 7021 Fax: 020 8334 0990 Web: www.sudbrookschool.co.uk
SUDBROOK SCHOOL 3.3 When the attainment of a child falls significantly below the expected level practitioners will enable the child to succeed by planning work that is in line with that child’s individual needs. Where we have these concerns they will be highlighted to our SENCO who is Mrs Gima Klein 3.4 Where the attainment of a child significantly exceeds the expected level of attainment, practitioners may use materials designed for use by older children, or extend the opportunities for work within the area or areas for which the child shows particular aptitude. 3.5 Practitioners are familiar with the relevant equal opportunities legislation covering race, gender and disability discrimination. The school has an Equality and Diversity Officer who is Mrs Marie Giles. 3.6 All Practitioners ensure that children: Feel secure and know that their contributions are valued; Appreciate and value the differences they see in others; Take responsibility for their own actions; Participate safely in clothing that is appropriate to their religious beliefs; Are taught in groupings that allow them all to experience success; Use materials that reflect a range of social and cultural backgrounds, without stereotyping; Have a common curriculum experience that allows for a range of different learning styles; Have challenging targets that enable them to succeed; Are encouraged to participate fully, regardless of disabilities or medical needs. 4.
Summary In our Nursery the play, learning, achievements, attitudes and well-being of every child is important. We follow the necessary regulations to ensure that we take the experiences and needs of all our children into account when planning activities for them.
SUDBROOK SCHOOL HEALTH, HYGIENE & SAFETY POLICY Health An individual medical form will be completed for each child containing any special health requirements. We will endeavour to take account of childrenâ€™s health needs in the physical activities available to the children and the food provided at snack time. We promote a healthy diet and provide a fruit snack each morning with either milk of water to drink. Fresh drinking water will be available to the children in the classrooms. Children are encouraged to work with and cook healthy food during daily cooking sessions. Visits from outside professionals (for example dental hygienists, health visitors) form part of our healthy lifestyle approach within the curriculum. Medicines Prescribed medicines will be administered by parents where possible. When the school is to administer them, written instructions and authority must be given to the school by the parents. With regard to the use of nebulisers, the parent will give full, signed written instructions for the correct use. The school will ensure that the first aid equipment is kept clean, replenished and replaced as necessary. Sterile items will be kept sealed until needed. No product described as containing nuts will be brought to school. We ask parents to make homemade cakes/biscuits for birthdays etc. without nuts or additives. Sickness Parents will be required to keep children at home if they have any infectious illness or vomiting or diarrhoea â€“ this includes children of staff at the school. Parents are requested to inform the school as to the nature of any infection as soon as possible so that we may alert other parents and make careful observations of any child who seems unwell. We will report any communicable diseases to the Infection Control Nurses Team, tel: 020 8687 4553. Parents are asked not to bring a child to school who has been vomiting or had diarrhoea until at least 48 hours has elapsed since the last attack. Cuts and open sores will be covered with a sterile dressing. Parents will be informed if there are any infections such as head lice, scabies, worms or childhood infectious diseases which may affect other children or parents.
SUDBROOK SCHOOL Staff will raise children’s awareness of good hygiene practices and healthy living. Hygiene Our school aims to provide a hygienic environment for children and adults. In order to do this we:
Shall avoid the spread of infection by ensuring everyone washes their hands after using the toilets (air dryers are available) and before eating their snack.
Will encourage children by example and word to put their hands over their mouths when coughing. Tissues will always be available and will be disposed of hygienically.
Will cover open cuts and sores with a sterile dressing.
Use separate cleaning clothes for kitchen and toilets.
