Useful Information

Our term timetable dates are advertised in our termly newsletters. These will directly reflect the Norfolk County Council schools’ timetable, which includes planned closure days, such as bank holidays and inset days.  You will be informed of relevant dates via our regular Newsletters, memos and our Facebook page.

Preschool sessions:

While working within National Parameters the preschool currently offers the following sessions which may be taken in part or in full.

We offer a Breakfast club service, and this is run at 8.30am – 9am. This is a separate session and will be charged at a separate rate of £3.50 per session. This cost also includes a healthy breakfast and drink

Uniform is optional costing £20 for a jumper and t-shirt.

In extreme or emergency circumstances a session may be cancelled by the preschool. This may be due to unsafe weather conditions, staffing matters or another occurrence meaning the planned preschool session is not able to go ahead. In these circumstances, families will be notified at the first opportunity. The Leadership Team will notify the Family Information Service (FIS) of the closure by completing the emergency closure form on the Provider Portal. The preschool will, whenever reasonably practicable, reallocate a child’s missed session under these circumstances. 

Click here to access our latest Ofsted Report

Currently placement is charged at £5.75 per hour for children aged 2-5 years. Please note, this will be increasing to £6 per hour from September 2023.

The level of fees is determined by the committee and are reviewed annually or in line with legislative factors including changes to the minimum and living wage.

• The preschool is registered to accept government funded places via Norfolk County Council and parents/guardians will complete the necessary documentation to attract this.
• 3- and 4-year olds are eligible for government funding from the start of the term following their third birthday.  This is known as Universal 15 hours and can be claimed through the preschool by completing a form.  The entitlement is for 570 hours per school year and is normally expected to be claimed up to 15 hours per week during school term time.
• Funded hours can be split between childcare / early year’s providers or transferred to a new provider, as necessary.
• Any attendance booked that falls outside the 570 hours at the end of the school year will be charged at the appropriate age-related rate – please talk to the Preschool Leadership Team for more information.  Invoices break down the number of hours taken, which fall within government funding and those which are chargeable.
• Universal 15 hours funding may be available for some children aged 2 if their family receives certain government support.  If you think you may be eligible for this, please speak to the Preschool Leadership Team or visit www.childcarechoices.gov.uk for more information.
• An additional 570 hours of government funded childcare is offered to some families, so 1140 hours in total.  This is known as the Extended 30 hour’s entitlement and is available for some 3- and 4-year olds of working families.  There are a number of conditions to be met and parents must apply online to be eligible – please visit www.childcarechoices.gov.uk to see if you are eligible, if it is the best form of support for you (as it cannot be claimed alongside certain other benefits,) and to apply.  Successful applicants will be provided with an 11 digit code which must be submitted to the Preschool Leadership Team, before end of term prior to the period in which you wish to claim.
• IMPORTANT NOTE: Free Childcare allocated by the government is given at a yearly rate e.g., for 3 – 4-year olds ‘Universal 15 hours’, 570 hours of free childcare per child is offered per full school year.  It is assumed that this will be taken at 15 hours per week, for 38 weeks and be spread evenly across the week.  Planned closure days are taken into consideration and free hours for that week are reduced accordingly.  Children who normally use their free hours mid-week, and are therefore generally unaffected by planned closure days, may find that at the end of the year they have used up their 570 hours before term has finished. 

In such cases, a bill will be issued for any attendance over the free hours, unless it has been previously arranged with the Manager for the child not to attend.  

• The transfer of funding is facilitated by the Local Authority when a child moves.  (The Leadership Team would amend the record on the Portal – add an end date to recalculate the funded hours)
• The preschool offers the maximum Extended 30 hours entitlement.  As with Universal funding, hours may be split between providers or transferred to a new provider as necessary and any attendance booked that falls outside of the 1140 hours entitlement, will be charged at the appropriate age-related hourly rate.
• The preschool enrolled in the governments Tax Free Childcare scheme which for every £8 you pay in, the government will add an extra £2, up to £2,000 per child.  Fees due which fall outside of the 15- or 30-hour entitlement may be paid through this scheme.  Please visit www.childcarechoices.gov.uk to find out if you are eligible and to apply.
• Norfolk County Council publish a Parents Booklet for Early Education which explains their funding offers in more detail. If you would like further clarification or more information about Government Funded Childcare and Eligibility, please talk to a member of The Leadership Team.

Click here for further information on additional help availble from the government

Click here for Early Education Information for Parents / Carers

Click here for further information on NCC funded childcare and learning.

• Sessions must be booked in advance for the whole term due to the need to ensure the correct staffing ratios are met.  We are not able to offer a variable choice of days or session length that differs from week to week, although on some occasions we may be able to offer additional placements at short notice.
  (please speak to a member of the Preschool Leadership Team for more details). 
• Currently placement is charged at £5.75 per hour for children aged 2-5 years. Increasing to £6 per hour from September 2023.
• At the end of each school term (autumn, spring, and summer), or when starting your placement with us, families are asked to confirm their required sessions for the following term.
• Session availability and allocation is organised and confirmed by the Preschool Leadership Team.
• Government funded placements are welcomed! These are intended to cover the cost to deliver 15 or 30 hours a week of free, high quality, flexible childcare only. It is not intended to cover the cost of meals, consumables, additional hours, or additional services.
• For funded placements, the entitlement is offered free.  Parents will not be charged a “top-up” fee to recoup any difference between the amount received from the Local Authority and the current hourly rate.
• Although we offer funded placements, in some circumstances we offer more sessions than the funding covers, and all additional sessions will be charged at the current rate.
• Bills are issued monthly and require payment on or before the allocated payment date. When starting at Wildflowers, you will be charged for the month started and the following. This is to ensure a ‘catch up’ is made to fall in line with all monthly payments.  However, if you would like to make alternative arrangements to pay weekly, please speak to the Preschool Leadership Team or the Treasurer.
• We accept dual setting attendance and ask that upon starting this information is shared, to ensure correct funding applications and communication between both settings.
• Government Funded children should not attend more than two childcare sites in one day.

