Our Policies
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Puffins Preschool will comply with its obligations under the Race Relations Act 1976, the Race Relations Act 1976 (Amendment) Regulations 2003, the Sex Discrimination Act 1986, the Rehabilitation of Offenders Act 1974 and the Disability Discrimination Act 1995 (as amended by the Special Educational Needs and Disability Act 2001,) The Employment Act 2002 and The Children Act 1989.
Aims
It is our intention to make our pre-school genuinely accessible to children and families from all sections of the local community.
Procedures
We advertise the setting in the local community and surrounding villages.
We ensure that information about our setting is accessible and provided in written and spoken form.
We will provide translated written materials where language needs of families suggest this is required, as well as access to an interpreter. Where necessary, we will try to provide information in Braille, or through British Sign Language.
We describe our setting and its practices in terms that make it clear that it welcomes both fathers and mothers, other relations and other carers, including childminders.
We describe how our practices treat each child and their family, having regard to their needs arising from their gender, special educational needs, disabilities, social background, religion and ethnicity or from English being a newly acquired additional language.
We make our Valuing Diversity and Promoting Equality Policy widely known.
We consult with families about the opening times of the setting to ensure we accommodate a broad range of families' needs.
Where possible we are flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the setting that provides stability for all the children.
We offer sessions with a range of different pick up and drop off times.
Admissions into Pre-school
1 Appling to the Playleader or Office Manager, who will provide current information and maintain a Note of Interest List in order of date of birth to allow a child to start at pre-school as soon after their second or third birthday as possible (being on the waiting list will not guarantee a place).
2 When possible priority will be given in this order :-
to children who
1. Children currently at the setting and in age order
2. Are cared for or have a special need
1. live within the Parish of Beer, in age order
2. have siblings at Pre-school already
3. receive funding and in age order.
4. non-funded new starters in age order.
In cases when there is a shortage of space, only two sessions will be offered to new starters in their first term if there is space. In cases of dispute, admissions will be at the discretion of the Committee.
1. Offering a choice of sessions where possible and ensuring that every effort is made to accommodate preferences;
2. Children, who are recognised as having Special Educational Needs, will have provisions made as necessary in this area.
Inclusion
1 Describing the pre-school and its practises in terms which make it clear that it welcomes both fathers and mothers, other relations and carers, including childminders and people from all cultural, ethnic, religious and social groups, with or without disabilities, and by ensuring the Equal Opportunities Policy is widely know;
2 We monitor the gender and ethnic background of children joining the group to ensure that no accidental discrimination is taking place;
3 We consult with families about the opening times and number of sessions of the pre-school and being flexible about attendance patterns;
4 We endeavouring to provide for emergency admissions; (Cared for children, Travellers,)
If you require any further information regarding Pre-school or admission into Pre-school, please contact the preschool
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Whistle Blowing Policy and Procedure.
Statement of Intent
It is our intention that staff, volunteers and students working at Puffins Pre-school feel confident about coming forward and reporting any issues/concerns that they may have regarding the areas documented below, whilst remaining protected from any subsequent discrimination.
Aim
• Ensure staff understand their responsibilities and feel confident in raising and reporting a serious concern at the earliest opportunity
• Provide avenues for staff to raise concerns and receive feedback on any action taken
• Ensure that staff receive a response to their concerns and that they are aware of how to
pursue them if they are not satisfied
• Reassure staff that they will be protected from possible reprisals or victimisation if they have
made any disclosures in good faith
Any concerns can be reported without this leading to any harassment or victimisation, and every effort will be made to keep both the concern and the member of staff’s identity confidential
What should be reported?
• The inappropriate treatment or care of a child
• Any breach in the behaviour of manager, staff, student or volunteer
• Discrimination of any kind
• Concerns that could impact on the health and safety of the children or adults
Methods
• a concern can be initially raised by any staff member to their Play leader and/or the Manager or Committee chair.
• Discuss the nature of the concern together with the background, history of the concern and provide the relevant dates of incidents
• A distinction will be made as to whether the concern is a complaint, grievance or a whistleblowing concern.
• There is no expectation that staff prove beyond doubt the truth of their suspicion; however they will need to demonstrate that they are acting in good faith and there are reasonable grounds for their concern.
• All employees will be treated fairly. Concerns will be dealt with in the following way:
Initial enquiries will be made to decide whether an investigation is appropriate and if so what form it should take.
• The incident will be investigated by the Play leader and/or the Manager, Committee and/or Ofsted.
• If appropriate it will be referred and put through established Safeguarding children procedures and may form the subject of an independent inquiry
• Within ten working days of a concern being raised, the member of staff will receive in writing:
• Acknowledgment that the concern has been received
• An indication as to how the Pre-school Learning Alliance will proceed to deal with the matter
• Supply the member of staff with information on staff support mechanisms
• Inform the member of staff concerned as to whether any further investigation will take place and if not, why not.