Cloths and towels used for drying crockery and cutlery are clean and changed daily. Utensils, cutlery, crockery are kept clean, undamaged and ready for use. Hands will be washed before food is prepared. Raw fruits and vegetables for consumption are washed beforehand Adults take care not to cough or sneeze near food Food will be stored appropriately. Accidents If a child has an accident which results in bleeding or vomit, the following procedures will be followed: Wearing disposable gloves, we will wash the wound with soap and water and apply a suitable dressing. Blood stained tissues or waste paper will be wrapped in a plastic bag. Blood splashes will be washed off skin with warm soapy water or out of eyes with water. Areas of school that have been affected by blood, vomit, urine or faeces will be disinfected and waste materials disposed of in a plastic bag. Clothes, soft toys or soft furnishings stained by body fluids will be washed by hand using hot water and detergent or in a hot cycle of a washing machine. Major Accident Staff will assess the situation and decide whether the child needs to go to hospital immediately or wait for the parent to come. Parents will be contacted If necessary the child’s doctor will be contacted. Sudbrook School, The Village Hall, Bute Avenue, Petersham, Richmond, Surrey, TW10 7AX, England Telephone: 020 8940 7021 Fax: 020 8334 0990 Web: www.sudbrookschool.co.uk
SUDBROOK SCHOOL Where staff are concerned about a child’s condition they will call an ambulance/take the child directly to the hospital and seek medical advice. A member of staff will accompany the child to the hospital. If the child can wait for the parent, they will be made comfortable until they arrive. All accidents will be recorded (type and location of injury, action taken and by whom, the circumstances of the accident, any adults and children involved and any witnesses )dated and signed by the staff member who dealt with the incident, any witnesses and countersigned by the parent when the child is collected. A risk assessment will be carried out. Safety An individual medical form will be completed for each child. This form will include emergency and alternative contact numbers as well as any special health requirements. A ‘Permission to take children out of school building’ form is signed by the parent/carer. A register of children is completed at the beginning of each session so that a complete record of all those present is available in an emergency. Children will always be supervised by a responsible member of staff and will always be within sight of an adult (except when children are able to go to the toilet by themselves). The current legal requirement for supervision of children is 1:8 for over 3 years old and 1:4 for 2 – 3 years old. The beginning and end of each session will be closely monitored and children will only leave with a known adult. Safety checks will be carried out on the premises both before and at the end of every session. Fire extinguishers will be checked annually. Procedures
Fire doors will never be obstructed
Windows, sockets, heaters and potentially dangerous materials and layout of activities and equipment (indoors and outdoors) will be closely supervised to remove or minimise hazards.
A ‘No Smoking’ policy applies throughout the school
Equipment and activities available to children will take account of safety and the children’s age and stage of development. Sudbrook School, The Village Hall, Bute Avenue, Petersham, Richmond, Surrey, TW10 7AX, England Telephone: 020 8940 7021 Fax: 020 8334 0990 Web: www.sudbrookschool.co.uk
At least one member of staff at each session will have first aid training. Every adult will know where the first aid box and accident forms are kept. Accident forms are signed by the parent when an accident/incident has been reported. The signed form is then filed in the office.
A correctly stocked first aid box is available at all times and regularly checked.
Activities such as cooking, cutting and energetic play receive close and constant supervision.
If a small group goes outside, there will be sufficient adults to maintain appropriate ratios for children remaining on the premises.
All doors to the school are kept locked while school is in session. When parents/carers are dropping off or collecting children, a member of staff will be present by the front entrance until the door is locked.