This is to inform you about our Duty of Care for Safeguarding in early years and childcare, to explain what is meant by the term Safeguarding and how we ensure children are Safeguarded whilst in our care.

Our Legal Requirements

• Providers must take all necessary steps to keep children safe and well.
• Providers must: safeguard children; ensure the suitability of adults who have contact with children; promote good health; manage behaviour; and maintain records, policies, and procedures.   

                                                                                                     EYFS Framework, 2021

Safeguarding and promoting the welfare of children defined for the purposes of this guidance as:

• protecting children from maltreatment; 

• preventing impairment of children’s health or development;

• ensuring that children are growing up in circumstances consistent with the provision of safe and effective care; and

• taking action to enable all children to have the best life chances.

At Wildflowers we are committed to safeguarding and promoting the welfare of children and young people and we expect all those working within our setting, either paid or unpaid, to share this commitment. We seek out training opportunities for all adults involved in the setting to ensure that they are able to recognise the signs and signals of possible physical abuse, emotional abuse, sexual abuse and neglect and that they are aware of the Norfolk guidelines for making referrals.  We aim to establish positive working relationships with children, parents, and the community to ensure the rights and safety of children and to give them the very best start in life.

Confidentiality

All staff, volunteers, and committee, whether paid or unpaid, are required to keep confidential any personal or sensitive information, any actions seen or learnt about any child, parent, staff member, other adult or group as a result of their role within Wildflowers. The only time it is appropriate to break this agreement and pass information on is when it is in connection with safeguarding and protecting the welfare of children; on those occasions the settings safeguarding policy and procedure must be followed.

Confidentiality includes the secure storage of records, and these documents only being accessible to those that are required to access them in order to protect children. Relevant information is only shared, in accordance with our information sharing procedures, to support children’s needs during their time at Barefoot Explorers.

Roles and Responsibilities

Our Duty of care is to:

• Keep children safe, and protect them from sexual, physical, and emotional harm and neglect.
• Treat children with dignity and respect at all times.
• Take reasonable steps to ensure children’s safety and wellbeing.
• Ensure confidential information is only shared when it is in the best interests of the child to do so.

Safeguarding Procedures

Children may be abused in a family or in an institution or community setting.  By those known to them or, more rarely, by a stranger for example via the internet.  They may be abused by an adult or adults, or another child or children. We acknowledge that abuse or neglect of a child can take different forms, we refer to the definitions from the Working Together to Safeguard Children 2018 document.

When children are suffering from physical, sexual, or emotional abuse, or may be experiencing neglect, this may be demonstrated through:

• significant changes in their behaviour;
• deterioration in their general well-being;
• their comments which may give cause for concern, or the things they say (direct or indirect disclosure);
• changes in their appearance, their behaviour, or their play;
• unexplained bruising, marks or signs of possible abuse or neglect; and
• any reason to suspect neglect or abuse outside the setting.

At Wildflowers we keep an ongoing record of observations of significant changes in children’s behaviour or appearance as detailed below. These records are stored confidentially in the locked filing cabinet, preventing general access.

• Should a child demonstrate a significant change in behaviour or display inappropriate or hurtful behaviour (at a level that is considered not to be within the expected range of behaviours for the age and stage of development for that child) at Preschool this will in the first instance be discussed with the child’s parents or carers and documented on a Family Communication form and when completed stored in the child’s individual record. These incidents are monitored by The Leadership Team, to identify and act upon any occurring patterns.  This will lead to further communication with parents and seeking advice from other professionals when considered necessary, to help resolve the issues identified and give the child and family all possible support needed. If necessary, a referral to the Children’s Advice and Duty Service will be made.
• Should a child arrive at the setting with an existing injury this it will be recorded on an Existing Injuries Form. Once completed the form is stored in a dedicated confidential file and monitored by Amanda, manager, each half term, to identify and act upon any occurring patterns.  This will lead to further communication with parents and seeking advice from other professionals when considered necessary. If necessary, a referral to the Children’s Advice and Duty Service will be made.
• We will on occasions need to record when there has been an incident, change or significant event, for example a death in the family that has taken place away from the setting involving a child.  This will be recorded on a Family Communication form and stored in the child’s individual record.
• Absences from allocated sessions are monitored half termly through the daily register records. Any causes for concern are highlighted by The Leadership Team of Michaela Brown and Emily Cork, and if necessary, a referral to the Children’s Advice and Duty Service will be made. Communications with the child’s parents or carers regarding the issue of absence will be recorded on a Family Communication form and stored in the child’s individual record.

Parents are normally the first point of contact when a safeguarding issue arise concerning their child. We discuss concerns with parents to gain their view of events unless we feel this may put the child in greater danger. Discussions with the parents will where possible take place face to face, but may happen by telephone, depending on the severity of the concern. If a suspicion of abuse warrants referral to social care, parents are informed at the same time that the referral will be made, except where the guidance of the Norfolk Safeguarding Children Board does not allow this, for example, where it is believed that the child may be placed in greater danger or if the parents cannot be contacted and the referral needs to be made. This will usually be the case where the parent is the likely abuser. In these cases, the social workers will inform parents.

We follow the guidance of the Norfolk Safeguarding Children Board when responding to any complaint that a member of staff, or another adult within the provision, or working on the premises, has abused a child.  We respond to all disclosures by children or adults that abuse by a member of staff or another adult within the setting, or anyone working on the premises, may have taken, or is taking place, by first ensuring the immediate safety of the child and recording the details of any such alleged incident. Any complaint or disclosure is carefully listened to by the person receiving it, reassurance is offered and assurance that action will be taken is given, no promises are made to keep the information secret, and the child(ren) concerned are not questioned.

We respond to all inappropriate behaviour displayed by members of staff, or any other adult working with the children. Inappropriate behaviours include:

• inappropriate sexual comments.
• excessive one-to-one attention beyond the requirements of their usual role and responsibilities, or
• inappropriate sharing of images.