Who to Contact
To raise concerns about failures in practices and procedures for the safeguarding of children in early years settings in Devon, the member of staff , volunteer or student should contact.
• MASH (Multi Agency Safeguarding Hub)
Tel: 0345 155 1071
Email: mashsecure@devongcsx.gov.uk
• Ofsted – Whistleblowing hotline – 0300 123 3155
(Monday – Friday from 8am to 6pm).Email: whistleblowing@ofsted.gov.uk
By post to
WBHL,
Ofsted,
Piccadilly Gate,
Store Street.
Manchester.
M1 2WD.• Link to NSPPC website and info - https://www.nspcc.org.uk/fighting-for-childhood/news- opinion/new-whistleblowing-advice-line-professionals
The hotline can be used by anybody who has a whistleblowing concern about services or practice in any local authority, or in a care or educational setting regulated and inspected by Ofsted.
It may be necessary for the Pre-school Learning Alliance to interview staff to ensure that their disclosure is fully understood. Any meeting can be arranged away from the workplace, if so wished, and a representative or a friend may accompany the involved member of staff for support.
If there are any difficulties experienced as a result of raising a concern, support will be offered.
Staff will be kept informed, of the progress and outcome of any investigation to assure that any disclosure has been properly addressed unless legal reasons determine otherwise
Confidentiality – will be maintained and every effort will be made not to reveal a member of staff’s identity if they so wish. If however a member of staff makes an allegation frivolously maliciously or for personal gain, appropriate action, that could include disciplinary action, may be taken.
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Making a complaint
Policy statementOur setting believes that children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes. We welcome suggestions on how to improve our setting and will give prompt and serious attention to any concerns about the running of the setting. We anticipate that most concerns will be resolved quickly, by an informal approach to the appropriate member of staff. If this does not achieve the desired result, we have a set of procedures for dealing with concerns. We aim to bring all concerns about the running of our setting to a satisfactory conclusion for all of the parties involved.
Procedures
All settings are required to keep a written record of any complaints that reach stage two and above, and the outcome. This is to be made available to parents, as well as to Ofsted inspectors on request. A full procedure is set out in the Pre-school Learning Alliance publication Complaint Investigation Record (2012) which acts as the 'summary log' for this purpose.
Making a Complaint
Stage 1
Any parent who has a concern about an aspect of the setting's provision talks over, first of all, his/her concerns with the setting leader. Natalie Puddicombe or Office Manager Annie Thurgood.
Most complaints should be resolved amicably and informally at this stage.
Stage 2
If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the setting leader and the management team.
For parents who are not comfortable with making written complaints, there is a template form for recording complaints in the Complaint Investigation Record; the form may be completed with the person in charge and signed by the parent.
The setting stores written complaints from parents in the child's personal file. However, if the complaint involves a detailed investigation, the setting leader may wish to store all information relating to the investigation in a separate file designated for this complaint.
When the investigation into the complaint is completed, the setting leader or manager meets with the parent to discuss the outcome.
Parents must be informed of the outcome of the investigation within 28 days of making the complaint.
When the complaint is resolved at this stage, the summative points are logged in the Complaint Investigation Record.
Stage 3
If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the setting leader and the chair, director or owner. The parent may have a friend or partner present if they prefer and the leader should have the support of the management team.
An agreed written record of the discussion is made, as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it.
This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Complaint Investigation Record.
Stage 4
If at the stage three meeting the parent and setting cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice. A mediator has no legal powers, but can help to define the problem, review the action so far and suggest further ways in which it might be resolved.
Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators.
The mediator keeps all discussions confidential. S/he can hold separate meetings with the setting personnel (setting leader and chair, director or owner) and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives.
Stage 5
When the mediator has concluded her/his investigations, a final meeting between the parent, the setting leader and the chair, director or owner is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator's advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.
A record of this meeting, including the decision on the action to be taken, is made. Everyone present at the meeting signs the record and receives a copy of it. This signed record signifies that the procedure has concluded.
The role of the Office for Standards in Education, Children’s Services and Skills (Ofsted) and the Local
Safeguarding Children Board
Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting's registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Safeguarding and Welfare Requirements of the Early Years Foundation Stage are adhered to.
The number to call Ofsted with regard to a complaint is:
These details are displayed on our setting's parent notice board.
If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board.
In these cases, both the parent and setting are informed and the setting leader works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action.
Records
A record of complaints in relation to our setting, or the children or the adults working in our setting, is kept; including the date, the circumstances of the complaint and how the complaint was managed.
The outcome of all complaints is recorded in the Complaint Investigation Record, which is available for parents and Ofsted inspectors on request.