SAFEGUARDING  POLICY

 See PDF version, here- https://drive.google.com/file/d/1jziY9SuB2RfrdDXBFm5At_vPq-RSQPHl/view?usp=drive_link

Safeguarding Children and Child Protection Policy

 

PART 1: Safeguarding children and child protection procedures

 

Introduction

Love Literacy/Love Education C.I.C is dedicated to the support, development and promotion of high-quality care and education for the benefit of our children, families and community. We are committed to safeguarding children and promoting their welfare.

 

All staff, students and volunteers have a responsibility for safeguarding children, being vigilant and identifying and reporting any safeguarding concerns, in line with this and supporting policies, including:

 

 

We ensure all staff, students and volunteers have the necessary knowledge and skills to carry out their duties and have sufficient understanding of how this policy and procedures support them in promoting and safeguarding the welfare of children. This is achieved through recruitment and induction processes and by offering ongoing training and support to all staff, appropriate to their specific role. 

 

This policy is reviewed annually to ensure it remains in line with statutory guidance. Its effectiveness is monitored through staff and stakeholder reviews, appraisals and feedback to ensure appropriate knowledge and awareness is in place. 

 

It is the responsibility of every staff member, student and volunteer to report any breaches of this policy to the Designated Safeguarding Lead (DSL).

 

Policy intention

The policy makes it clear that all staff, students and volunteers have a responsibility to safeguard children and young people and to protect them from harm. It aims to raise awareness of how to safeguard and promote the welfare of children and provides procedures should a child protection issue arise.

 

This policy applies to all children up to the age of 18 years whether living with their families, in state care, or living independently (Working together to safeguard children, 2018).

 

Safeguarding and promoting the welfare of children, in relation to this policy, is defined as: 

• Protecting children from maltreatment

• Preventing the impairment of children’s health or development 

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

• Taking action to enable all children to have the best outcomes.

(Working together to safeguard children, 2018)

 

Child protection is an integral part of safeguarding children and promoting their overall welfare. In this policy, child protection shall mean:

• The activity that is undertaken to protect specific children who are suffering, or are at risk of suffering, significant harm. 

To safeguard children and promote their welfare we will:

• Develop a safe culture where staff are confident to raise concerns about professional conduct

• Ensure all staff are able to identify the signs and indicators of abuse, including the softer signs of abuse, and know what action to take

• Share information with other agencies as appropriate.

 

We promote:

• Always listening to children

• Positive images of children

• Children developing independence and autonomy as appropriate for their age and stage of development

• Safe and secure environments for children

• Tolerance and acceptance of different beliefs, cultures and communities

• British values 

• Providing intervention and help for children and families in need.

 

We have a duty to act quickly and responsibly in any instance that may come to our attention. If in any doubt about what constitutes a safeguarding concern, refer to the Designated Safeguarding Lead (DSL). If there is a concern, never do nothing (Laming, 2009), always do something, including sharing information with any relevant agencies. Safeguarding is everybody’s responsibility.

Love Literacy/Love Education C.I.C aims to:

• Keep the child at the centre of all we do, providing sensitive interactions that develop and build children’s well-being, confidence and resilience. We will support children to develop an awareness of how to keep themselves safe, healthy and develop positive relationships

• Be aware of the increased vulnerability of children with Special Educational Needs and Disabilities (SEND), isolated families and vulnerabilities in families, including the impact of toxic trio on children and Adverse Childhood Experiences (ACEs)

• Ensure that all staff feel confident and supported to act in the best interest of the child, maintaining professional curiosity around welfare of children, sharing information, and seeking help that a child may need at the earliest opportunity

• Ensure that all staff are familiar and updated regularly with child protection training and procedures and kept informed of changes to local and/or national procedures, including thorough annual safeguarding updates

• Make any child protection referrals in a timely way, sharing relevant information as necessary in line with procedures set out by the [Barking and Dagenham authority]

• Ensure that information is shared only with those people who need to know in order to protect the child and act in their best interest

• Ensure that staff identify, minimise and manage risks while caring for children

• Take any appropriate action relating to allegations of serious harm or abuse against any person working with children including reporting such allegations to Ofsted and other relevant authorities

• Ensure parents are fully aware of our safeguarding and child protection policies and procedures when they register with Love Literacy/Love Education C.I.C and are kept informed of all updates when they occur

• Regularly review and update this policy with staff and parents where appropriate and make sure it complies with any legal requirements and any guidance or procedures issued by [Barking and Dagenham authority].

 

Designated Safeguarding Lead (DSL)

The DSL has overall responsibility for the Safeguarding children and child protection policy and procedures. It is their role to ensure that the policy and procedures are implemented to safeguard and promote the welfare of children. They are responsible for coordinating safeguarding and child protection training for staff across the organisation.

 

There is always at least one designated person on duty during the opening hours of the setting. The designated persons receive comprehensive training at least every two years and update their knowledge on an ongoing basis, but at least once a year. They in turn support the ongoing development and knowledge of the staff team with regular safeguarding updates. 

 

 

In the unlikely event of the DSL or Deputy DSL absence and to ensure immediate action can be taken, contact the Local Safeguarding Partnership (LSP).

 

The role of the DSL

The role of the DSL is to:

• Monitor and update the Safeguarding children and child protection policy and procedures in line with new legislation and to ensure it is effective. This will be done by making sure that everyone understands the correct procedures during their individual annual review 

• Ensure updates and new legislation are reflected in our services as soon as they are known

• Act as a source of support, advice and expertise for all staff, students, volunteers, children and parents who have child protection concerns

• Ensure detailed, accurate, secure written records of concerns and referrals

• Review all written safeguarding reports

• Assess information provided promptly, carefully and refer as appropriate to external agencies

• Provide signposting to other organisations

• Consult with statutory child protection agencies and regulatory bodies where required

• Make formal referrals to statutory child protection agencies or the police, as required.

 

In addition, the DSL is required to:

• Keep up-to-date with good practice and national requirements for safeguarding and child protection 

• Provide information on safeguarding and child protection for the setting

• Raise awareness of any safeguarding and child protection training needs and implement where necessary 

• Retain up-to-date knowledge of the role of the local safeguarding partnership arrangements and local child protection procedures. 

 

The DSL does not investigate whether or not a child has been abused or investigate an allegation or disclosure. Investigations are for the appropriate authorities, usually the police and social services.

 

Sharing low-level concerns

On occasion, inappropriate, problematic or concerning behaviour by staff or other adults is observed but does not meet the threshold for significant harm. This may be classed as a ‘low-level’ concern, although this does not mean that it is insignificant. 

 

We define a low-level concern as:

• Any concern, no matter how small, that an adult working with children may have acted in a way that is inconsistent with our Staff behaviour policy, including inappropriate behaviour outside of work

• A concern that may be a sense of unease or a ‘nagging doubt’ and does not meet the harm threshold or is serious enough to refer to the LADO.

 

We encourage a culture of openness, trust and transparency, with clear values and expected behaviour, monitored and reinforced by all staff.  All concerns or allegations, however small, will be shared and responded to. All concerns will be shared with the DSL, or other nominated person, as in our reporting procedures. We encourage concerns to be shared as soon as reasonably practicable and preferably within 24 hours of becoming aware of it. However, it is never too late to share a low-level concern.

 

It is not expected that staff will be able to determine whether the behaviour in question is a concern, complaint or allegation before sharing the information. If the DSL is in any doubt as to whether the information meets the harm threshold, they will consult the LADO (Local Authority Designated Officer).

 

Occasionally a member of staff may find themselves in a situation which could be misinterpreted or appear compromising to others. If this occurs, staff are encouraged to self-report to the DSL. Equally, a member of staff may have behaved in a manner which, on reflection, falls below the standards set in our Staff behaviour policy. If this occurs, staff are encouraged to self-report to the DSL. We encourage staff to be confident to self-refer and believe it reflects awareness of our standards of conduct and behaviour.

 

When the DSL receives the information, they will need to determine whether the behaviour:

• Meets, or may meet, the harm threshold (and so contact the LADO)

• Meets the harm threshold when combined with previous low-level concerns (and so contact the LADO)

• Constitutes a ‘low-level’ concern

• Is appropriate and consistent with the law and our Staff behaviour policy.

 

The DSL will make appropriate records of all information shared, including:

• With the reporting person

• The subject matter of the concern

• Any relevant witnesses (where possible)

• Any external discussions such as with the LSP or LADO

• Their decision about the nature of the concern

• Their rationale for that decision

• Any action taken. 

 

This constitutes a record of low-level concern. We retain all records of low-level concerns in a separate low-level concerns file, with separate concerns regarding a single individual kept as a chronology. These records are kept confidential and held securely, accessed only by those who have appropriate authority. Records will be retained at least until the individual leaves their employment.

 

If the low-level concern raises issues of misconduct, then appropriate actions following our Disciplinary procedures will be taken. Records will be kept in personnel files as well as in the low-level concerns file.

 

Monitoring children’s attendance

As part of our requirements under the statutory framework we are required to monitor children’s attendance patterns to ensure they are consistent and have no cause for concern. 

We ask parents to inform us prior to their children taking holidays or days off, and all incidents of sickness absence should be reported to Love Literacy/Love Education C.I.C the same day so that the management are able to account for a child’s absence.

If a child has not arrived at the centre within one hour of their normal start time, the parents will be contacted to ensure the child is safe and healthy. If the parents are not contactable then the emergency contacts numbers listed will be used to ensure all parties are safe. Staff will work their way down the emergency contact list until contact is established and we are made aware that all is well with the child and family. 

 

If contact cannot be established then we would assess if a home visit were required to establish all parties are safe.  If contact is still not established, we would assess if it would be appropriate to contact relevant authorities, including the police, in order for them to investigate further.

 

Where a child is part of a child protection plan, or during a referral process, any absences will immediately be reported to the Local Authority children’s social care team to ensure the child remains safe and well. 

 

Informing parents

Parents are normally the first point of contact. If a suspicion of abuse is recorded, parents are informed at the same time as the report is made, except where the guidance of the Local Authority children’s social care team, police or LADO does not allow this to happen. 

 

This will usually be the case where the parent or family member is the likely abuser or where a child may be endangered by this disclosure. In these cases the investigating officers will inform parents.

 

Support to families

Love Literacy/Love Education C.I.C takes every step in its power to build up trusting and supportive relationships among families, staff, students and volunteers within Love Literacy/Love Education C.I.C.

 

Love Literacy/ Love Education will continue to welcome a child and their family whilst enquiries are being made in relation to abuse in the home situation. Parents and families will be treated with respect in a non-judgmental manner whilst any external investigations are carried out in the best interest of the child.

 

Confidentiality

Confidentiality must not override the right of children to be protected from harm. However, every effort will be made to ensure confidentiality is maintained for all concerned if an allegation has been made and is being investigated. 