The Leadership Team are available for parents and carers wishing to make concerns known to the setting. A concern can be shared verbally or in writing.

Prevent Duty and British Values

Wildflowers works within the strategy outlined by Prevent, that is to reduce the threat to the UK from terrorism. The Government has defined extremism in the Prevent strategy as: “vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces”.

As we plan the children’s environment and learning opportunities according to Early Years Foundation Stage framework, we ensure children have opportunities to learn right from wrong, mix and share with other children and value other’s views, know about similarities and differences between themselves and others, and challenge negative attitudes and stereotypes (Revised Prevent Duty Guidance, HMG, 2015). Through upholding these values and practices we can promote community cohesion.

As we plan the children’s environment and learning opportunities according to Early Years Foundation Stage framework, we ensure children have opportunities to learn right from wrong, mix and share with other children and value other’s views, know about similarities and differences between themselves and others, and challenge negative attitudes and stereotypes (Revised Prevent Duty Guidance, HMG, 2015). Through upholding these values and practices we can promote community cohesion.

Female Genital Mutilation

Female genital mutilation (FGM) is a collective term for procedures, which include the removal of part or all of the external female genitalia for cultural or other non-therapeutic reasons. The practice is medically unnecessary and is an extremely harmful practice which violates basic human rights. FGM is illegal in the UK through The Female Genital Mutilation Act 2003. All concerns that a child may be at risk of FGM will be shared with the Designated Safeguarding Lead who will then contact the Children’s Advice and Duty Service: 0344 800 8021 and/or Norfolk Constabulary: 101 or in urgent cases dial 999; as would be the case with all other safeguarding concerns.

If you have any questions, queries, or concerns regarding the information given here please arrange to speak with a member of The Leadership Team. Our full Safeguarding and other policies are available upon request.

General Legal Requirements

• Providers must work in partnership with parents and/or carers, to promote the learning and development of all children in their care, and to ensure they are ready for school.
• Providers must put in place a written procedure for dealing with concerns and complaints from parents and/or carers, and must keep a written record of any complaints, and their outcome.
• All providers must investigate written complaints relating to their fulfilment of the EYFS requirements and notify complainants of the outcome of the investigation within 28 days of having received the complaint. The record of complaints must be made available to Ofsted on request.
• Providers must make available to parents and/or carers details about how to contact Ofsted if they believe the provider is not meeting the EYFS requirements.

Statutory Guidance, DfE 2017

Our Policy

Coltishall and Horstead Preschool aims to enhance the development and education of children under statutory school age, by offering appropriate education facilities for children and families regardless of race, culture, religion or means to attend. (See Terms of Reference Policy)

We welcome all comments from families about our provision. We recognise parents are the prime educators of their child and that comments, whether negative or positive, about our setting are made with the child’s interest at heart.

Procedure

Stage 1

• Parents wishing to make positive comments may do so verbally, directly to the staff or committee, or in writing via letter or in the comments book found on the parents table. Positive comments are a good way for parents to let us know that they value and appreciate aspects of the Preschool. This gives everyone concerned the chance to build on good practice which promotes children’s learning and development and enhances our Preschool as a whole, through our reflective action planning.
• Parents wishing to make concerns known to the setting should initially talk to a member of the Preschool Leadership Team. Most problems can be addressed in this way, these problems should be resolved within a reasonable timescale.
• A complaints record form will be filled in by the member of staff receiving the complaint. (See attached Complaints Record Form).
• SAFEGUARDING – If parents/carers have a concern about what they have seen or heard in the Preschool, and it is related to a serious Safeguarding Concern then the Leadership Team must contact Ofsted on 0300 123 4666 and follow our Preschool Safeguarding Procedures (See Safeguarding policy).
• FUNDING – If the issue is regarding the way in which the funding entitlement is offered, then this will be addressed by the Leadership Team in the first instance. The Local Authority will intervene where the complaint refers to Early Education entitlement, which is not compliant with legislation, other published statutory advice. The Local Authority will not intervene where parents choose to purchase additional hours of provision or additional services providing that this does not affect the parent’s ability to take up their child’s free place.

Stage 2

• If the parent is not satisfied with the outcome from stage 1, they should put their complaint in writing, either via letter or using the complaints book found on the parent table.  Details of this policy and formal record sheets are also copied in the complaints book.
• Parents who are not comfortable with making written complaints can request the preschool Leadership Team Member to fill in the form on their behalf for them to sign.
• Written complaints are followed up with an investigation by the preschool Leadership Team or the chair of the committee. Where appropriate the concern will be raised at the next staff meeting, and committee meeting.
• When the investigation of the complaint is complete either the preschool Leadership Team or the chair of the committee will meet with the parents to discuss the outcome.
• Parents will be informed of the outcome of the investigation within 28 days of making the complaint.
• Details of the investigation are recorded on the Complaints Investigation Record Form (See attached). All record forms relating to the complaint are retained in the Complaints File in the locked filing cabinet in the Preschool storage cupboard.

Stage 3

• If the parent is not satisfied with the outcome of the stage 2 investigation, they are able to request a meeting with the preschool Leadership Team and the Chair of the committee, to discuss the complaint further.
• At this meeting, a Complaints Record Form (See Attached) will be written and signed by all parties. This form will detail the agreed record of the discussion, as well as any decisions and actions to be taken as a result.  All parties at the meeting will be given a copy of the form.
• All record forms relating to the complaint are retained in the Complaints File in the locked filing cabinet in the Preschool storage cupboard. 

Stage 4

• If at the stage 3 meeting the parent and setting cannot reach agreement, an external mediator will be arranged, with the support of our advisors from Norfolk County Council Early Years Team to help settle the complaint.  This should help both sides to clarify the issues and reach an amicable solution.
• All meetings held will be recorded on a Complaints Record Form (See Attached), which are agreed and signed by all parties involved.
• All record forms relating to the complaint are retained in the Complaints File in the locked filing cabinet in the Preschool storage cupboard. 