April 06, 07, 08, 09, 2010
SUDBROOK SCHOOL INDUCTION POLICY Person responsible:
Mrs J Jotischky / Mrs J Mitchell
Sudbrook School recognises that high quality childcare and early education provision is dependent on the input of a professional, well qualified, highly motivated staff team. New members of staff are welcome to the Sudbrook team and are recognised for the skills, experience, knowledge and personal qualities that they bring out to work with families and young children. All new members of staff will take part in an induction programme, overseen by a senior member of staff. As part of this programme they will be introduced to everyone in the Nursery and made to feel welcome and given information about daily procedures and made aware of safety procedures. They will be given health and safety training by the designated safety officer. New members of staff will be introduced to parents in person and through the School’s Newsletter. The vision and values of the setting will be reiterated through the team meetings and staff meetings and the overall approach to the provision of high quality services for children and families will be explained. All new employees will be expected to provide contact information and proof of identity. Certificates confirming qualifications and proof of their “right to work” will be examined and copies retained. They will be subject to a CRB check. As part of the induction process, new staff members will be given a copy of the Staff Handbook and the School’s Policies and Procedures. The Head will spend time going through these documents and explaining them in detail. Attention will be drawn to the School’s grievance and disciplinary policies and to the opportunities for training and professional development. The absence policy and security arrangements for the building will be explained. New appointees will be expected to read the paperwork provided, and over the first three months of employment, the Head will check that the policies and procedures have been understood and are being implemented. By the end of the induction period, a training programme will have been agreed, identifying the next steps to be taken to support the individual’s professional development. During the probationary period, new appointees will have regular meetings with a senior member of staff to assess progress. Any shortcomings will be identified and the employee will be given support and time to address the issues raised. Procedures All new staff will be assigned a mentor. They will also be provided with a staff handbook, copy of the school policies, a health and safety manual and a child protection booklet. Date adopted:
SUDBROOK SCHOOL KEY PERSON POLICY Person responsible: Goli Adl At Sudbrook School we greatly value the strong positive relationships we build up with the children in our school and their families. Children’s emotional wellbeing is an essential foundation for their health, happiness and ability to learn. Every child who attends Sudbrook School is assigned a key person to act as the bridge for the child between their home and the setting. The key person will get to know the child well, become attuned to their likes and dislikes, attitudes and preferences, and will provide the child with particular support at key times during the child’s time in school – at the time they join or whenever there has been a significant event in the child’s life. The key person will spend time with the child every day, supporting their learning and emotional and physical development. They will be the key point of contact for the parents/carers of the child, able to inform them of what the child has been interested and involved in during the day. Training will be provided for staff to enable them to carry out the key person role, and arrangements will be in place to balance out the number of children assigned to each key person. Procedures Children will be assigned to a key person when they join Sudbrook School and will remain with that key person for the duration of their time at school. The class teacher will be responsible for overseeing this role and assigning children to the staff. Key workers will liaise with the class teacher and other staff and feed into written reports and parent teacher meetings when appropriate.
SUDBROOK SCHOOL LOST CHILD POLICY In the event of a child being lost whilst in attendance at Sudbrook School the person in charge will: 1. Instigate a search of the premises in a calm manner. 2. If the child is not on the premises widen the search to the surrounding area. 3. Contact the parents to inform them. 4. If the child is still not found contact the police. 5. Maintain correct child/adult ratios at all times. 6. Conduct a risk assessment and review security. It is the responsibility of Mrs J Jotischky and Mrs J Mitchell to ensure that all nursery staff have a full understanding of the procedure in the unlikely event of it being needed.
Jan 07, 08, 09, 2010
SUDBROOK SCHOOL MAINTENANCE OF SCHOOL POLICIES Policies are reviewed at least annually in order to ensure their relevance and to assist in minimising risk. Date adopted:
January 06, 07, 09, 2010
SUDBROOK SCHOOL MALTREATMENT OF OTHERS STATEMENT
We have a strict behaviour policy at Sudbrook which clearly prohibits any bullying and racial discrimination. Children are constantly praised for their good behaviour and reminded to respect the ground rules. Quite often they themselves reinforce the rules. These children have a good understanding of what is right, what is wrong and why. Practitioners too have a good understanding and embrace good behaviour by adopting a positive reinforcement policy. At Sudbrook we have children and practitioners from different races and faiths all working towards a common cause. Children and parents at Sudbrook feel very comfortable discussing their concerns with staff. Children bond well with teachers and their key workers.
SUDBROOK SCHOOL MULTICULTURE POLICY Person responsible for Equality and Diversity: Marie Giles Introduction At Sudbrook we celebrate the uniqueness of every child and the diversity of backgrounds within the school community. Aims:
To provide an atmosphere where children feel valued and comfortable to share something of their background, heritage and interests.
To promote positive attitudes through understanding and respect for all races and creeds.
To foster the rights of all members of the school to be treated equally.
To provide a relevant, broad and balanced curriculum based upon accurate information and positive representation of a variety of ethnic, cultural, religious and linguistic experiences.
To celebrate our common humanity.
It is recognised that:
When planning work staff need to draw upon the diversity which exists within the school and the local community, the country and the wider world.
Resources should be multicultural in content.