 

If uncertain about whether sensitive information can be disclosed to a third party, contact the DSL or call the Information Commissioner’s Office on 0303 123 1113. They will provide advice about the particulars relating to each individual case, including information which can and cannot be shared.

 

Staff must not make any comments either publicly or in private about the supposed or actual behaviour of a parent, child or member of staff.  

Record keeping and data protection

Confidential records kept on a child are shared with the child's parents or those who have parental responsibility for the child, only if appropriate and in line with guidance of the Local Authority with the provision that the care and safety of the child is paramount. We will do all in our power to support and work with the child's family.

 

Love Literacy/Love Education C.I.C keeps appropriate records to support the early identification of children and families which would benefit from early help. Factual records are maintained in a chronological order with parental discussions. Records are reviewed regularly by the DSL to look holistically at identifying children’s needs. 

 

Our Data protection and confidentiality policy will be applied with regards to any information received from an individual. Only persons involved in the investigation should handle this information although any investigating body will have access to all information stored in order to support an investigation. 

 

PART 2: Definitions of abuse

 

Definition of significant harm

The Children Act 1989 introduced the concept of significant harm as ‘the threshold that justifies compulsory intervention in family life in the best interests of children’. It gives LAs a duty to make enquiries to decide whether they should take action to safeguard or promote the welfare of a child who is suffering, or likely to suffer, significant harm. 

 

Whilst there are no absolute criteria to rely on when judging what constitutes significant harm, consideration should be given to:

• The severity of the ill-treatment, including the degree of harm

• The extent and frequency of abuse and/or neglect

• The impact this is likely to have, or is having, on the child involved.

 

This may be a single traumatic event, such as a violent assault, suffocation or poisoning, or it can be a combination of events (both acute and long-standing) that impairs the physical, intellectual, emotional, social or behavioural development of the child. 

 

Definitions of abuse and neglect

Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused within a family, institution or community setting by those known to them or, more rarely, a stranger. Perpetrators of abuse can be an adult, or adults, another child or children. 

(What to do if you’re worried a child is being abused: Advice for practitioners, 2015 and Working together to safeguard children, 2018)

 

The signs and indicators listed below may not necessarily indicate that a child has been abused, but can help to indicate that something may be wrong, especially if a child shows a number of these symptoms, or any of them to a marked degree.

Indicators of child abuse

 

 

Softer signs of abuse as defined by National Institute for Health and Care Excellence (NICE) include: 

 

 

Child-on-child abuse

Child-on-child abuse is also known as peer-on-peer abuse; children are included as potential abusers in our policies. Child-on-child abuse may take the form of bullying, physically hurting another child, emotional abuse or sexual abuse. Reporting procedures in these instances remain the same although additional support from relevant agencies may be required to support both the victim and the perpetrator.  Children who develop harmful behaviours are also likely to be victims of abuse or neglect.

Physical abuse 

A form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. 

 

Fabricated or induced illness (FII)

This abuse is when a parent fabricates the symptoms of, or deliberately induces, illness in a child. The parent may seek out unnecessary medical treatment or investigation. They may exaggerate a real illness and symptoms, or deliberately induce an illness through poisoning with medication or other substances, or they may interfere with medical treatments. This may also be presented through false allegations of abuse or encouraging the child to appear disabled or ill to obtain unnecessary treatment or specialist support.

 

 

Female genital mutilation (FGM)

FGM is a procedure where the female genital organs are injured or changed with no medical reason. The procedure may be carried out shortly after birth, during childhood or adolescence, just before marriage or during a woman’s first pregnancy, according to the community.

 

It is frequently a very traumatic and violent act for the victim and can cause harm in many ways. The practice can cause severe pain and there may be immediate and/or long-term health consequences, including mental health problems, difficulties in childbirth, causing danger to the child and mother, and/or death (definition taken from the Multi-agency statutory guidance on female genital mutilation). Other consequences include shock, bleeding, infections (tetanus, HIV and hepatitis B and C) and organ damage.

 

 

Breast ironing or breast flattening

Breast ironing, also known as breast flattening, is a process where young girls' breasts are ironed, massaged and/or pounded down through the use of hard or heated objects in order for the breasts to disappear or to delay the development of the breasts entirely. It is believed that by carrying out this act, young girls will be protected from harassment, rape, abduction and early forced marriage. These actions can cause serious health issues such as abscesses, cysts, itching, tissue damage, infection, discharge of milk, dissymmetry of the breasts, severe fever.

 

 

Emotional abuse

Working together to safeguard children (2018) defines emotional abuse as ‘the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on 

the child’s emotional development.’ Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur separately.

Examples of emotional abuse include:

• Conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person

• Not giving a child opportunity to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate

• Age or developmentally inappropriate expectations being imposed, such as interactions that are beyond a child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction

• Serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children

• A child seeing or hearing the ill-treatment of another.

 

A child may also experience emotional abuse through witnessing domestic abuse or alcohol and drug misuse by adults caring for them. In England, The Domestic Abuse Act (2021) recognises in law that children are victims of emotional abuse if they see, hear or otherwise experience the effects of domestic abuse.

 

Signs and indicators may include delay in physical, mental and/or emotional development, sudden speech disorders, overreaction to mistakes, extreme fear of any new situation, neurotic behaviour (rocking, hair twisting, self-mutilation), extremes of passivity or aggression, appearing to lack confidence or self-assurance.

 

 

Sexual abuse

Sexual abuse involves forcing, or enticing, a child to take part in sexual activities. Sexual abuse does not necessarily involve a high level of violence and includes whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. 

 

Sexual abuse can take place online and technology can be used to facilitate offline abuse. Adult males are not the sole perpetrators of sexual abuse; women also commit acts of sexual abuse, as do other children. This policy applies to all children up to the age of 18 years.

Action must be taken if staff witness symptoms of sexual abuse including a child indicating sexual activity through words, play or drawing, having an excessive preoccupation with sexual matters or having an inappropriate knowledge of adult sexual behaviour, or language, for their developmental age. This may include acting out sexual activity on dolls or toys or in the role-play area with their peers, drawing pictures that are inappropriate for a child, talking about sexual activities or using sexual language or words.

 

Additional signs of emotional and physical symptoms are shown below.

 

 

Neglect 

Working together to safeguard children (2018) defines neglect as ‘the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development.’ 

 

Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve adults involved in the care of the child failing to:

• Provide adequate food, clothing and shelter (including exclusion from home or abandonment)

• Protect them from physical harm or danger

• Ensure adequate supervision (including the use of inadequate caregivers)

• Ensure access to appropriate medical care or treatment

• Respond to their basic emotional needs.

An NSPCC briefing (July 2021) found neglect to be the most common form of abuse, with one in ten children in the UK having been neglected. Concerns around neglect have been identified for half of children who are the subject of a child protection plan or on a child protection register in the UK. Younger children are more likely than older children to be the subject of a child protection plan in England because of neglect, although research suggests that the neglect of older children is more likely to go overlooked.

 

Signs of neglect include a child persistently arriving at Love Literacy/ Love Education C.I.C unwashed or unkempt, wearing clothes that are too small (especially shoes that may restrict the child’s growth or hurt them), arriving at Love Literacy/ Love Education C.I.C in the same nappy they went home in, or a child having an illness or identified special educational need or disability that is not being addressed. A child may be persistently hungry if a caregiver is withholding, or not providing enough, food. A child who is not receiving the attention they need at home may crave it from other adults, such as at Love Literacy/ Love Education C.I.C or school. 

 

 

Domestic abuse

The definition of domestic abuse from the Domestic Abuse Act, 2021 is:

Behaviour of a person (A) towards another person (B) is ‘domestic abuse’ if:

• A and B are each aged 16 or over and are personally connected to each other 

• The behaviour is abusive. 

 

Behaviour is ‘abusive’ if it consists of any of the following:

• Physical or sexual abuse

• Violent or threatening behaviour

• Controlling or coercive behaviour

• Economic abuse (any behaviour that has a substantial adverse effect on B’s ability to acquire, use or maintain money or other property and/or obtain goods or services)

• Psychological, emotional or other abuse.

It does not matter whether the behaviour consists of a single incident or a course of conduct. 

 

Domestic abuse can happen to anyone regardless of gender, age, social background, religion, sexuality or ethnicity and domestic abuse can happen at any stage in a relationship.

 

 

All children can witness and be adversely affected by domestic abuse in the context of their home life. Exposure to domestic abuse and/or violence can have a serious, long lasting emotional and psychological impact on children. 

 

Where incidents of domestic abuse are shared by our own staff, students or volunteers we will respect confidentiality at all times and not share information without their permission. However, we will share this information, without permission, in cases of child protection or where we believe there is an immediate risk of serious harm to the person involved.

 

 

Contextual safeguarding

As young people grow and develop, they may be vulnerable to abuse or exploitation from outside their family. These extra-familial threats might arise at school and other educational establishments, from within peer groups, or more widely from within the wider community and/or online. 

 

As part of our safeguarding procedures we will work in partnership with parents and other agencies to work together to safeguard children and provide the support around contextual safeguarding concerns.

 

Child sexual exploitation (CSE) and Child criminal exploitation (CCE) 

Both CSE and CCE are forms of abuse that occur where an individual or group takes advantage of an imbalance in power to coerce, manipulate or deceive a child into taking part in sexual or criminal activity, in exchange for something the victim needs or wants, and/or for the financial advantage or increased status of the perpetrator or facilitator and/or through violence or the threat of violence. CSE and CCE can affect children, both male and female and can include children who have been moved (commonly referred to as trafficking) for the purpose of exploitation (Keeping children safe in education, 2022).

 

Child sexual exploitation (CSE) 

CSE is where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child into sexual activity. The victim may have been sexually exploited even if the sexual activity appears consensual. CSE does not always involve physical contact; it can also occur through the use of technology and may be without the child’s immediate knowledge such as through others copying videos or images they have created and posted on social media.

 

Signs and symptoms include:

• Physical injuries such as bruising or bleeding

• Having money or gifts they are unable to explain 

• Sudden changes in their appearance 

• Becoming involved in drugs or alcohol, particularly if it is suspected they are being supplied by older men or women

• Becoming emotionally volatile (mood swings are common in all young people, but more severe changes could indicate that something is wrong)

• Using sexual language beyond that expected for their age or stage of development

• Engaging less with their usual friends

• Appearing controlled by their phone

• Switching to a new screen when you come near the computer

• Nightmares or sleeping problems

• Running away, staying out overnight, missing school

• Changes in eating habits

• Talk of a new, older friend, boyfriend or girlfriend 

• Losing contact with family and friends or becoming secretive

• Contracting sexually transmitted diseases.

 

Child Criminal Exploitation (CCE)

CCE is where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into any criminal activity. The victim may have been criminally exploited even if the activity appears consensual. CCE does not always involve physical contact; it can also occur through the use of technology.