Stage 5

• Should any situation still not be resolved the parent or family may approach Ofsted on 0300 123 1231 or the complainant can also access the online form: www.gov.uk/complain-about-school.  These details are displayed on the Preschool notice board.
• Everyone involved with the discussion and outcome of a complaint will be expected to treat information as confidential and will not discuss the situation with anyone else. (See Confidentiality Policy, Code of Conduct)
• Any written complaint records will be stored and accessed in accordance with the Data Protection Act 1998.  (See Confidentiality Policy).

General Data Protection Regulations (GDPR) 2018

Coltishall and Horstead Preschool is committed to upholding high professional standards by

storing personal data securely and acting to ensure that it is only shared with those that have a right to access it. The data below is extracted from our GDPR guidelines. Complaints made to the preschool will be held on file for 6 years from the date it was completed. (Document Retention Policy)

Further Guidance

Data Protection Act 2018 (GDPR – General Data Regulation)

Freedom of Information Act 2000

Complaints to Ofsted about schools: guidance for parents and carers, Ofsted 2014

Statutory framework for the Early Years foundation Stage – Effective 1^st September 2021

Best Practice guidance for school complaints procedures. DfE 2020 – updated January 2021

General Legal Requirement

• Providers are responsible for managing children’s behaviour in an appropriate way.
• Providers must not give corporal punishment to a child.
• Providers must not threaten corporal punishment and must not use or threaten any punishment which could adversely affect a child’s well-being.

Statutory framework for the Early Years Foundation Stage, 2017 2021

OUR SHARED BELIEF

We believe that every child should be given a safe, stimulating and welcoming environment in which they can learn and grow.  We place particular importance on relationships with peers and key person and the development of self-esteem, self-awareness and a thirst for knowledge.  We do this by offering opportunities to play, investigate and explore that challenge, extend and develop all learning.  In our setting the children are supported, encouraged and valued by experienced and qualified staff

Our values

Wildflowers- Coltishall and Horstead Preschool are committed to:

• Respecting the importance of positive interactions and relationships between key person, children, families, staff and committee
• Acknowledging and respecting children’s rights (United Nations Convention for the Rights of the Child, 1989) and recognising the diversity that exists in everyone.
• Protecting children from aggression by providing them with a safe and secure environment, and the opportunity for positive and respectful interactions with adults and other children.
• Recognising that children’s behaviour reflects their level of development and is influenced by a range of factors (for example: culture; family structure and circumstances; transitions; different rules in different situations; abuse; and Special Educational Needs and Disabilities (SEND) can all impact upon children in a variety of ways resulting in different behaviours). (NSPCC- Positive Parenting. 2022).
• Providing a learning environment that supports the growth, wellbeing and development of the whole child.
• Respecting cultural practices and beliefs and working in partnership with parents/guardians and other professionals with issues relating to the guidance of a child’s behaviour.
• Encouraging children’s learning in identifying their own rights, needs and feelings with those of others, to interact effectively and, in doing so, to gain an understanding of how their actions can affect others (Using various children’s books and ‘The Colour Monster’ feelings and emotions resources).
• Engaging only in practices that are respectful of, and provide security for, children and that in no way degrade, endanger, exploit, intimidate or harm them psychologically or physically.
• Recognising that setting limits for behaviour is important for the safety and protection of children, staff, visitors, and the environment.
• Reflecting the values, attitudes and current recommended strategies that promote positive behaviours.
• Ensuring children feel secure, comfortable, valued and a sense of belonging (British values.)

Scope

This policy applies to all staff, volunteers, parents/guardians, committee members, students, professionals, and any other persons involved in the care and education of the children at Wildflowers- Coltishall and Horstead Preschool.

Definitions

• Expected/positive behaviour: will be based on the individual child’s level of development. Expected/positive behaviour will facilitate the growth of each child’s self-confidence and ability to recognise and manage their own emotions and behaviours, and the development of positive relationships and friendships.
• ‘Normal’ challenging behaviour: behaviour associated within the usual boundaries of play and learning, for example disagreements over: sharing or possession of toys; leadership of games; roles of characters; and demonstrations of independence (saying ‘no!’)
• Unacceptable/ hurtful behaviour: Behaviour which places the individual, other children and staff at risk; inhibits and disrupts leaning and building relationships; is destructive; and reoccurring.
• Reoccurring behaviour is any unacceptable/hurtful behaviour which occurs three or more times during a half-term.

Procedures

Expected/ positive behaviour

To encourage expected/ positive behaviour from children all staff are consistent in their expectations, instructions, and boundaries by using scripted/ positive phrases and following our Preschool rules:

Staff Script

• Walk thank you.
• Kind hands are gentle.
• Kind words are ‘please and thank you’
• Kind feet are for walking, running, skipping, and jumping.
• When you have … then we can….
• Identify an object by its name and its purpose for example: “the climbing frame is for climbing”, “the broom is for sweeping”.

Visual cues

• Visual timetable
• Now and then picture cards
• Busy board

Preschool Rules

• We have kind hands
• We have kind feet
• We have kind words
• We listen to our friends and adults
• We keep our room tidy
• We have fun

• Staff demonstrate their high expectations when communicating.  Statements or instructions are suited to child’s development, for example short sentences are used rather than questions; limited choice are given (“would you like a blue plate or an orange plate?”); and ‘when and then’ (“when you have put your lunch away, then we will go outside”).
• Speak in the positive using: ‘yes’ and avoiding using ‘no’ where possible (“Yes you can have a turn after Bob”, instead of “No it’s not your turn”).
• Focusing on what children ‘can do’ rather than what they ‘cannot’ (“Please walk, I need you to be safe” instead of “Don’t run!”)
• Model behaviour they expect to see for example, kindness, sharing and caring by demonstrating friendliness, respect and care to other adults and children.
• Positively reinforce children’s positive behaviour by giving the child(ren): a sticker, verbal praise or physical praise (high five or thumbs up). If on a behaviour support plan, we would add positive behaviour to their Star Chart or Reward chart.
• Have and maintain positive body language. For example, position themselves at the child’s level, ensure eye-contact and kneel/ sit/ crouch to the side of the child (do not stand directly in front as this can be seen as an aggressive stance).
• Staff will always try to redirect a potential difficult situation where appropriate.