Multicultural education should permeate every aspect of school life rather than be a subject in its own right.
Stereotyping needs to be avoided.
Practical Implication Sudbrook School welcomes children with English as an additional language. Our staff ensures close collaboration with parents, managers and relevant experts to ensure all the needs of these children are met. We acknowledge that different cultures may have different dietary requirements; these enrich life at Sudbrook. Many of our staff speak several languages including Spanish, German, Iranian, Algerian, Italian and French. Date adopted: Review dates:
September 2007 January 08, 09, 2010
SUDBROOK SCHOOL PARTNERSHIP WITH PARENTS POLICY Name of Responsible Person:
Mrs Jo Jotischky
Policy At Sudbrook we endeavour to build strong positive relationships with the parents and carers of all the children who attend our school. To support this we provide information for parents on the policies and procedures of the school in a variety of different formats. We take time to explain to parents what our policies mean and how we translate our ideas into practice. Questions are answered honestly and straightforwardly and we are always keen to hear what parent have to say about the work that we do. Parents are consulted on all issues that affect the welfare, wellbeing, learning and development of their children. Their views are taken into consideration when planning for the future, with the Parents’ Group providing a forum for staff and parents to share ideas. Arrangements are in place to ensure that information about children’s care, learning and development is shared on a daily basis by the child’s key person. An overview of the experiences and activities in which the children are involved is shared with parents to enable them to participate fully in their children’s lives at school. Parents are encouraged to look at their child’s developmental record at regular intervals and opportunities are made to discuss progress on a regular basis. Any concerns that arise about a child’s progress or behaviour are discussed fully with parents and plans made to address the issues identified. The school works in partnership with a wide range of professionals and organsiations. Information, support and advice are freely available to parents who may wish to access these services. At Sudbrook we create many different opportunities for parents to become involved in the work of the setting and greatly value the benefits these provide for the children, parents and staff. Procedures Parents are encouraged to speak to the staff each morning and lunchtime on day-to-day matters. Sudbrook holds two Parent/Teacher Meetings each year and provides a written report annually. There is also an Open Day. On a day-to-day basis parents are invited to come in and help in school; either working with a group of children, bringing in a chosen activity, etc. Parents are asked to complete a questionnaire at the end of their first term asking them to comment on matters relating to their child in the school. Leavers’ parents are also asked to complete an exit questionnaire. Once they have been received the senior management team meets to discuss what action, if any, needs to be taken as a result of the parents’ comments. Date adopted:
SUDBROOK SCHOOL PERFORMANCE MANAGEMENT POLICY Person responsible:
Mrs J Jotischky / Mrs J Mitchell
Policy Sudbrook School has a performance management review process to support the professional development of staff in the school and to contribute towards the School’s aims of providing high quality care and learning for young children. The performance review process will work on an annual cycle consisting of:
an initial meeting between the manager/deputy manager and the staff member, to agree individual objectives for the year and identify training needs; a period of between six months and a year during which the manager/deputy manager will monitor progress and observe the staff member carrying out his/her role; a review meeting between the manager/deputy manager and staff member to review progress, agree new objectives for the coming year and identify new training needs.
Performance reviews will be carried out by either the manager or the deputy manager of the school but the same person will always complete the review process for any one individual. Review meetings will take place during late spring and early summer to allow sufficient time to plan how to meet training needs in the following financial year. The details of individual reviews will remain confidential but information will be used to inform the School’s future development plans. Individual objectives will be set with reference to the individual’s job description, and will be agreed between the manager/deputy manager and the individual concerned. These objectives will be designed to be challenging but achievable. Monitoring of performance towards objectives will always include some aspect of “on the job” observation of the individual. Support, in the form of training, coaching and mentoring will always be provided to help individuals meet their performance objectives. Achieving agreed performance management objectives will be part of the ongoing professional development of individuals in the school. It will contribute to their readiness to take on additional responsibilities or a more senior position, either in this school or elsewhere. Failure to meet agreed performance objectives will be reviewed to identify any extenuating circumstances. In the absence of these, appropriate action will be taken to address the issue.