 

Other examples include children being forced to work in cannabis factories, being coerced into moving drugs or money across the country forced to shoplift or pickpocket, or to threaten other young people. Signs and symptoms of CCE are similar to those for CSE.

 

 

County Lines

The National Crime Agency (NCA) defines county lines as gangs and organised criminal networks involved in exporting illegal drugs from big cities into smaller towns, using dedicated mobile phone lines or other form of ‘deal line.’ Customers live in a different area to the dealers, so drug runners are needed to transport the drugs and collect payment. 

 

Perpetrators often use coercion, intimidation, violence (including sexual violence) and weapons to ensure compliance of victims. A child is targeted and recruited into county lines through schools, further and higher educational institutions, pupil referral units, special educational needs schools, children’s homes and care homes.

 

Signs and symptoms include:

• Changes in dress style

• Unexplained, unaffordable new things (for example, clothes, jewellery, cars etc.)

• Missing from home or school and/or significant decline in performance

• New friends with those who don't share any mutual friendships with the victim, gang association or isolation from peers or social networks

• Increase in anti-social behaviour in the community including weapons

• Receiving more texts or calls than usual

• Unexplained injuries

• Significant changes in emotional well-being

• Being seen in different cars or taxis driven by unknown adults

• A child being unfamiliar with where they are.

Cuckooing

Cuckooing is a form of county lines crime. In this instance, the drug dealers take over the home of a vulnerable person in order to criminally exploit them by using their home as a base for drug dealing, often in multi-occupancy or social housing properties.

 

Signs and symptoms include:

• An increase in people, particularly unknown people, entering or leaving a home or taking up residence

• An increase in cars or bikes outside a home

• A neighbour who hasn't been seen for an extended period

• Windows covered or curtains closed for a long period

• Change in resident's mood and/or demeanour (for example, secretive, withdrawn, aggressive or emotional)

• Substance misuse and/or drug paraphernalia

• Increased anti-social behaviour.

 

 

Child trafficking and modern slavery

Child trafficking and modern slavery is when children are recruited, moved, transported and then exploited, forced to work or are sold. 

 

For a child to have been a victim of trafficking there must have been:

• Action: recruitment, transportation, transfer, harbouring or receipt of a child for the purpose of exploitation

• Purpose: sexual exploitation, forced labour or domestic servitude, slavery, financial exploitation, illegal adoption, removal of organs.

 

Modern slavery includes slavery, servitude and forced or compulsory labour and child trafficking. Victims of modern slavery are also likely to be subjected to other types of abuse such as physical, sexual and emotional abuse. 

 

Signs and symptoms for children include: 

• Being under control and reluctant to interact with others

• Having few personal belongings, wearing the same clothes every day or wearing unsuitable clothes 

• Being unable to move around freely

• Appearing frightened, withdrawn, or showing signs of physical or emotional abuse.

 

Forced marriage

A forced marriage is defined as ‘a marriage in which one, or both spouses, do not consent to the marriage but are coerced into it. Duress can include physical, psychological, financial, sexual and emotional pressure.’

 

Where incidents of forced marriage are shared by our own staff, students or volunteers, we will respect confidentiality at all times and not share information without their permission. However, we will share this information without permission in cases of child protection, or where we believe there is an immediate risk of serious harm to the person involved.

 

 

Honour based abuse (HBA)

HBA is described as ‘incidents or crimes which have been committed to protect or defend the honour of the family and/or the community, including female genital mutilation (FGM), forced marriage, and practices such as breast ironing.’ (Keeping children safe in education, 2022). Such abuse can occur when perpetrators perceive that a relative has shamed the family and/or community by breaking their ‘honour’ code. It is a violation of human rights and may be domestic, emotional and/or sexual abuse such as being held against their will, threats of violence or actual assault. It often involves wider family networks or community pressure and so can include multiple perpetrators.

 

Signs and symptoms of HBA include:

• Changes in how the child dresses or acts, such as not ‘western’ clothing or make-up

• Visible injuries, or repeated injury, with unlikely explanations

• Signs of depression, anxiety or self-harm

• Frequent absences

• Restrictions on friends or attending events.

 

Where incidents of HBA are shared by our own staff, students or volunteers, we will respect confidentiality at all times and not share information without their permission. However, we will share this information without permission in cases of child protection, or where we believe there is an immediate risk of serious harm to the person involved.

 

 

Child abuse linked to faith or belief (CALFB)

Child abuse linked to faith or belief (CALFB) can happen in families when there is a concept of belief in: 

• Witchcraft and spirit possession, demons or the devil acting through children or leading them astray (traditionally seen in some Christian beliefs) 

• The evil eye or djinns (traditionally known in some Islamic faith contexts) and dakini (in the Hindu context)

• Ritual or multi-murders where the killing of children is believed to bring supernatural benefits, or the use of their body parts is believed to produce potent magical remedies

• Use of belief in magic or witchcraft to create fear in children to make them more compliant when they are being trafficked for domestic slavery or sexual exploitation

• Children’s actions are believed to have brought bad fortune to the family or community.

 

 

Extremism and radicalisation

Under the Counter-Terrorism and Security Act 2015, there is a duty to safeguard vulnerable and at risk children by preventing them from being drawn into terrorism. This is known as the Prevent Duty. 

 

Children can be exposed to different views and receive information from various sources and some of these views may be considered radical or extreme. Radicalisation is the way a person comes to support or be involved in extremism and terrorism; usually it’s a gradual process so those who are affected may not realise what’s happening. Radicalisation is a form of harm.  The process may involve:

• Being groomed online or in person

• Exploitation, including sexual exploitation

• Psychological manipulation

• Exposure to violent material and other inappropriate information

• The risk of physical harm or death through extremist acts.

 

For further information visit The Prevent Duty website.

 

Online safety

While the growth of internet and mobile device use brings many advantages, the use of technology has become a significant component of many safeguarding issues such as child sexual exploitation and radicalisation.

 

There are four main areas of risk associated with online safety:

• Content - being exposed to illegal, inappropriate or harmful material such as pornography, fake news, racist or radical and extremist views

• Contact - being subjected to harmful online interaction with other users such as commercial advertising or adults posing as children or young adults

• Conduct - personal online behaviour that increases the likelihood of, or causes, harm, such as making, sending and receiving explicit images and online bullying

• Commerce - risks such as online gambling, inappropriate advertising, phishing and or financial scams. 

 

 

Up skirting/down blousing

Up skirting and down blousing are criminal offences. They involve taking pictures of someone’s genitals, buttocks or other intimate images under their clothing without them knowing, either for sexual gratification or in order to humiliate, or distress, the individual. 

 

 

PART 3: Reporting procedures

 

Public interest disclosure (whistleblowing) 

Whistleblowing is the term used when a worker passes on information concerning wrongdoing. All safeguarding allegations, internal or external, current or historical, must be passed on the DSL. We will cooperate fully with the authorities involved and follow any guidance given.

 

We believe keeping children safe is the highest priority and if, for whatever reason, concerns cannot be reported to the DSL or deputy DSL, concerns can be reported anonymously to the NSPCC, the police or the LA social services safeguarding children team.

 

Allegation against our staff

An allegation against our staff may relate to a person who has:

• Behaved in a way that has harmed a child, or may have harmed a child

• Possibly committed a criminal offence against or related to a child

• Behaved towards a child or children in a way that indicates he or she may pose a risk of harm to children, or

• Behaved or may have behaved in a way that indicates they may not be suitable to work with children.

 

We will make every effort to maintain the confidentiality of all parties while an allegation or concern is being investigated. Dealing with an allegation can be a stressful experience and, to support the staff member, a named person (usually the DSL or Deputy DSL) to liaise with will be offered. The timeframes for an investigation will follow the guidelines of other involved authorities.

 

We reserve the right to suspend a staff member until the investigation is concluded. Further action will be determined by the outcome of the investigation. 

 

Founded allegations are considered gross misconduct, in accordance with our disciplinary procedures, and may result in the termination of employment. DBS will be informed to ensure their records are updated and Ofsted will be informed. We retain the right to dismiss any member of staff in connection with founded allegations following an inquiry.

 

All safeguarding records are kept until the person reaches normal retirement age or for 21 years and 3 months, if that is longer. This will ensure accurate information is available for references and future DBS checks and avoids unnecessary reinvestigation. 

 

Unfounded allegations will result in all rights being reinstated. A return to work plan will be put in place for any member of staff returning to work after an allegation has been deemed unfounded. Individual support will be offered to meet the needs of the staff member and the nature of the incident such as more frequent supervisions, coaching and mentoring or external support services.

 

If the member of staff resigns during the investigation, we will inform DBS, Ofsted and the police, where appropriate.

 

Support for staff during safeguarding incidents

The DSL will support staff throughout any of the processes listed above and will organise appropriate counselling should this be required. 

 

Any member of staff who has concerns about the content of this policy and its procedures, should speak to the DSL as soon as possible. If any member of staff wishes to talk confidentially about any safeguarding concern or any other issue relating to child protection or personal circumstance, it is important to do this as soon as possible.

 

Reporting procedure

We will always act on behalf of the child and will do everything possible to ensure the safety and welfare of any child and so will take all allegations of potential abuse seriously. All concerns reported to staff will be pursued, regardless of the nature of the concern and to whom the allegation relates. 

 

All staff have a responsibility to report safeguarding and child protection concerns and suspicions of abuse. These concerns will be discussed with the DSL as soon as possible, as follows:

 

 

If a concern is raised anonymously and we have no contact details, we will treat the concern as valid and follow the procedures as above. If a malicious call is suspected, the procedures will still be followed: a child may be in danger. The Information Commissioners Office (ICO) will be contacted to ensure permitted data sharing. 

 

PART 4: Recruitment, selection, induction and training 

 

Recruitment and selection

Through the implementation of our Safer recruitment of staff policy, we endeavour to prevent unsuitable people from becoming members of staff. Procedures include relevant checks, such as requesting references, establishing the identity of applicant and conducting criminal records disclosures. Where required, staff and stakeholders have enhanced DBS checks. Clear person specification criteria and processes during the recruitment and selection process enable us to determine a candidate’s suitability for the role.

 

We have specific responsibilities, as outlined in this policy, for any staff, apprentices, students and learners under the age of 18 whether living with their families, in state care, or living independently.

 

Induction and probation for staff

As part of our induction process, all new workers will receive basic training on this Safeguarding children and child protection policy so they have the necessary knowledge and skills to safeguard and promote the welfare of children.

 

Within the first week of induction, all staff will receive a copy of this policy. It is the line manager’s responsibility to ensure that the new staff member understands it and is able to follow it. All safeguarding training must be completed by the end of the probationary period. 

 

All staff are expected to keep their safeguarding knowledge and skills up-to-date and report any concerns they may have. We maintain records to ensure all staff have received the training they need. 