‘Normal’ challenging behaviour and unacceptable/hurtful behaviour

For children under 5 years hurtful behaviour is momentary, spontaneous, and often without thought for the individual they have hurt. At some point children will hit, kick, bite, and spit at each other or adults due to the nature of their play and/or high emotions at the time which they are yet to learn how to deal with. Biting is believed to be related to developmental stage and is as natural to young children as hitting and kicking.

To manage this behaviour all staff will:

• Provide a challenging, stimulating, and fun learning environment with areas for quiet time which will keep the children engaged and offer quiet spaces for reflection and calming down.
• Ensure there are enough toys and resources on offer to reduce disagreements over possession and time waiting for turns. Where this is not possible staff will help children develop sharing techniques by using sand timers as a visual stimulus for those waiting for a turn and as a cue for children to finish their turn.
• Acknowledge that children will say ‘no’ demonstrating their developing independence. Staff will allow this where appropriate. Where children are required to complete a task or action staff will use statements rather than questions “You need to put your coat on for our trip to the allotment” instead of “can you/shall we put your coat on?” Staff will also use ‘limited choices’ for example “are you going to hold my hand or Sophie’s hand?”
• Observe children’s play/activities and where potential challenging behaviours are appearing (for example, children becoming cross/frustrated/bored or over-stimulated) staff will redirect the child’s play (for example by spending 1-1 time focused on drawing or completing a worksheet, or distract the children with adult-led ring games).

Procedure for managing ‘normal’ challenging behaviour

Where there has been a disagreement between children for example over sharing staff will:

• Calmly interne and remove (if any) the item/toy that has created the disagreement.
• Talk to all children involved and ask what happened- Using colour monster prompts.
• Ask the children (where developmentally appropriate) how we can make this better. Could they use a sand-timer and take turns?

Where a child has been hurt Staff will:
1) Comfort Child A (victim) and apply first aid where necessary.
2) Staff will say to Child B (produced hurtful behaviour) in a quiet calm voice “[Biting/hitting/kicking/ spitting etc] is not okay it hurts your friends”. Staff will make it clear to the child it is the behaviour not the child them self that is unwanted.
3) Child B will be reminded of preschool rules – clear, short sentences appropriate to child’s level of understanding “Kind hands, Kind feet, etc” but staff should also explain what this means (kind hands are gentle) and demonstrate this to the children.
4) Staff will encourage child B to make amends to child A “How can you make them better/happy?” For example: say sorry; get a story/teddy for them; help with first aid by getting the icepack or a wet cloth. Staff will NOT insist they say sorry. Both children will be redirected into new play or an activity.
5) Staff may encourage the child to use the ‘thinking area’ to reflect and refer to the emotion’s resources in this area.

If the behaviour happens more than twice in the session or child B becomes distressed, staff will (between steps 1 and 2) remove child B from the situation and sit in a quite space until the child is calm known as a ‘cool down’ strategy. Staff can use calming resources (see behaviour toolkit in Behaviour folder) for example breathing techniques to help the child.  Staff will repeat step 2 and talk to the child (as developmentally appropriate) about what happened, the child’s feelings and child A’s feelings. Staff may use a ‘thinking book’ where children use laminated cards depicting images of behaviours, actions and feelings (usually available in the room). This visually helps the child identify what has happened and their feelings thus providing ownership of their behaviour. Staff will continue to step 3 and 4.

• It is important to note that: ‘cool down’ strategies are to be used as an opportunity for the adult to assist the child in developing self-calming behaviours and to allow the child to gain composure and control. It is viewed as a learning opportunity, not as punishment. Occasionally, there could be circumstances in which a child becomes over-stimulated and out of control and may need to be removed from the situation. However, this approach should only be used when there is immediate danger of the child being hurt or hurting another child and when other strategies to guide children’s behaviour have not worked (for example redirecting play, distractions, focus 1-1 time, reminders of preschool rules).  A staff member will always remain with the child.
• Where use of ‘cool down’ strategies and other interventions are becoming frequent staff will follow procedure for unacceptable/ hurtful behaviour and begin observations. Staff understand 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.
• When hurtful behaviour becomes problematic, we work with parents to identify the cause and find a solution together.

Unacceptable/ hurtful behaviour procedure

Before the unacceptable/hurtful behaviour develops

To help prevent unacceptable/ hurtful behaviour staff at Wildflowers- Coltishall and Horstead Preschool will use de-escalation strategies with such children in order to prevent the behaviour from occurring.

To de-escalate behaviour staff will use:

Positive Phrasing

‘Come join us for a story’

Limited Choice

‘Would you like to sit on the chair or bean bag for the story?’

Disempowering the behaviour

‘You can listen to the story from there’
‘You can stay under the table. Come out when you’re ready’

Staff will avoid negative phrasing such ‘don’t be silly’, that’s naughty or ‘get in here now’.

• Staff will also be mindful of body language in such situations.
• Escalating body language includes being inside of an outstretched arm, too close, toe to toe, eye to eye, blocking the path, aggressive gestures, or being over bearing.
• De-escalating body language includes being outside of an outstretched arm, sideways stance, leaving an open door, relaxed hands, managing height.
• When staff see a child needing this type of support, they will use a de-escalation script that is as follows:
  “(Name of child) I can see something has happened”
  “(Name of child) I am here to help”
  “(Name of child) I will listen”
• With children who are known to require such intervention on a regular basis their key person will have a Child Specific Risk Management Plan. This will be developed with the child’s parents, and the Behaviour Lead, Holly Tyler.