SUDBROOK SCHOOL RISK ASSESSMENT POLICY Member of staff responsible for Risk Assessment: Diane Dreike Daily, weekly, monthly and termly risk assessments are carried out depending on the potential hazards. Areas where specific risk assessments are carried out include:
garden (daily) classrooms (daily) hall (daily)
The accident records will be used as an indicator of a regular pattern of accidents and appropriate preventative measures taken.
Risk assessments carried out will be recorded.
A Visitors’ Book with details of arrival and departure and where the visitor is from will be used.
Appliances will be inspected and maintained regularly.
Security measures to ensure children remain on the premises will be rigorously carried out.
The staff is deployed to supervise children at all times within the legal ratios set out.
All water activities are thoroughly supervised and water areas are restricted access.
Outings are planned and supervised with a procedure in place in case of an emergency.
Public liability insurance is in place.
The climbing frame is supervised by an adult at all times.
In the summer term parents are asked to apply sun cream to their child and provide sun hats.
SUDBROOK SCHOOL SAFEGUARDING CHILDREN AND CHILD PROTECTION POLICY In our school, we plan to provide an environment which ensures children are safe from potential abuse and will respond to any suspicion of potential abuse in a way which respects the child’s rights and reinforces the adults’ responsibilities to the children. The school has a Safeguarding Children Co-coordinator (Golnaz Adl) who receives up-to-date training in all issues relating to the protection and welfare of children. In order to do this we:
Ensure that all adults working (voluntary or paid) in the school are aware of the fact that such work is exempt from the provision laid down in the Rehabilitation of Offenders Act 1974.
Require all potential workers to provide references, attend an interview and agree to be checked for police records or cautioning. All staff working at the school have an enhanced Criminal Records Bureau (CRB) disclosure.
Offer on-going training to all adults involved with the care and education of children, which will help them to recognise and respond to suspected abuse of children whether physical, emotional, sexual or as a result of neglect.
Never allow an unregistered adult to be alone with a child or children e.g. going to the toilet or supervising children in a separate room.
Ensure that all members of staff have read the Child Protection Policy as documented in the booklet provided by Richmond Social Services. Ensure guidance and information from the Local Safeguarding Children Board (LCSB) is available to staff.
Recognise that parents should always be involved in the monitoring of children’s behaviour or development and (except in the case of suspected sexual abuse) should be the first point of contact.
Keep an ongoing record of observation of significant changes in the children’s behaviour or appearance which will be written and kept confidential.
Work with Social Services, Police or NSPCC to ensure the child’s best interests are met.
Will, wherever possible, continue to support and work with the child’s family to maintain continuity of care for the child.
All details of concerns, progress, case conferences etc, are confidential and will not be discussed with anyone not authorized to have this information.
SUDBROOK SCHOOL Categories of Abuse and Neglect Physical Abuse This is any physical harm inflicted on a child and involves anything from hitting and shaking to burning, drowning or suffocating. Munchausen’s Syndrome by proxy is also considered to be a form of physical abuse. This occurs when the parent or carer fabricates the symptoms of a disease in order to gain medical attention and treatment for the child. Emotional Abuse This is the emotional ill-treatment of a child, which may have a negative effect on their emotional development. It can, among other things, involve conveying to children that they are worthless or unloved. Some levels of emotional abuse are involved in all types of ill treatment, but it can sometimes occur alone. Sexual Abuse This involves forcing or enticing a child to take part in sexual activities, whether or not the child is aware of what is happening. Neglect This is failure to meet a child’s basic physical and/or psychological needs and is likely to have a serious negative effect on the child’s health and development. It may include failure to provide food, or to ensure access to appropriate medical care or treatment or neglect of the child’s basic emotional needs. Procedure We adhere to the Richmond upon Thames policy of Safeguarding Children and Child Protection and follow their procedures and seek advice on all steps taken. If any staff suspect a child has been abused they must report it immediately to the person in charge/deputy. If they are not available then the member of staff will go immediately to the Social Services Department. The person in charge will take the necessary action from all the evidence collected. Any concerns will be reported to: Social Services Children and Families Department 42 York Street Twickenham TW1 3BW Between office hours: Out of office hours:
020 8891 7963 / 020 8891 7679 020 8744 2442
Staff will record their observations and discussions. Inform Ofsted Early Years Directorate on 0845 601 4771