 

Learners on placements or in employment 

We hold responsibility for ensuring that learners on placement or in employment are familiar with and sign up to this policy and agree to work within this framework. Learners will receive basic child protection training prior to starting their placement. 

 

Learners and students under the age of 18 will be protected as children. Risk assessments will be completed to ensure their safety and well-being are protected and supported during their employment or training period. If situations arise during employment or placement which identifies those aged 18 or under are at risk from abuse or neglect, we will contact the appropriate bodies to ensure the individual is safeguarded. 

 

Responding to and recording disclosures 

Staff, volunteers or students may receive a safeguarding disclosure. See the guidance below for responding to and reporting disclosures of abuse.

 

 

 

Discuss the record with the setting DSL or manager and follow the procedures. We expect all members of staff and stakeholders to co-operate with relevant agencies to ensure the safety of children. 

 

Legal framework

We adhere to all current legislation, as below:  

 

Relevant non-statutory guidance:

 

Useful contacts

 

MEDICAL POLICY

 

Medication Policy 

 

At Love Literacy/Love Education C.I.C we promote the good health of children attending Love Literacy/Love Education C.I.C and take necessary steps to prevent the spread of infection (see Sickness and illness and Infection control policies). If a child requires medicine, we will obtain information about the child’s needs for this and will ensure this information is kept up to date. 

 

We follow strict guidelines when dealing with medication of any kind in Love Literacy/Love Education C.I.C and these are set out below. 

 

Medication prescribed by a doctor, dentist, nurse or pharmacist

(Medicines containing aspirin will only be given if prescribed by a doctor)

 

• Prescription medicine will only be given when prescribed by the above and for the person named on the bottle for the dosage stated

• Medicines must be in their original containers with their instructions printed in English 

• Those with parental responsibility for any child requiring prescription medication should hand over the medication to the most appropriate member of staff who will then note the details of the administration on the appropriate form and another member of staff will check these details

• Those with parental responsibility must give prior written permission for the administration of each and every medication. However, we will accept written permission once for a whole course of medication or for the ongoing use of a particular medication under the following circumstances:

1. The written permission is only acceptable for that brand name of medication and cannot be used for similar types of medication e.g. if the course of antibiotics changes, a new form will need to be completed

2. The dosage on the written permission is the only dosage that will be administered. We will not give a different dose unless a new form is completed

3. Parents must notify us IMMEDIATELY if the child’s circumstances change e.g. a dose has been given at home, or a change in strength or dose needs to be given 

• Love Literacy/Love Education C.I.C will not administer a dosage that exceeds the recommended dose on the instructions unless accompanied by written instructions from a relevant health professional such as a letter from a doctor or dentist

• The parent must be asked when the child has last been given the medication before coming to Love Literacy/Love Education C.I.C and the staff member must record this information on the medication form. Similarly, when the child is picked up, the parent must be given precise details of the times and dosage given throughout the day. The parent’s signature must be obtained at both times

• At the time of administering the medicine, a senior member of staff will ask the child to take the medicine, or offer it in a manner acceptable to the child at the prescribed time and in the prescribed form. (It is important to note that staff working with children are not legally obliged to administer medication)

• If the child refuses to take the appropriate medication, then a note will be made on the form

• Where medication is ‘essential’ or may have side effects, discussion with the parent will take place to establish the appropriate response.

 

Non-prescription medication (these will not usually be administrated)

• Love Literacy/Love Education C.I.C will not administer any non-prescription medication containing aspirin

• Love Literacy/Love Education C.I.C will only administer non-prescription medication for a short initial period, dependant on the medication or the condition of the child. After this time medical attention should be sought

• If Love Literacy/Love Education C.I.C feels the child would benefit from medical attention rather than non-prescription medication, we reserve the right to refuse Love Literacy/ Love Education C.I.C care until the child is seen by a medical practitioner 

• If a child needs liquid paracetamol or similar medication during their time at Love Literacy/ Love Education C.I.C, such medication will be treated as prescription medication with the *onus being on the parent to provide the medicine/*Love Literacy/ Love Education C.I.C providing one specific type of medication should parents wish to use this 

• On registration, parents will be asked if they would like to fill out a medication form to consent to their child being given a specific type of liquid paracetamol or antihistamine in particular circumstances such as an increase in the child’s temperature or a wasp or bee sting. This form will state the dose to be given, the circumstances in which this can be given e.g. the temperature increase of their child, the specific brand name or type of non-prescription medication and a signed statement to say that this may be administered in an emergency if Love Literacy/Love Education C.I.C CANNOT contact the parent

• An emergency Love Literacy/ Love Education C.I.C supply of fever relief (e.g. Calpol) and antihistamines (e.g. Piriton) will be stored on site. This will be checked at regular intervals by the designated trained first aider to make sure that it complies with any instructions for storage and is still in date  

• If a child does exhibit the symptoms for which consent has been given to give non-prescription medication during the day, Love Literacy/Love Education C.I.C will make every attempt to contact the child’s parents. Where parents cannot be contacted then Love Literacy/Love Education C.I.C manager will take the decision as to whether the child is safe to have this medication based on the time the child has been in Love Literacy/Love Education C.I.C, the circumstances surrounding the need for this medication and the medical history of the child on their registration form 

• Giving non-prescription medication will be a last resort and Love Literacy/Love Education C.I.C staff will use other methods first to try and alleviate the symptoms (where appropriate). The child will be closely monitored until the parents collect the child

• For any non-prescription cream for skin conditions e.g. Sudocrem, prior written permission must be obtained from the parent and the onus is on the parent to provide the cream which should be clearly labelled with the child’s name

• If any child is brought to Love Literacy/Love Education C.I.C in a condition in which he/she may require medication sometime during the day, the manager will decide if the child is fit to be left at Love Literacy/Love Education C.I.C. If the child is staying, the parent must be asked if any kind of medication has already been given, at what time and in what dosage and this must be stated on the medication form 

• As with any kind of medication, staff will ensure that the parent is informed of any non-prescription medicines given to the child whilst at Love Literacy/Love Education C.I.C, together with the times and dosage given

• Love Literacy/Love Education C.I.C DOES NOT administer any medication unless prior written consent is given for each and every medicine.

 

Injections, pessaries, suppositories

• As the administration of injections, pessaries and suppositories represents intrusive nursing, we will not administer these without appropriate medical training for every member of staff caring for this child. This training is specific for every child and not generic. Love Literacy/Love Education C.I.C will do all it can to make any reasonable adjustments including working with parents and other professionals to arrange for appropriate health officials to train staff in administering the medication.  For children with long term medical requirements, an Individual Health Care Plan from the relevant health team will be in place to ensure that appropriate arrangements are in place to meet the child’s needs. 

 

Staff medication

All Love Literacy/ Love Education C.I.C staff have a responsibility to work with children only where they are fit to do so. Staff must not work with children where they are infectious or feel unwell and cannot meet children’s needs. This includes circumstances where any medication taken affects their ability to care for children, for example, where it makes a person drowsy. 

 

If any staff member believes that their condition, including any condition caused by taking medication, is affecting their ability to care for children they must inform their line manager and seek medical advice. *Love Literacy/Love Education C.I.C manager/person’s line manager/registered provider will decide if a staff member is fit to work, including circumstances where other staff members notice changes in behaviour suggesting a person may be under the influence of medication. This decision will include any medical advice obtained by the individual or from an occupational health assessment.   

 

Where staff may occasionally or regularly need medication, any such medication must be kept in the person’s locker or a separate locked container in the staff room or Love Literacy/ Love Education C.I.C room where staff may need easy access to the medication such as an asthma inhaler. In all cases it must be stored securely out of reach of the children, at all times. It must not be kept in the first aid box and must be labelled with the name of the member of staff.

 

Storage

All medication for children must have the child’s name clearly written on the original container and kept in a closed box, which is out of reach of all children.

 

Emergency medication, such as inhalers and EpiPens, will be within easy reach of staff in case of an immediate need, but will remain out of children’s reach. Any antibiotics requiring refrigeration must be kept in a fridge inaccessible to children.  This must be in a designated place with the child’s name clearly written in the original container.

 

All medications must be in their original containers, labels must be legible and not tampered with or they will not be given. All prescription medications should have the pharmacist’s details and notes attached to show the dosage needed and the date the prescription was issued. This will all be checked, along with expiry dates, before staff agree to administer medication. 

 

Medication stored in the setting will be regularly checked with the parents to ensure it continues to be required, along with checking that the details of the medication form remain current.

 

 

MEDICAL POLICY

 

Medication Policy 

 

At Love Literacy/Love Education C.I.C we promote the good health of children attending Love Literacy/Love Education C.I.C and take necessary steps to prevent the spread of infection (see Sickness and illness and Infection control policies). If a child requires medicine, we will obtain information about the child’s needs for this and will ensure this information is kept up to date. 

 

We follow strict guidelines when dealing with medication of any kind in Love Literacy/Love Education C.I.C and these are set out below. 

 

Medication prescribed by a doctor, dentist, nurse or pharmacist

(Medicines containing aspirin will only be given if prescribed by a doctor)

 

• Prescription medicine will only be given when prescribed by the above and for the person named on the bottle for the dosage stated

• Medicines must be in their original containers with their instructions printed in English 

• Those with parental responsibility for any child requiring prescription medication should hand over the medication to the most appropriate member of staff who will then note the details of the administration on the appropriate form and another member of staff will check these details

• Those with parental responsibility must give prior written permission for the administration of each and every medication. However, we will accept written permission once for a whole course of medication or for the ongoing use of a particular medication under the following circumstances:

1. The written permission is only acceptable for that brand name of medication and cannot be used for similar types of medication e.g. if the course of antibiotics changes, a new form will need to be completed

2. The dosage on the written permission is the only dosage that will be administered. We will not give a different dose unless a new form is completed

3. Parents must notify us IMMEDIATELY if the child’s circumstances change e.g. a dose has been given at home, or a change in strength or dose needs to be given 

• Love Literacy/Love Education C.I.C will not administer a dosage that exceeds the recommended dose on the instructions unless accompanied by written instructions from a relevant health professional such as a letter from a doctor or dentist

• The parent must be asked when the child has last been given the medication before coming to Love Literacy/Love Education C.I.C and the staff member must record this information on the medication form. Similarly, when the child is picked up, the parent must be given precise details of the times and dosage given throughout the day. The parent’s signature must be obtained at both times

• At the time of administering the medicine, a senior member of staff will ask the child to take the medicine, or offer it in a manner acceptable to the child at the prescribed time and in the prescribed form. (It is important to note that staff working with children are not legally obliged to administer medication)

• If the child refuses to take the appropriate medication, then a note will be made on the form

• Where medication is ‘essential’ or may have side effects, discussion with the parent will take place to establish the appropriate response.