During the behaviour’s occurrence

Only Preferably, staff qualified in ‘Step on’ training will use the following strategies where necessary to manage the child’s behaviour and move them to a safe space.
All photos are from the Norfolk Steps Training Materials

De-escalation stance

• Outside personal space
• Sideways position
• Open hands
• Soft knees
• Feet shoulder width apart
• Repeat de-escalation script

Guiding and Escorting

  Open Mitten

• Fingers together
• Thumb away from fingers
• Palms parallel to floor
• The hand should remain in a mitten to avoid the possibility of gripping.
• Gripping hands can result in bruising consistent with poor practice

Open Mitten Guide

• Open mitten hand
• Guiding just above the elbow
• Adult positioned slightly behind with extended straight arm

Open Mitten Escort

• Open mitten hands
• Child’s elbows close to the body
• Guiding above elbows
• Arm across upper back
• Hip in, head away
• The hand should remain in a mitten to avoid the possibility of gripping.
• Gripping hands can result in bruising consistent with poor practice.

Closed Mitten

• Flat hand
• Fingers and thumb together
• The hand should remain in a mitten to avoid the possibility of gripping.
• Gripping hands can result in bruising consistent with poor practice.

Supportive Hug

• Hip in, head away
• Side to side stance
• Closed mittens
• Hand on each shoulder
• Use ‘de-escalation script’

Supportive Arm

• Hip in, head away
• Closed mitten
• One hand on shoulder
• One hand cupped around arm between elbow and shoulder

After the behaviour’s occurrence

After such an incident, children will be given the opportunity to reflect on their behaviour, repair any damage and restore any relationships.

A restorative approach focuses on the harm that has been done and how it can be repaired. More simply, it involves asking:

• What happened?
• What were people thinking and feeling at the time?
• Who has been affected and how?
• How can we put right the harm/ make it better?

While restorative questions might include:

• How are you going to be friends again?
• How can you make child A/staff feel better/ happier?
• What do you think “….” might need?

As such, children will still have a consequence to their behaviour, but through the reflect, repair and restore technique they will identify this for themselves, and thus contribute to improving their internal discipline and behaviour management strategies.

Staff can also use a ‘thinking book’ where children use laminated cards depicting images of behaviours, actions and feelings. This visually helps the children identify what has happened and their feelings thus acknowledging their ownership of the behaviour.

Physical intervention

When a member of staff is required to use a physical intervention such as an

Open Mitten Escort, the member of staff will be required to complete an incident form detailing what happened before, during and after the physical intervention and which methods of restraint were used. This form is then filed in the children’s confidential record and monitored as necessary. The Preschool Manager and/or the Behaviour Coordinator will be notified of the incident immediately.

Reoccurring unacceptable/ hurtful behaviour

Procedure

Where unacceptable/hurtful behaviour is becoming a common occurrence (three or more incidents during a half-term) and causing harm to the child or others (children and/or staff) staff will:

• Follow procedure for managing the behaviour.
• Coordinate with parents/carers, discussing and investigating any potential causes for the behaviour (new family circumstances, abuse, Special Education Needs or Disabilities (SEND).
• Where there are signs of abuse staff MUST follow procedures as outlined in the Safeguarding policy.
• Where the child may have SEND staff will follow SEND policy and procedures.
• Examine the patterns of behaviour using the Daily Observations grids Star Charts. Is there a reason for the behaviour’s occurrence: transitions (arriving, lunchtime, leaving); the environment (are there enough toys for learning and development stage? Are there enough of the same toys to solve sharing issues? Is the room too busy and loud?).
• Complete a Record of Harm form and Coltishall and Horstead Preschool Behaviour Incident form for each occurrence to monitor the type of harm caused to child, peers and staff (physical, emotional, loss of learning) this will be essential evidence if additional funding is required. The Behaviour incident form provides a copy of the information for parents/carers. (All forms to be located in Behaviour Folder)
• Staff will review the observation grids Star Charts and where necessary carry out an Individual Risk Assessment for the child (Behaviour folder).
• If the child scores above 6 on the Risk assessment staff will create a Child Specific Risk Management Plan (Behaviour folder). Staff will discuss and involve parents/carers at all times. All staff must be aware of the plan and consistent in delivering it.
• Behaviour incident forms completed and signed by parent/carers are to be filed in the Health and Safety Folder (filing cabinet). All completed Behaviour forms (Record of harm sheet, observation record, Risk assessment and management plan) to be filed in Confidential Managing Children’s behaviour folder (filing cabinet) and where appropriate the confidential SENCO folder (filing cabinet).
• Any blank forms linked to behaviour, including copies of the incident forms can be found in the behaviour folder on the safeguarding shelf.
• Any completed incident forms linked to behaviour will be stored in a separate behaviour folder located in the locked drawers. (Each child has their own file within this folder)
• STAR (Positive and difficult) are used to record individual children’s behaviour that are currently on behaviour management plans. Blank copies of this can be found in the behaviour folder. Copies currently being used will be privately kept on key workers clipboards for staff to use daily where appropriate.
• All Behaviour incident forms and any other behaviour records are reviewed every half term by the Behaviour Lead. These are collated and stored away at the end of each term in the locked filing cabinet.
• The first priority if a staff member has concerns over a child’s behaviour, is to liaise with the Behaviour Lead – Holly and a Manager, to strategies a behaviour support plan.
• A meeting will then be held between the key worker, Behaviour Lead and parents/carers to discuss further and gain parental input. Parents/carers will always be informed of each step taken, unless deemed unsafe due to safeguarding concerns.
• Early intervention from the Preschool will also be the first step and resources provided where necessary, however, suggestions may be made to make a referral to an outside agency.
• If the above strategies and all steps have been taken in supporting the child and family by the setting and outside agencies, Wildflowers have the right to exclude a child for an agreed period of time. This would be carefully considered and all evidence will be thoroughly collated to ensure there are no other options beforehand. This will be an agreement between the Manager, Behaviour Lead, Key worker and Chair of Trustees.