SUDBROOK SCHOOL The school recognises parents should be involved in the monitoring of childrenâ€™s behaviour and development. The staff will discuss concerns with parents as a matter of day-to-day parental involvement (except in cases of sexual abuse when the staff will report straight to Social Services). The staff will keep ongoing records of observation of significant changes in the child. The school will work with Social Services and Ofsted in the best interest of the child. All details of the concerns will remain confidential and only discussed with the relevant parties authorized to have this information. All staff will undertake up-to-date training in the area of child protection to maintain skills appropriate for dealing with any of the above situations. Allegations against Staff If such an allegation is made, the member of staff receiving the allegation will immediately inform Mrs Mitchell and/or Mrs Jotischky. They will discuss the contents of the allegation with the Early Years Development and Childcare Partnership Development Worker and seek advice. Mrs Jotischky and/or Mrs Mitchell will speak to the member of staff concerned and take appropriate action. This may involve a temporary suspension while an investigation is held. If the allegation made to a member of staff concerns Mrs Mitchell or Mrs Jotischky, the person receiving the allegation will immediately inform: Social Services Children & Families Department 42 York Street, Twickenham TW1 3BW Between office hours: Out of office hours:
020 8891 7963/020 8891 7679 020 8744 2442
In addition they should also inform the EYDCP Development Worker (0208 831 6229) and/or Ofsted Early Years Directorate (0845 6014772) who will advise on which course of action to take.
SUDBROOK SCHOOL SPECIAL EDUCATIONAL NEEDS POLICY Outcome: Helping children to make a positive contribution to the provision and wider community. Standard: 10 Special Education al Needs This Special Needs Policy takes account of the Education Act 1996, the Special Needs and Disabiltiy Act 2001, the Code of Practice 2002, and the policy of the Local Education Authority. It also includes the additional details of Sudbrook School. Children have special educational needs if they have a learning difficulty, which calls for special educational provision to be made for them. Children have a learning difficulty if they: Have a significantly greater difficulty in learning than the majority of children of the same age. Have a disability, which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority. Are under compulsory school age and fall within the definition above or would do so if special educational provision was not made for them. As an inclusive setting we follow the fundamental principles of the SEN code of Practice and these are: A child with SEN should have their needs met. The view of the child, if possible, should be sought and taken into account. Parents have a vital role in supporting the child’s education. Children with SEN should be offered full access to a broad-balanced and relevant education, including an appropriate curriculum for the Foundation stage. Special education provision means: For children of two or over, education provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools, in the area. For children under two, education provision of any kind. English as an additional language. Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. Admissions Policy The school will not refuse to accept any child purely on the grounds of disability and will endeavour to provide appropriate support for pupils with a range of special educational needs.
Sudbrook School, The Village Hall, Bute Avenue, Petersham, Richmond, Surrey, TW10 7AX, England Telephone: 020 8940 7021 Fax: 020 8334 0990 Web: www.sudbrookschool.co.ukn
SUDBROOK SCHOOL Identification, Assessment and provision in Early Education Settings The Government’s Early Learning Goals set out what most children will have achieved by the end of the Foundation stage (the end of the school reception year). Children will progress at different rates during the Foundation stage and some children may not reach the goals by the end of their Reception year. These children will need differentiated learning opportunities and regular monitoring within the school to help them progress. The Special Educational Needs Coordinator (SENCO) The SENCO and Class Teacher for Sudbrook School is Mrs Gima Leon de Klein. Responsibilities include: Liaison with parents and other professionals in respect of children with special educational needs. Taking the lead in further assessments and planning support. Ensuring that appropriate Individual Educational Plans are in place and that these are reviewed regularly. Ensuring that relevant background information about individual children with SEN is collected, recorded and updated at Early Years Action, Early Years Action Plus and for those with a Statement. Graduated Response If a child is not making the expected progress, it may be necessary to use alternative approaches to learning. Sudbrook School will operate a graduated response system where it will initially: Bring an issue to the attention of the SENCO. Observe, monitor and share the findings with the SENCO and parents. Devise planned intervention and monitor. Adapt working practices and the environment to suit the needs of the child. Produce individual educational plans with achievable targets for the child. Ensure training is undertaken to provide effective intervention. This graduated response recognizes that there is a continuum of special educational need and, where necessary and with parental permission, draw support from a range of specialist expertise to support the child. The different support mechanisms may include:
An initial visit from the health visitor. Referrals to outside agencies including speech therapists, paediatricians, educational psychologists etc. Support from the Early Years Team/LEA support services for advice or equipment.