 

Non-prescription medication (these will not usually be administrated)

• Love Literacy/Love Education C.I.C will not administer any non-prescription medication containing aspirin

• Love Literacy/Love Education C.I.C will only administer non-prescription medication for a short initial period, dependant on the medication or the condition of the child. After this time medical attention should be sought

• If Love Literacy/Love Education C.I.C feels the child would benefit from medical attention rather than non-prescription medication, we reserve the right to refuse Love Literacy/ Love Education C.I.C care until the child is seen by a medical practitioner 

• If a child needs liquid paracetamol or similar medication during their time at Love Literacy/ Love Education C.I.C, such medication will be treated as prescription medication with the *onus being on the parent to provide the medicine/*Love Literacy/ Love Education C.I.C providing one specific type of medication should parents wish to use this 

• On registration, parents will be asked if they would like to fill out a medication form to consent to their child being given a specific type of liquid paracetamol or antihistamine in particular circumstances such as an increase in the child’s temperature or a wasp or bee sting. This form will state the dose to be given, the circumstances in which this can be given e.g. the temperature increase of their child, the specific brand name or type of non-prescription medication and a signed statement to say that this may be administered in an emergency if Love Literacy/Love Education C.I.C CANNOT contact the parent

• An emergency Love Literacy/ Love Education C.I.C supply of fever relief (e.g. Calpol) and antihistamines (e.g. Piriton) will be stored on site. This will be checked at regular intervals by the designated trained first aider to make sure that it complies with any instructions for storage and is still in date  

• If a child does exhibit the symptoms for which consent has been given to give non-prescription medication during the day, Love Literacy/Love Education C.I.C will make every attempt to contact the child’s parents. Where parents cannot be contacted then Love Literacy/Love Education C.I.C manager will take the decision as to whether the child is safe to have this medication based on the time the child has been in Love Literacy/Love Education C.I.C, the circumstances surrounding the need for this medication and the medical history of the child on their registration form 

• Giving non-prescription medication will be a last resort and Love Literacy/Love Education C.I.C staff will use other methods first to try and alleviate the symptoms (where appropriate). The child will be closely monitored until the parents collect the child

• For any non-prescription cream for skin conditions e.g. Sudocrem, prior written permission must be obtained from the parent and the onus is on the parent to provide the cream which should be clearly labelled with the child’s name

• If any child is brought to Love Literacy/Love Education C.I.C in a condition in which he/she may require medication sometime during the day, the manager will decide if the child is fit to be left at Love Literacy/Love Education C.I.C. If the child is staying, the parent must be asked if any kind of medication has already been given, at what time and in what dosage and this must be stated on the medication form 

• As with any kind of medication, staff will ensure that the parent is informed of any non-prescription medicines given to the child whilst at Love Literacy/Love Education C.I.C, together with the times and dosage given

• Love Literacy/Love Education C.I.C DOES NOT administer any medication unless prior written consent is given for each and every medicine.

 

Injections, pessaries, suppositories

• As the administration of injections, pessaries and suppositories represents intrusive nursing, we will not administer these without appropriate medical training for every member of staff caring for this child. This training is specific for every child and not generic. Love Literacy/Love Education C.I.C will do all it can to make any reasonable adjustments including working with parents and other professionals to arrange for appropriate health officials to train staff in administering the medication.  For children with long term medical requirements, an Individual Health Care Plan from the relevant health team will be in place to ensure that appropriate arrangements are in place to meet the child’s needs. 

 

Staff medication

All Love Literacy/ Love Education C.I.C staff have a responsibility to work with children only where they are fit to do so. Staff must not work with children where they are infectious or feel unwell and cannot meet children’s needs. This includes circumstances where any medication taken affects their ability to care for children, for example, where it makes a person drowsy. 

 

If any staff member believes that their condition, including any condition caused by taking medication, is affecting their ability to care for children they must inform their line manager and seek medical advice. *Love Literacy/Love Education C.I.C manager/person’s line manager/registered provider will decide if a staff member is fit to work, including circumstances where other staff members notice changes in behaviour suggesting a person may be under the influence of medication. This decision will include any medical advice obtained by the individual or from an occupational health assessment.   

 

Where staff may occasionally or regularly need medication, any such medication must be kept in the person’s locker or a separate locked container in the staff room or Love Literacy/ Love Education C.I.C room where staff may need easy access to the medication such as an asthma inhaler. In all cases it must be stored securely out of reach of the children, at all times. It must not be kept in the first aid box and must be labelled with the name of the member of staff.

 

Storage

All medication for children must have the child’s name clearly written on the original container and kept in a closed box, which is out of reach of all children.

 

Emergency medication, such as inhalers and EpiPens, will be within easy reach of staff in case of an immediate need, but will remain out of children’s reach. Any antibiotics requiring refrigeration must be kept in a fridge inaccessible to children.  This must be in a designated place with the child’s name clearly written in the original container.

 

All medications must be in their original containers, labels must be legible and not tampered with or they will not be given. All prescription medications should have the pharmacist’s details and notes attached to show the dosage needed and the date the prescription was issued. This will all be checked, along with expiry dates, before staff agree to administer medication. 

 

Medication stored in the setting will be regularly checked with the parents to ensure it continues to be required, along with checking that the details of the medication form remain current.

 

 

MEDICAL POLICY

 

Medication Policy 

 

At Love Literacy/Love Education C.I.C we promote the good health of children attending Love Literacy/Love Education C.I.C and take necessary steps to prevent the spread of infection (see Sickness and illness and Infection control policies). If a child requires medicine, we will obtain information about the child’s needs for this and will ensure this information is kept up to date. 

 

We follow strict guidelines when dealing with medication of any kind in Love Literacy/Love Education C.I.C and these are set out below. 

 

Medication prescribed by a doctor, dentist, nurse or pharmacist

(Medicines containing aspirin will only be given if prescribed by a doctor)

 

• Prescription medicine will only be given when prescribed by the above and for the person named on the bottle for the dosage stated

• Medicines must be in their original containers with their instructions printed in English 

• Those with parental responsibility for any child requiring prescription medication should hand over the medication to the most appropriate member of staff who will then note the details of the administration on the appropriate form and another member of staff will check these details

• Those with parental responsibility must give prior written permission for the administration of each and every medication. However, we will accept written permission once for a whole course of medication or for the ongoing use of a particular medication under the following circumstances:

1. The written permission is only acceptable for that brand name of medication and cannot be used for similar types of medication e.g. if the course of antibiotics changes, a new form will need to be completed

2. The dosage on the written permission is the only dosage that will be administered. We will not give a different dose unless a new form is completed

3. Parents must notify us IMMEDIATELY if the child’s circumstances change e.g. a dose has been given at home, or a change in strength or dose needs to be given 

• Love Literacy/Love Education C.I.C will not administer a dosage that exceeds the recommended dose on the instructions unless accompanied by written instructions from a relevant health professional such as a letter from a doctor or dentist

• The parent must be asked when the child has last been given the medication before coming to Love Literacy/Love Education C.I.C and the staff member must record this information on the medication form. Similarly, when the child is picked up, the parent must be given precise details of the times and dosage given throughout the day. The parent’s signature must be obtained at both times

• At the time of administering the medicine, a senior member of staff will ask the child to take the medicine, or offer it in a manner acceptable to the child at the prescribed time and in the prescribed form. (It is important to note that staff working with children are not legally obliged to administer medication)

• If the child refuses to take the appropriate medication, then a note will be made on the form

• Where medication is ‘essential’ or may have side effects, discussion with the parent will take place to establish the appropriate response.

 

Non-prescription medication (these will not usually be administrated)

• Love Literacy/Love Education C.I.C will not administer any non-prescription medication containing aspirin

• Love Literacy/Love Education C.I.C will only administer non-prescription medication for a short initial period, dependant on the medication or the condition of the child. After this time medical attention should be sought

• If Love Literacy/Love Education C.I.C feels the child would benefit from medical attention rather than non-prescription medication, we reserve the right to refuse Love Literacy/ Love Education C.I.C care until the child is seen by a medical practitioner 

• If a child needs liquid paracetamol or similar medication during their time at Love Literacy/ Love Education C.I.C, such medication will be treated as prescription medication with the *onus being on the parent to provide the medicine/*Love Literacy/ Love Education C.I.C providing one specific type of medication should parents wish to use this 

• On registration, parents will be asked if they would like to fill out a medication form to consent to their child being given a specific type of liquid paracetamol or antihistamine in particular circumstances such as an increase in the child’s temperature or a wasp or bee sting. This form will state the dose to be given, the circumstances in which this can be given e.g. the temperature increase of their child, the specific brand name or type of non-prescription medication and a signed statement to say that this may be administered in an emergency if Love Literacy/Love Education C.I.C CANNOT contact the parent

• An emergency Love Literacy/ Love Education C.I.C supply of fever relief (e.g. Calpol) and antihistamines (e.g. Piriton) will be stored on site. This will be checked at regular intervals by the designated trained first aider to make sure that it complies with any instructions for storage and is still in date  

• If a child does exhibit the symptoms for which consent has been given to give non-prescription medication during the day, Love Literacy/Love Education C.I.C will make every attempt to contact the child’s parents. Where parents cannot be contacted then Love Literacy/Love Education C.I.C manager will take the decision as to whether the child is safe to have this medication based on the time the child has been in Love Literacy/Love Education C.I.C, the circumstances surrounding the need for this medication and the medical history of the child on their registration form 

• Giving non-prescription medication will be a last resort and Love Literacy/Love Education C.I.C staff will use other methods first to try and alleviate the symptoms (where appropriate). The child will be closely monitored until the parents collect the child

• For any non-prescription cream for skin conditions e.g. Sudocrem, prior written permission must be obtained from the parent and the onus is on the parent to provide the cream which should be clearly labelled with the child’s name

• If any child is brought to Love Literacy/Love Education C.I.C in a condition in which he/she may require medication sometime during the day, the manager will decide if the child is fit to be left at Love Literacy/Love Education C.I.C. If the child is staying, the parent must be asked if any kind of medication has already been given, at what time and in what dosage and this must be stated on the medication form 

• As with any kind of medication, staff will ensure that the parent is informed of any non-prescription medicines given to the child whilst at Love Literacy/Love Education C.I.C, together with the times and dosage given

• Love Literacy/Love Education C.I.C DOES NOT administer any medication unless prior written consent is given for each and every medicine.

 

Injections, pessaries, suppositories

• As the administration of injections, pessaries and suppositories represents intrusive nursing, we will not administer these without appropriate medical training for every member of staff caring for this child. This training is specific for every child and not generic. Love Literacy/Love Education C.I.C will do all it can to make any reasonable adjustments including working with parents and other professionals to arrange for appropriate health officials to train staff in administering the medication.  For children with long term medical requirements, an Individual Health Care Plan from the relevant health team will be in place to ensure that appropriate arrangements are in place to meet the child’s needs. 