Covid-19

• During times when Covid-19 presents a risk in the community the above procedures are still relevant. Additional Personal Protective Equipment is available to all staff and should be used as instructed, when specified in an individual’s risk assessment or when considered a necessary precaution by an individual member of staff in the return to work information provided by staff.
• PPE for the purpose of carrying out the terms of your employment will be provided to you by the Preschool. Government guidance states that it is not necessary for staff or children to wear PPE generally in school or childcare settings unless within a situation that PPE is normally required or if you are tending to person that has become unwell. If you are wanting to use PPE above what is considered to be necessary to ensure safety, then individual members of staff are welcome to wear additional PPE at their own cost. For example, cloth face coverings. The wearing of additional PPE should not cause you to become unable to carry out your role at preschool. Reusable face visors are available should you wish to use them whilst engaging in low level activities with children to deter children and yourself from making contact with your face and / or to shield from unexpected coughs and sneezes of children, to further reduce risk of contamination.  This use of face shields will be at individual staff members discretion.
• Further guidance is available at: https://www.gov.uk/government/publications/covid-19-personal-protective-equipment-use-for-non-aerosol-generating-procedures

https://youtu.be/-GncQ_ed-9w

https://www.nhs.uk/live-well/healthy-body/best-way-to-wash-your-hands/

Additional support

Children’s services may have access to a range of existing support services in place that they contact, including:

• Early childhood intervention services
• Preschool field officers for children attending the funded kindergarten program
• Inclusion support facilitators
• Paediatric services
• Specialist children’s services
• Other health professionals, such as psychologists, speech pathologists or occupational therapists.

Parental consent is required when a referral for intervention is requested by staff.

           Just One Norfolk, Norfolk County Council and NSPCC all have useful information available on their websites for both parents/carers and staff. A sheet is available for both parents/carers and staff to refer to, when necessary, with useful links, located in the behaviour folder on the safeguarding shelf.

References

Department for Education (2017) Statutory Framework for the early year’s foundation stage. [online] Available at: https://www.foundationyears.org.uk/files/2017/03/
eyfs_statutory_framework_2017.pdf

United Nations Convention for the Rights of the Child (UNCRC) (1989) ‘FACT SHEET: A summary of the rights under the Convention on the Rights of the Child’ [online] Available at http://www.unicef.org/crc/files/Rights_overview.pdf

NSPCC- Positive Parenting, 2022. https://padlet.com/Trainer2021/c23jp3xwdbp0h1u5/wish/2212052249

General Legal Requirements

• Early years providers must guide the development of children’s capabilities with a view to ensuring that children in their care complete the EYFS ready to benefit fully from the opportunities ahead of them.

Practitioners must:

• Consider the individual needs, interests, and stage of development of each child in their care and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development.

Statutory Guidance, DfE 2021

• Have due regard to the need to eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Equality Act 2010.
• Have due regard to the need to advance equality of opportunity between people who share a protected characteristic and those who do not.
• Have due regard to the need to foster good relations between people who share a protected characteristic and those who do not.

Equality Act, 2010

Our Policy

Coltishall and Horstead Preschool has been formed to enhance the development and education of children primarily under statutory school age, by offering appropriate education facilities for under 5’s, for children and families regardless of race, culture, religion or means to attend.

(See Terms of reference Policy)

Our aim is to provide an inclusive environment by actively seeking to remove barriers to learning. We will make all “reasonable adjustments” to accommodate children and adults a disability.

(See SEND Policy)

We recognise that children and their families come from diverse backgrounds; and will have varied life experiences and needs. 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. We understand that these factors affect the well-being of children and can impact on their learning and development. Through our provision of the EYFS we have high expectations of all children in our care, and we work in partnership with each child’s family throughout their placement with us. 

We also aim to ensure that all who wish to work in, or volunteer to help within our Pre-school have an equal opportunity to do so. We will ensure that our service is fully inclusive in meeting the needs of all children.

Procedure

• It is our intention to make our setting accessible to children and families from all sections of the local community, and from further afield.
• We will, wherever possible, provide written materials in languages other than English according to the needs of individual families. We work closely with all families through our key person and induction system to find and establish a mode of communication to suit individual circumstances. For example, this may be in the form of a translator, text messaging, email, individual meetings.
• Operate our waiting list by age and length of time on list. In addition, we may take into account the following:
• the vicinity of the home to the setting; and
• siblings already attending the setting.

(See Admissions Policy)

• As a child and their family prepares to begin their placement at our Preschool, we introduce our key person system to begin the development of a positive, friendly and professional relationships between the child, their family and our setting. By developing two-way information sharing we aim to ensure that we are fully aware of a child’s and their family’s needs so that we can provide for them.

(See Transition Policy, Key Person 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 protected characteristics are:

• disability.
• race.
• gender reassignment.
• religion or belief.
• sex.
• sexual orientation.
• age.
• pregnancy and maternity; and marriage and civil partnership.

• We comply with our specific duties of preparing and publishing specific and measurable equality objectives, and information that demonstrates our compliance with the general duty. This information is presented as part of our Annual General Meeting.

• Our setting SENDCo, works with individual families, key persons, and other agencies to enable Coltishall and Horstead Preschool to support children with SEND. On some occasions our setting may not be able to meet a child’s needs and therefore will not be able to offer a placement at that time. On these occasions the family will be fully informed of the reasons why it is not possible to offer a placement at this time, and will be later informed when the setting is able to offer the child a placement that will meet their needs if such a time arises. 

(See Confidentiality Policy, SEND Policy)

• We track each child’s learning and development through our key person system. This allows us to identify the levels of development for different groups of children so that we can plan to support them further. These comparison groups may include girls and boys, minority ethnic and faith groups, children with Special Educational Needs and Disability, travellers, and asylum seekers.