Initial Concerns As a school you may share initial concerns about a child that you have with the SENCO. At this stage the school should observe the child regularly to gather evidence for possible future discussions with parents or outside agencies. Discussions with Parents If the school feels that there is still cause for concern after the initial observations, parents will be invited in to discuss these concerns with them. Parents will be invited to contribute their knowledge and understanding of their child and raise any concerns they may have and contribute to targets if an Individual Education Plan is produced and their permission will be sought if the school needs to contact outside agencies. Sudbrook School, The Village Hall, Bute Avenue, Petersham, Richmond, Surrey, TW10 7AX, England Telephone: 020 8940 7021 Fax: 020 8334 0990 Web: www.sudbrookschool.co.ukn
SUDBROOK SCHOOL Early Years Action When a child is identified as having special educational needs the school will initially devise their own interventions to be used in addition to their usual curriculum (Early Years Action). This may be with the advice and support of the SENCO. The triggers for Early Years Action could be that the child:
Makes little or no progress even when teaching approaches are particularly targeted to improve the child’s identified area of weakness.
Continues working at levels significantly lower than those expected for children of a similar age in certain areas.
Presents persistent emotional and/or behavioural difficulties which are not modified by the behaviour management techniques usually employed by the school.
Has sensory or physical problems and continues to make little or no progress despite the provision of personal aids and equipment.
Has communication and d/or interaction difficulties and requires specific individual interventions in order to access the curriculum.
Individual Educational Plan Parents will be involved in setting targets for their child. An Individual Education Plan contains planning for the child, which is additional to, or different from, the standard provision and includes:
Short-term strategies set for the child. Teaching strategies. The provision to put in place. When/how the plan is to be reviewed. The outcome of the action taken.
The Individual Education Plan will be reviewed half-termly with parents and, if appropriate, the child and outside agencies. Parents will be invited to contribute to this review. Where it is deemed not applicable for the child to attend, their views and needs should be taken into consideration. Early Years Action Plus This may be put into place if, despite internal support under the Early Years Action strategies, the child requires the involvement of external support services who can provide more specialist assessments, give advice on the use of new or specialist strategies or materials, and in some cases, provide support for particular activities. Some children will move straight to Early Years Action Plus if there is outside involvement with outside agencies when they start with the school. Requests for Statutory Assessment For a very few children, the help given by the early education setting through Early Years Action Plus will not be sufficiently effective to enable the child to progress satisfactorily. It will then be necessary for the school, in consultation with the parents and any external agencies already involved, to consider whether a statutory multi-disciplinary assessment may be appropriate. Where a request for a statutory assessment is made to the LEA, the Sudbrook School, The Village Hall, Bute Avenue, Petersham, Richmond, Surrey, TW10 7AX, England Telephone: 020 8940 7021 Fax: 020 8334 0990 Web: www.sudbrookschool.co.ukn
SUDBROOK SCHOOL child will have demonstrated significant cause for concern and the school will have evidence gathered throughout the stages listed above. Annual Review As a result of a statutory assessment the LEA will decide whether a child needs provision through a Statement of Special Educational Needs. The Statement will outline the provision necessary, the name of the setting where provision is to be made and how the needs will be met; this may have a cost implication to the LEA. All early years statements are reviewed at six monthly intervals and all those involved are invited to consider whether any amendments need to be made. Nursery Transfer Summary If a child moves to another nursery or reception class, the school will complete a Nursery Transfer Summary that outlines the child’s achievements during their time with them. This has a section which relates to Special Educational Needs and asks for the parents and child’s comments. Record Keeping The school will keep individual records based predominantly on their observations. They will use these observations along with, consultation with parents, the SENCO and other professionals to inform their planning in order to meet the needs of the child. Information gathered may be shared with other professionals with parental permission. Records kept by the school are available to the child’s parents on request. Confidentiality We will respect parents’ rights to confidentiality when supporting their child; the school will always discuss any possible referrals to other services with parents to seek their agreement before making any referrals. When working with other staff the school will share the contents of the IEP as they are likely to be involved in supporting the child in question. However this information will not be shared with anyone without the permission of the parent. Declaration We agree to implement the details of this Special Education Needs Policy.