 

Staff medication

All Love Literacy/ Love Education C.I.C staff have a responsibility to work with children only where they are fit to do so. Staff must not work with children where they are infectious or feel unwell and cannot meet children’s needs. This includes circumstances where any medication taken affects their ability to care for children, for example, where it makes a person drowsy. 

 

If any staff member believes that their condition, including any condition caused by taking medication, is affecting their ability to care for children they must inform their line manager and seek medical advice. *Love Literacy/Love Education C.I.C manager/person’s line manager/registered provider will decide if a staff member is fit to work, including circumstances where other staff members notice changes in behaviour suggesting a person may be under the influence of medication. This decision will include any medical advice obtained by the individual or from an occupational health assessment.   

 

Where staff may occasionally or regularly need medication, any such medication must be kept in the person’s locker or a separate locked container in the staff room or Love Literacy/ Love Education C.I.C room where staff may need easy access to the medication such as an asthma inhaler. In all cases it must be stored securely out of reach of the children, at all times. It must not be kept in the first aid box and must be labelled with the name of the member of staff.

 

Storage

All medication for children must have the child’s name clearly written on the original container and kept in a closed box, which is out of reach of all children.

 

Emergency medication, such as inhalers and EpiPens, will be within easy reach of staff in case of an immediate need, but will remain out of children’s reach. Any antibiotics requiring refrigeration must be kept in a fridge inaccessible to children.  This must be in a designated place with the child’s name clearly written in the original container.

 

All medications must be in their original containers, labels must be legible and not tampered with or they will not be given. All prescription medications should have the pharmacist’s details and notes attached to show the dosage needed and the date the prescription was issued. This will all be checked, along with expiry dates, before staff agree to administer medication. 

 

Medication stored in the setting will be regularly checked with the parents to ensure it continues to be required, along with checking that the details of the medication form remain current.

 

 

MEDICAL POLICY

 

Medication Policy 

 

At Love Literacy/Love Education C.I.C we promote the good health of children attending Love Literacy/Love Education C.I.C and take necessary steps to prevent the spread of infection (see Sickness and illness and Infection control policies). If a child requires medicine, we will obtain information about the child’s needs for this and will ensure this information is kept up to date. 

 

We follow strict guidelines when dealing with medication of any kind in Love Literacy/Love Education C.I.C and these are set out below. 

 

Medication prescribed by a doctor, dentist, nurse or pharmacist

(Medicines containing aspirin will only be given if prescribed by a doctor)

 

• Prescription medicine will only be given when prescribed by the above and for the person named on the bottle for the dosage stated

• Medicines must be in their original containers with their instructions printed in English 

• Those with parental responsibility for any child requiring prescription medication should hand over the medication to the most appropriate member of staff who will then note the details of the administration on the appropriate form and another member of staff will check these details

• Those with parental responsibility must give prior written permission for the administration of each and every medication. However, we will accept written permission once for a whole course of medication or for the ongoing use of a particular medication under the following circumstances:

1. The written permission is only acceptable for that brand name of medication and cannot be used for similar types of medication e.g. if the course of antibiotics changes, a new form will need to be completed

2. The dosage on the written permission is the only dosage that will be administered. We will not give a different dose unless a new form is completed

3. Parents must notify us IMMEDIATELY if the child’s circumstances change e.g. a dose has been given at home, or a change in strength or dose needs to be given 

• Love Literacy/Love Education C.I.C will not administer a dosage that exceeds the recommended dose on the instructions unless accompanied by written instructions from a relevant health professional such as a letter from a doctor or dentist

• The parent must be asked when the child has last been given the medication before coming to Love Literacy/Love Education C.I.C and the staff member must record this information on the medication form. Similarly, when the child is picked up, the parent must be given precise details of the times and dosage given throughout the day. The parent’s signature must be obtained at both times

• At the time of administering the medicine, a senior member of staff will ask the child to take the medicine, or offer it in a manner acceptable to the child at the prescribed time and in the prescribed form. (It is important to note that staff working with children are not legally obliged to administer medication)

• If the child refuses to take the appropriate medication, then a note will be made on the form

• Where medication is ‘essential’ or may have side effects, discussion with the parent will take place to establish the appropriate response.

 

Non-prescription medication (these will not usually be administrated)

• Love Literacy/Love Education C.I.C will not administer any non-prescription medication containing aspirin

• Love Literacy/Love Education C.I.C will only administer non-prescription medication for a short initial period, dependant on the medication or the condition of the child. After this time medical attention should be sought

• If Love Literacy/Love Education C.I.C feels the child would benefit from medical attention rather than non-prescription medication, we reserve the right to refuse Love Literacy/ Love Education C.I.C care until the child is seen by a medical practitioner 

• If a child needs liquid paracetamol or similar medication during their time at Love Literacy/ Love Education C.I.C, such medication will be treated as prescription medication with the *onus being on the parent to provide the medicine/*Love Literacy/ Love Education C.I.C providing one specific type of medication should parents wish to use this 

• On registration, parents will be asked if they would like to fill out a medication form to consent to their child being given a specific type of liquid paracetamol or antihistamine in particular circumstances such as an increase in the child’s temperature or a wasp or bee sting. This form will state the dose to be given, the circumstances in which this can be given e.g. the temperature increase of their child, the specific brand name or type of non-prescription medication and a signed statement to say that this may be administered in an emergency if Love Literacy/Love Education C.I.C CANNOT contact the parent

• An emergency Love Literacy/ Love Education C.I.C supply of fever relief (e.g. Calpol) and antihistamines (e.g. Piriton) will be stored on site. This will be checked at regular intervals by the designated trained first aider to make sure that it complies with any instructions for storage and is still in date  

• If a child does exhibit the symptoms for which consent has been given to give non-prescription medication during the day, Love Literacy/Love Education C.I.C will make every attempt to contact the child’s parents. Where parents cannot be contacted then Love Literacy/Love Education C.I.C manager will take the decision as to whether the child is safe to have this medication based on the time the child has been in Love Literacy/Love Education C.I.C, the circumstances surrounding the need for this medication and the medical history of the child on their registration form 

• Giving non-prescription medication will be a last resort and Love Literacy/Love Education C.I.C staff will use other methods first to try and alleviate the symptoms (where appropriate). The child will be closely monitored until the parents collect the child

• For any non-prescription cream for skin conditions e.g. Sudocrem, prior written permission must be obtained from the parent and the onus is on the parent to provide the cream which should be clearly labelled with the child’s name

• If any child is brought to Love Literacy/Love Education C.I.C in a condition in which he/she may require medication sometime during the day, the manager will decide if the child is fit to be left at Love Literacy/Love Education C.I.C. If the child is staying, the parent must be asked if any kind of medication has already been given, at what time and in what dosage and this must be stated on the medication form 

• As with any kind of medication, staff will ensure that the parent is informed of any non-prescription medicines given to the child whilst at Love Literacy/Love Education C.I.C, together with the times and dosage given

• Love Literacy/Love Education C.I.C DOES NOT administer any medication unless prior written consent is given for each and every medicine.

 

Injections, pessaries, suppositories

• As the administration of injections, pessaries and suppositories represents intrusive nursing, we will not administer these without appropriate medical training for every member of staff caring for this child. This training is specific for every child and not generic. Love Literacy/Love Education C.I.C will do all it can to make any reasonable adjustments including working with parents and other professionals to arrange for appropriate health officials to train staff in administering the medication.  For children with long term medical requirements, an Individual Health Care Plan from the relevant health team will be in place to ensure that appropriate arrangements are in place to meet the child’s needs. 

 

Staff medication

All Love Literacy/ Love Education C.I.C staff have a responsibility to work with children only where they are fit to do so. Staff must not work with children where they are infectious or feel unwell and cannot meet children’s needs. This includes circumstances where any medication taken affects their ability to care for children, for example, where it makes a person drowsy. 

 

If any staff member believes that their condition, including any condition caused by taking medication, is affecting their ability to care for children they must inform their line manager and seek medical advice. *Love Literacy/Love Education C.I.C manager/person’s line manager/registered provider will decide if a staff member is fit to work, including circumstances where other staff members notice changes in behaviour suggesting a person may be under the influence of medication. This decision will include any medical advice obtained by the individual or from an occupational health assessment.   

 

Where staff may occasionally or regularly need medication, any such medication must be kept in the person’s locker or a separate locked container in the staff room or Love Literacy/ Love Education C.I.C room where staff may need easy access to the medication such as an asthma inhaler. In all cases it must be stored securely out of reach of the children, at all times. It must not be kept in the first aid box and must be labelled with the name of the member of staff.

 

Storage

All medication for children must have the child’s name clearly written on the original container and kept in a closed box, which is out of reach of all children.

 

Emergency medication, such as inhalers and EpiPens, will be within easy reach of staff in case of an immediate need, but will remain out of children’s reach. Any antibiotics requiring refrigeration must be kept in a fridge inaccessible to children.  This must be in a designated place with the child’s name clearly written in the original container.

 

All medications must be in their original containers, labels must be legible and not tampered with or they will not be given. All prescription medications should have the pharmacist’s details and notes attached to show the dosage needed and the date the prescription was issued. This will all be checked, along with expiry dates, before staff agree to administer medication. 

 

Medication stored in the setting will be regularly checked with the parents to ensure it continues to be required, along with checking that the details of the medication form remain current.

 

 

SEND POLICY

 

Special Educational Needs and Disabilities (SEND) Policy 

 

This policy has been created with regard to:

• The SEND Code of Practice 2015

• Children and Families Act 2014 (Part 3)

• Equality Act 2010

• Working Together to Safeguard Children (2018)

• Statutory Framework for the EYFS (2021)

 

Special Educational Needs and Disability (SEND) code of practice

Love Literacy/Love Education C.I.C has regard to the statutory guidance set out in the Special Educational Needs and Disability code of practice (DfE 2015) to identify, assess and make provision for children’s special educational needs. 

 

At Love Literacy/ Love Education C.I.C we use the SEND Code of Practice (2015) definition of Special Educational Needs and Disability:

 

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.

 

A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• Has a significantly greater difficulty in learning than the majority of others of the same age, or

• Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age…

 

Statement of intent

We are committed to the inclusion of all children at our Love Literacy/Love Education C.I.C. We ensure all children are cared for and educated to develop to their full potential alongside their peers through positive experiences. We enable them to share opportunities and experiences and develop and learn from each other. We provide a positive and welcoming environment where children are supported according to their individual needs and we work hard to ensure no child is discriminated against or put at a disadvantage as a consequence of their needs. Each child’s needs are unique and we do not attempt to categorise children.

 

We are committed to working in partnership with parents in order to meet each child’s individual needs and develop to their full potential. We are committed to working with any child who has a special educational need and/or disability and making reasonable adjustments to enable every child to make full use of Love Literacy/Love Education C.I.C’s facilities. All children have a right to a broad and well-balanced early learning environment.