Employment

• Posts are advertised and all applicants are judged against explicit and fair criteria. All job descriptions include a commitment to promoting equality and recognising and respecting diversity as part of their specifications.

• Applicants are welcome from all backgrounds, and posts are open to all. No applicant will be rejected on the grounds of age, gender, sexuality, class, means, family status, disability, race, ethnic origin, culture, or belief, unless this compromises our commitment to Safeguarding. 

(See Safer Recruitment Policy)

• We may use the exemption clauses in relevant legislation to enable the service to best meet the needs of the community.

• All applicants are treated fairly through the application process. The applicant who best meets the criteria is offered the post, subject to satisfactory references and Enhanced DBS Check with child barring list check.  

(See Safer Recruitment Policy)

Training

• Through regular supervisions and informal discussions, training opportunities for staff, volunteers and students are pursued to enable them to develop anti-discriminatory and inclusive practices, which enable all children to flourish.

• To ensure children requiring additional care can access our provision we will seek additional training for staff as required to ensure where possible that they are confident and fully trained in administering relevant medicines and performing invasive care procedures before undertaking these tasks. 

(See Admissions Policy, Managing Sick Children Policy)

• All staff, volunteers and student’s complete induction training that covers the understanding and implementation of this policy and its procedures. The manager and lead SENCo for the Preschool, review the settings practices to ensure the promotion of equality, valuing diversity and inclusion is fully embedded. Any matters arising will be discussed at staff meetings.                                                  

(See Staffing Policy)

Curriculum

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. Opportunities will be given to children to explore, acknowledge and value similarities and differences between themselves and others. Using the Early Years Foundation Stage (EYFS) and” In The Moment Planning “we follow each individual child’s interest and opportunities through play that encourage children to develop positive attitudes towards themselves as well as towards people who are different from themselves. We encourage children to empathise with others and to begin to develop the skills of critical thinking.

We do this through visual prompts, positive phrasing, and modelling of behaviours, in addition to the following:

• Making children feel valued and good about themselves and others.
• Ensuring that children have equality of access to learning.
• Adjusting the environment and resources to accommodate a wide range of learning, physical, and sensory impairments as appropriate and required. If it is not possible to adapt the physical environment, we will consider alternative ways to ensure needs are met.
• 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 a 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 that individual children may practice.
• 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 a the curriculum and are supported in their learning.
• Ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages where appropriate and in consultation with the family.
• Allowing children to take responsibility for their own actions.
• Allowing children to participate safely, in clothing that is appropriate to their religious beliefs.
• Encouraging and providing for full participation, regardless of disabilities or medical needs.
• Our environment is as accessible as possible for all. If access to the setting is found to treat disabled children or adults less favourably then we make reasonable adjustments to accommodate the needs of disabled children and adults.

(See Admissions Policy, & SEND Policy)

Valuing diversity in families

Through the positive partnerships we aim to develop with families we welcome the diversity of lifestyles and work and provide stay and play sessions and activities so that families can actively engage in Preschool life. We communicate with families in a variety of different ways to develop inclusion and information sharing. Key persons will work in partnership with families to ensure the most effective mode of communication is available to them.

(See Key Person Policy, Family Partnership Policy, EAL Policy)

Children are given opportunities throughout Preschool sessions to share stories of their home activities, most notably children can talk about matters that are important to them with their key person, at snack time with their friends or in group activities.

(See EAL Policy)

We offer a flexible payment system for families of differing means.

All families through the completion of their child’s registration form are invited to join the Preschool committee to ensure all who wish to be involved in the organisation and management of our setting have an equal opportunity to do so.

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.

(See Key Person Policy, Family Partnership Policy)

• 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.
• All dietary requirements are recorded and are made aware to all staff/volunteers preparing and supervising snack/lunch or cooking activities. 

(See Healthy Eating Policy)

Monitoring and reviewing

• To ensure our policies and procedures remain effective we will monitor and review them, according to the schedule displayed in the front of the policies folder, to ensure our procedures meet the overall aims to promote equality, inclusion and valuing diversity.
• Any discriminatory behaviour and remarks will not be accepted at Pre-school. Our response will aim to be sensitive to the feelings of the victim(s) and to help those responsible to understand stereotypes and overcome their prejudices.
• We have a complaints procedure for parents to use and this is detailed in the Welcome Pack that they receive upon registration. (See Comments and Complaints Policy)
• We actively discourage children displaying unkind or hurtful behaviour at Preschool. On occasions when this type of behaviour does occur member of staff would talk to the child and explain that the behaviour was unkind, we would take into the account the maturity of the child, the parent/ carer of the child would be told of his/ her inappropriate behaviour and we would work together to redeem the situation. The behaviour and communication with parent/ carer will be recorded and they would receive a copy of this. 

   (See Managing Children’s Behaviour Policy)

Covid-19

During times when Covid-19 is presenting a risk in the community and this results in restrictions to our usual services the preschool, led by The Leadership Team, we will ensure that those with special educational needs and/or disabilities are supported throughout this time in communication with their family, the early years department and any other professionals involved. If it is necessary to restrict the number of places available to minimise the risk of the transmission of the virus then these places will be prioritised according to the guidance given by the government or local authority at the time.

Further Guidance

Statutory Guidance, DfE 2021

Equality Act 2010

SEN code of practise 2014

DfE Special educational needs and disability code of practice 0 to 25 years January 2015

Children Act 1989, 2004

Helping Children with SEND to continue their education during coronavirus (COVID 19) April 2020

DfE Statutory framework for the early year’s foundation stage 2021

Reviewed & Adopted by Manager & Committee on (date):  12.10.2021

Authorised by Setting Manager (name):

Signature: _________________________________________

Authorised by Trustee (name): J Ward

Signature: _________________________________________

Period of next review (month / year): __________________

It is our intention to make our setting accessible to children and families from all sections of the local community, and from further afield.  We advertise our services in local magazines, in local shops, at Coltishall Primary School, Coltishall village hall, and through the FIS (Family Information Service).