Signed: …………………………………………………………………………………………………………………….. Date: …………………………………………………… Review Date: …………………………………………
Sudbrook School, The Village Hall, Bute Avenue, Petersham, Richmond, Surrey, TW10 7AX, England Telephone: 020 8940 7021 Fax: 020 8334 0990 Web: www.sudbrookschool.co.ukn
SUDBROOK SCHOOL STAFF DEVELOPMENT POLICY A good school is one which recognises that learning is a continuous process. At Sudbrook staff embrace every opportunity to improve their professional skills and knowledge. Each member of staff is a fund of diverse talent; Sudbrook aims for a culture of collaboration which allows individuals to learn from each other. Aim The promotion of effective and efficient professional development for staff, focused on improvements which will have the maximum impact on pupils’ learning. Organisation Identification Development needs may be identified by class teachers, managers or the member of staff herself/himself. Such identification may occur through observation, appraisal and annual reviews with Mrs J Mitchell. Training Training may be either internal or external. School-based training includes:
Learning and working alongside more experienced colleagues; Using expertise from professionals outside school; Whole staff and team meetings; Informal reflection and discussion; Training days
External training includes:
Attending courses and conferences; Visiting other establishments; Liaising with other schools; Reading and research; Exchanging ideas with other teachers.
Role of the Staff Development Leader This includes: Awareness of staff and school needs; Strategic annual planning with due regard to the school development plan and the needs of the school; Responding to new initiatives or changing situations; Evaluating all training in terms of benefit to the children.
SUDBROOK SCHOOL Outcomes of all Staff Training
A written evaluation; Reporting to colleagues; Improved practice.
Review & date adopted:
SUDBROOK SCHOOL STAFF RECRUITMENT POLICY & PROCEDURE At Sudbrook School we aim to ensure that individuals are recruited, selected, trained and promoted on the basis of occupational skill requirements and of those set out in the job description. In this respect we will ensure that no job applicant will receive less favourable treatment on the grounds of age, gender, marital status, race, religion, colour, cultural or national origin or sexuality, which cannot be justified as being necessary for the safe and effective performance of the work. We strive by recruitment to ensure that the staff reflects the community it serves. Staff vacancies will be advertised in the local area in the following ways. Local newspapers, nursery newsletters, local school newsletters, local notice boards and through word of mouth. Every effort will be made to ensure a representative balance on the selection group and all members of the group will be committed to equal opportunities practice as set out in this document. Application forms will not include questions which potentially discriminate against any individual. At interview all candidates will be asked the same questions, and members of the selection group will not introduce or use any personal knowledge of candidates acquired outside the selection process. Candidates will be given the opportunity to discuss the reasons why they were not successful. All successful candidates will be subject to CRB and health checks and will be required to provide satisfactory references. Once the CRB checks are completed these will be checked by Mrs Jotischky or Mrs Mitchell and details of the reference number kept on file. The original will be returned to the member of staff.
Review & date adopted:
SUDBROOK SCHOOL UNCOLLECTED CHILDREN In the event that a parent/carer fails to collect a child at the appropriate time, a member of staff will remain with the child until all emergency/alternative contact numbers on the childâ€™s individual medical form have been exhausted. Should it still not be possible to locate a parent/carer or suitable alternative contact, the social service department of Richmond Borough will be contacted. Under no circumstances will a child be left unattended. Visitors, other than parents/carers, will be required to sign the Visitors Book. Date adopted:
January 07, 08, 09, 2010