 

We undertake a Progress Check of all children at age two in accordance with the Code of Practice (2015) and statutory framework for the EYFS to support early identification of needs. 

 

We will also undertake an assessment at the end of the Early Years Foundation Stage for any children that remain with us in the final term of the year in which they turn five, as per the statutory framework for the EYFS.

 

We will work closely with the child’s parents and any relevant professionals if we identify any areas where a child’s progress is less than expected to establish if any additional action is required. This may include:

 

• Liaising with any professional agencies

• Reading any reports that have been prepared

• Attending any review meetings with the local authority and other professionals 

• Observing each child’s development and assessing such observations regularly to monitor progress.

 

All new children will be given a full settling in period when joining Love Literacy/Love Education C.I.C according to their individual needs.

 

We will: 

• Recognise each child’s individual needs and ensure all staff are aware of, and have regard for, the Special Educational Needs Code of Practice (2015)

• Ensure that all children are treated as individuals and are supported to take part in every aspect of Love Literacy/Love Education C.I.C day according to their individual needs and abilities

• Include all children and their families in our provision

• Identify the specific needs of children with special educational needs and/or disabilities and meet those needs through a range of strategies

• Ensure that children who learn at an accelerated pace e.g. ’more able’ are also supported (see the More able and talented children policy)

• Encourage children to value and respect others 

• Provide well informed and suitably trained practitioners to help support parents and children with special educational difficulties and/or disabilities

• Develop and maintain a core team of staff who are experienced in the care of children with additional needs and identify a Special Educational Needs and Disabilities Co-ordinator (SENCo) who is experienced in the care and assessment of children with additional needs.  Staff will be provided with specific training relating to SEND and the SEND Code of Practice

• Monitor and review our practice and provision and, if necessary, make adjustments, and seek specialist equipment and services where required

• Challenge inappropriate attitudes and practices 

• Promote positive images and role models during play experiences of those with additional needs wherever possible

• Celebrate diversity in all aspects of play and learning

• Work in partnership with parents and other agencies in order to meet individual children's needs, including the education, health and care authorities, and seek advice, support and training where required

• Share any statutory and other assessments made by Love Literacy/Love Education C.I.C with parents and support parents in seeking any help they or the child may need. 

Our Love Literacy/Love Education C.I.C Special Education Needs and Disabilities Lead is Zara Muirhead.

 

The role of the SENCo in our setting includes:

• Ensuring all practitioners in the setting understand their responsibilities to children with SEND and the setting’s approach to identifying and meeting SEND

• Advising and supporting colleagues

• Ensuring parents are closely involved throughout and that their insights inform action taken by the setting

• Liaising with professionals or agencies beyond the setting

• Taking the lead in implementing the graduated response approach and supporting colleagues through each stage of the process.

 

We will:

• Designate a named member of staff to be the SENCo and share their name and role with all staff and parents

• Have high aspirations for all children and support them to achieve their full potential

• Develop respectful partnerships with parents and families 

• Ensure parents are involved at all stages of the assessment, planning, provision and review of their child's care and education and include the thoughts and feelings voiced by the child, where possible

• Signpost parents and families to our Local Offer in order to access local support and services 

• Undertake formal Progress Checks and assessments of all children in accordance with the SEND Code of Practice January (2015) and statutory framework for the EYFS (2021)

• Provide a statement showing how we provide for children with special educational needs and/or disabilities and share this with staff, parents and other professionals

• Ensure that the provision for children with SEN and/or disabilities is the responsibility of all members of staff in Love Literacy/Love Education C.I.C through training and professional discussions

• Set out in our inclusive admissions practice on how we meet equality of access and opportunity

• Make reasonable adjustments to our physical environment to ensure it is, as far as possible suitable for children and adults with disabilities using the facilities

• Provide a broad, balanced, aspirational early learning environment for all children with SEN and/or disabilities and differentiated activities to meet all individual needs and abilities 

• Liaise with other professionals involved with children with special educational needs and/or disabilities and their families, including transition arrangements to other settings and schools (see our Transitions policy) 

• Use the graduated approach response system to assess, plan, do and review to ensure early identification of any SEND

• Ensure that children with special educational needs and/or disabilities and their parents are consulted at all stages of the graduated response, taking into account their levels of ability

• Review children’s progress and support plans every 6 weeks and work with parents to agree on further support plans

• Provide privacy of children with special educational needs and/or disabilities when intimate care is being provided

• Raise awareness of any specialism the setting has to offer e.g. Makaton trained staff

• Ensure the effectiveness of our SEN and disability provision by collecting information from a range of sources e.g. additional support reviews, Education, Health and Care (EHC) plans, staff and management meetings, parental and external agencies’ views, inspections and complaints. This information is collated, evaluated and reviewed annually

• Provide a complaints procedure and make available to all parents in a format that meets their needs e.g. Braille, audio, large print, additional languages

• Monitor and review our policy and procedures annually.

 

Effective assessment of the need for early help

We are aware of the process for early help and adhere to the following procedure: 

 

Local agencies should work together to put processes in place for the effective assessment of the needs of individual children who may benefit from early help services. Children and families may need support from a wide range of local agencies. Where a child and family would benefit from coordinated support from more than one agency (e.g. education, health, housing, police) there should be an inter-agency assessment. These early help assessments should identify what help the child and family require to prevent needs escalating to a point where intervention would be needed via a statutory assessment under the Children Act 1989.

 

The early help assessment should be undertaken by a lead professional who should provide support to the child and family, act as an advocate on their behalf and coordinate the delivery of support services. The lead professional role could be undertaken by a General Practitioner (GP), family support worker, teacher, health visitor and/or special educational needs coordinator. Decisions about who should be the lead professional should be taken on a case-by-case basis and should be informed by the child and their family.

 

For an early help assessment to be effective:

• The assessment should be undertaken with the agreement of the child and their parents. It should involve the child and family as well as all the professionals who are working with them

• A teacher, GP, health visitor, early years worker or other professional should be able to discuss concerns they may have about a child and family with a social worker in the local authority. Local authority children’s social care should set out the process for how this will happen

• If parents and/or the child do not consent to an early help assessment, then the lead professional should make a judgement as to whether, without help, the needs of the child will escalate. If so, a referral into local authority children’s social care may be necessary.

 

If at any time it is considered that the child may be a child in need as defined in the Children Act 1989, or that the child has suffered significant harm, or is likely to do so, a referral should be made immediately to local authority children’s social care. This referral can be made by any professional (Working together to safeguard children 2018).

Graduated response approach

We follow the SEND Code of Practice (2015) recommendation that, in addition to the formal checks above, we adopt a graduated approach to assessment and planning, led and coordinated by a SENCO. Good practice of working together with parents, and the observation and monitoring of children’s individual progress, will help identify any child with special educational needs or disability. This graduated approach will be led and coordinated by our SENCO and appropriate records will be kept according to the Code of Practice.

 

Assess

In identifying a child as needing SEND support, the key person, working with the SENCO and the child’s parents, will carry out an analysis of the child’s needs. This initial assessment will be reviewed regularly to ensure that support is matched to need. Where there is little or no improvement in the child’s progress, more specialist assessment may be called for from specialist teachers or from health, social services or other agencies beyond the setting. Where professionals are not already working with the setting, the SENCO will contact them, with the parents’ agreement.

 

Plan

Where it is decided to provide SEND support, and having formally notified the parents, the key person and the SENCO, in consultation with the parents, will agree the outcomes they are seeking, the interventions and support to be put in place, the expected impact on progress, development or behaviour, and a clear date for review. Plans will take into account the views of the child. 

 

The support and intervention provided will be selected to meet the outcomes identified for the child, based on reliable evidence of effectiveness, and provided by practitioners with relevant skills and knowledge. Any related staff development needs are identified and addressed. Parents will be involved in planning support and, where appropriate, in reinforcing the provision or contributing to progress at home.

 

Do

The child’s key person will be responsible for working with the child on a daily basis. With support from the SENCO, they will oversee the implementation of the intervention agreed as part of SEN support. The SENCO will support the key person in assessing the child’s response to the action taken, in problem solving and advising on the effective implementation of support.

 

Review

The effectiveness of the support and its impact on the child’s progress will be reviewed in line with the agreed date. The impact and quality of the support will be evaluated by the key person and the SENCO in full consultation with the child’s parents and taking into account the child’s views. Information will be shared with parents about the impact of the support provided.

 

Education and Health Care Plan (EHCP)

Some children and young people may require an EHC needs assessment in order to decide whether it is necessary to develop an EHC plan. The purpose of an EHC plan is to make adjustments and offer support to meet the special educational needs of the child, to secure the best possible outcomes for them across education, health and social care.

 

The local authority will conduct the EHC needs assessment and take into account a wide range of evidence, including: 

• Evidence of the child’s developmental milestones and rate of progress

• Information about the nature, extent and context of the child’s SEND

• Evidence of the action already being taken by us as the early years provider to meet the child’s SEND needs

• Evidence that, where progress has been made, it has only been as the result of much additional intervention and support over and above that which is usually provided

• Evidence of the child’s physical, emotional and social development and health needs, drawing on relevant evidence from clinicians and other health professionals and what has been done to meet these by other agencies.

 

We will then work with the local authority and other agencies to ensure that the child receives the support they need to gain the best outcomes. 

 

We will review this policy annually to ensure it continues to meet the needs of the children, parents and our Love Literacy/Love Education C.I.C. 

Supporting Children with Medical Needs

Love Literacy /Love Education C.I.C is committed to ensuring that children and young people with medical needs are fully supported to access our provision safely and confidently.

We will:

• Work in partnership with parents/carers and health professionals to develop Individual Healthcare Plans (IHPs) where needed

• Ensure that medication is only administered by trained staff, with prior written consent

• Maintain clear emergency procedures and have trained first aiders on-site

• Provide staff with appropriate training related to specific conditions (e.g. asthma, allergies, diabetes)

• Ensure inclusion in all activities by making reasonable adjustments and carrying out risk assessments

• Treat medical information with confidentiality and in line with GDPR

Monitoring and Review

• The board will review equality data and objectives every year

• This policy and objectives will be reviewed at least every four years and published on the website

BEHAVIOUR POLICY

 

Staff Code of Conduct

 

At Love Literacy/Love Education C.I.C we take the safety and welfare of our children and staff seriously. This policy ensures staff behave in an appropriate manner to act as a role model for and protect all children in their care. Within this policy we will also ensure that any changes to staff behaviours or ways of working are closely monitored, discussed and supported to ensure all children are safeguarded throughout their time here. 

 

Expected staff behaviour 

Within our Love Literacy/Love Education C.I.C we expect our staff to:

• Put our children first. The safety, welfare and ongoing development of children is the most important part of their role

• Behave as a positive role model for the children in their care by remaining professional at all times and demonstrating caring attitudes to all

• Work as part of the wider team, cohesively and openly

• Be aware of their requirements under the Statutory Framework for the EYFS and Love Literacy/Love Education C.I.C policies and procedures designed to keep children safe from harm whilst teaching children and supporting their early development

• React appropriately to any safeguarding concerns quickly and concisely in accordance with relevant procedures and training received 

• Not share any confidential information relating to the children, Love Literacy/Love Education C.I.C or families using Love Literacy/Love Education C.I.C  

• Maintain the public image of Love Literacy/Love Education C.I.C and do nothing that will put the setting into disrepute 

• Ensure that parental relationships are professional and external social relationships are not forged. If a relationship exists prior to the child starting at the setting, discussions with management will be held to ensure the relationship remains professional

• Adhere to the Mobile phone and electronic device use policy and Social networking policy  

• Report to management immediately any changes in their personal life that may impact on the ability to continue the role. These may include (but are not limited to) changes in police record, medication or any social service involvement with their own children.

 

Monitoring staff behaviour

Within Love Literacy/Love Education C.I.C we: 

• Conduct regular peer observations using all staff and management, during which we observe interactions between staff and children 

• Have regular supervisions with all staff in which ongoing suitability is monitored and recorded

• Have a Whistleblowing policy that enables team members to discuss confidentiality any concerns about their colleagues   

• Operate staff suitability checks and clauses in staff contracts to ensure any changes in their suitability to work with children are reported immediately to management

• Ensure all new staff members are deemed suitable with the appropriate checks as detailed in the Safer recruitment of staff policy.

Some behaviours that may cause concern and will be investigated further include: 

• Change in moods

• Sudden change in religious beliefs and/or cultural beliefs (which may indicate radicalisation) 

• Changes in the way they act towards the children or the other members of the team (becoming more friendly and close, isolation, avoidance, agitation etc.) 

• Sudden outbursts

• Becoming withdrawn 

• Secretive behaviours

• Missing shifts, calling in sick more often, coming in late

• Standards in work slipping 

• Extreme changes in appearance.

 

Procedures to be followed: 

If we have a concern about changes in staff behaviour within Love Literacy/Love Education C.I.C, an immediate meeting will be called with the individual and a member of management to ascertain how the person is feeling. We will aim to support the staff wherever possible and will put support mechanisms in place where appropriate.  

 

Ultimately, we wish to ensure all staff are able to continue to work with the children as long as they are suitable to do so, but if any behaviour causes concern regarding the safety or welfare of the children then the Safeguarding children and child protection policy will be followed. In the case of allegations against a staff member, the Local Authority Designated officer (LADO) will be contacted. 

 

All conversations, observations and notes on the staff member will be logged and kept confidential. 

Promoting Positive Behaviour Policy

 

At Love Literacy/Love Education C.I.C we believe that children flourish best when they feel safe and secure and have their needs met by supportive practitioners who act as good role models, show them respect and value their individual personalities. Children are supported through co-regulation, where adults and children work together towards a common purpose, including finding ways to resolve upsets from stress in any domain and return to balance leading onto a path to self-regulation. Love Literacy/Love Education C.I.C actively promotes British values and encourages and praises positive, caring and polite behaviour at all times and provides an environment where children learn to respect themselves, other people and their surroundings. 

 

We implement the early years curriculum supporting children to develop their personal, social and emotional development. This involves helping children to understand their own feelings and others and beginning to regulate their behaviour. We support children to do this through working together with parents, having consistent approaches, structure, routine and age/stage appropriate boundaries appropriate to the emotional development of the child. We help build confidence and self-esteem by valuing all children and giving lots of praise and encouragement. 

 

To support positive behaviour in our setting, we aim to:

• Recognise the individuality of all our children

• Provide a warm, responsive relationship where children feel respected, comforted and supported in times of stress, and confident that they are cared for at all times  

• Understand that certain behaviours are a normal part of some young children’s development e.g. biting

• Encourage self-regulation, consideration for each other, our surroundings and property

• Encourage children to participate in a wide range of group activities to enable them to develop their social skills

• Ensure that all staff act as positive role models for children

• Encourage parents, carers and other visitors to be positive role models

• Work in partnership with parents by communicating openly

• Praise children and acknowledge their positive actions and attitudes, therefore ensuring that children see that we value and respect them

• Encourage all staff working with children to accept their responsibility for implementing the goals in this policy and to be consistent

• Promote non-violence and encourage children to deal with conflict peacefully

• Provide a key person system enabling staff to build a strong and positive relationship with children and their families

• Provide activities and stories to help children learn about accepted behaviours, including opportunities for children to contribute to decisions about accepted behaviour where appropriate

• Supporting and developing children’s understanding of different feelings and emotions, self-regulation and empathy as appropriate to stage of development. This includes using strategies and naming and talking about feelings and ways to manage them

• Have a named person who has overall responsibility for promoting positive behaviour and behaviour support.

 

The named person for promoting and supporting behaviour is Zara Muirhead. It is their role to: 

• Advise and support other staff on any behaviour concerns 

• Liaise with the setting’s Special Educational Needs Co-ordinator (SENCo) where a child requires further support, or there are concerns about the impact of the behaviour on a child’s education and care

• Along with each room leader will keep up to date with legislation and research relating to promoting positive behaviour 

• Support changes to policies and procedures in Love Literacy/Love Education C.I.C

• Access relevant sources of expertise where required and act as a central information source for all involved

• Attend regular external training events, and ensure all staff attend relevant in-house or external training for behaviour management. Keep a record of staff attendance at this training.

 

Our Love Literacy/Love Education C.I.C rules are concerned with safety, care and respect for each other. We keep the rules to a minimum and ensure that these are age and stage appropriate.  We regularly involve children in the process of setting rules to encourage cooperation and participation and ensure children gain understanding of the expectations of behaviour relevant to them as a unique child.

 

Children who are displaying distressed and /or behaviour which challenges, for example, by physically abusing another child or adult e.g. biting, or through verbal bullying, are helped to talk through their feelings and actions through co-regulation before thinking about the situation and apologising if appropriate. We make sure that the child who has been upset is comforted. We always acknowledge when a child is feeling angry or upset and that it is the behaviour that is not acceptable, not the child or their feelings.

 

Our promoting positive behaviour procedure is: 

• We support all children to develop positive behaviour, and we make every effort to provide for their individual needs

• We never use or threaten to use physical punishment or corporal punishment such as smacking or shaking or use or threaten any punishment that could adversely affect a child’s well being 

• We only use physical intervention (where practitioners may use reasonable force to prevent children from injuring themselves or others or damaging property) or to manage a child’s behaviour if absolutely necessary. We keep a record of any occasions where physical intervention is used and inform parents on the same day, or as reasonably practicable

• We recognise that there may be occasions where a child is displaying distressed and /or behaviour which challenges and may need individual techniques to restrain them to prevent a child from injuring themselves or others. This will only be carried out by staff who have been appropriately trained to do so. Any restraints will only be done following recommended guidance and training and only with a signed agreement from parents on when to use it. We will complete an incident form following any restraints used and notify the parents 

• We do not single out children or humiliate them in any way. Where children are displaying behaviour which challenges they will, wherever possible, be distracted and re-directed to alternative activities. Discussions with children will take place as to why their behaviour was not acceptable, respecting their level of understanding and maturity

• Staff do not raise their voices (other than to keep children safe)

• In any case of behaviour which challenges, we always make it clear to the child or children in question, that it is the behaviour and not the child that is unwelcome

• We decide on particular strategies to support particular types of behaviour depending on the child’s age, level of development and the circumstances surrounding the behaviour. This may involve asking the child to talk and think about what he/she has done. All staff support children in developing empathy and children will only be asked to apologise if they have developed strong empathy skills and have a good understanding of why saying sorry is appropriate 

• We help staff to reflect on their own responses towards behaviours that challenge to ensure that their reactions are appropriate

• We inform parents if their child’s behaviour is unkind to others or if their child has been upset. In all cases we deal with behaviour that challenges in Love Literacy/ Love Education C.I.C at the time. We may ask parents to meet with staff to discuss their child's behaviour, so that if there are any difficulties, we can work together to ensure consistency between their home and Love Literacy/Love Education C.I.C. In some cases, we may request additional advice and support from other professionals, such as an educational psychologist

• We support children in developing non-aggressive strategies to enable them to express their feelings and emotions 

• We keep confidential records on any behaviour that challenges that has taken place. We inform parents and ask them to read and sign any incidents concerning their child

• Through partnership with parents and formal observations, we make every effort to identify any behavioural concerns and the causes of that behaviour. From these observations and discussions, we will implement an individual behaviour support plan where a child’s behaviour involves aggressive actions towards other children and staff, for example hitting, kicking etc. The manager will complete risk assessments identifying any potential triggers or warning signs ensuring other children’s and staff’s safety at all times. In these instances, we may remove a child from an area until they have calmed down. 

 

We recognise that children need their own time and space and that it is not always appropriate to expect a child to share. We believe it is important to acknowledge each child’s feelings and to help them understand how others might be feeling.

 

At our Love Literacy/Love Education C.I.C, staff follow the procedure below to enable them to deal with behaviour that challenges:

• Staff are encouraged to ensure that all children feel safe, happy and secure

• Staff are encouraged to recognise that active physical aggression in the early years is part of the child’s development and that it should be channelled in a positive way

• Children are helped to understand that using aggression to get things is inappropriate and they will be encouraged to resolve problems in other ways

• Staff will initiate games and activities with children when they feel play has become overly boisterous or aggressive, both indoors and outdoors

• We will ensure that this policy is available for staff and parents and it will be shared at least once a year to parents and staff

• Staff and parents are also welcome to review and comment on the policy and procedure 

• If any parent has a concern about their child, a member of staff will be available to discuss those concerns. Working together can ensure our children feel confident and secure in their environment, both at home and in Love Literacy/Love Education C.I.C

• All concerns will be treated in the strictest confidence.

 

Anti-bullying

We encourage children to recognise that bullying, fighting, hurting and discriminatory comments are not acceptable behaviour. We want children to recognise that certain actions are right and that others are wrong. 

 

Bullying takes many forms. It can be physical, verbal or emotional, but it is always a repeated behaviour that makes other people feel uncomfortable or threatened.  We acknowledge that any form of bullying is unacceptable and will be dealt with immediately while recognising that physical aggression is part of children’s development in their early years. Staff will intervene when they think a child is being bullied, however mild or harmless it may seem and sensitively discuss any instance of bullying with the parents of all involved to look for a consistent resolution to the behaviour. 

 

By promoting positive behaviour, valuing co-operation and a caring attitude, we hope to ensure that children will develop a positive sense of self, have confidence in their own abilities, make good friendships, co-operate and resolve conflicts peaceably. These will provide them with a secure platform for school and later life.