Policies and Procedures

Aim:

• To ensure all lunch boxes contain healthy and nutritionally balanced foods
• To work in partnership with parents to establish healthy eating patterns in  children from a young age
• To ensure that lunch boxes do not contain peanut or peanut based products, chocolate, sweets or fruit juice.

Statement:

A healthy lunch box should include:

• At least one portion of fruit, salad or vegetables
• Starchy food such as bread, pasta or potatoes
• Protein, this could be lean meat, tuna, eggs or hummus
• A source of dairy, such as milk, cheese, yoghurt, fromage frais, custard

The nursery requests that sweets, chocolate bars, fizzy, or high sugar squash drinks should not be included in children’s lunch boxes as these are high in sugar and damaging to teeth. Removing these products from your child’s lunch box at this stage  also prepares them for school where healthy lunch’s are a requirement.

In addition due to the risk of allergic reactions we ask that no peanut or peanut based products are included in children’s lunch boxes.

Methods

In order to support parents/carers to make healthy choices for their children and to provide healthy, balanced and nutritious meals for their child both at nursery and at home we provide a variety of information on food and drinks including;

• Food safety advice,
• Leaflets on how to support babies, toddlers or children to eat healthily,
• How to chose healthy drinks for children
• Tooth erosion
• Healthy lunch box ideas

Information can also be accessed on line at:

www.bbc.co.uk/cbeebies/grownups/portion-size-for-kids

www.childrensfoodtrust.org.uk

www.healthyfood.co.uk

Aims:

Our aim is to promote healthy eating and teach children and their families how eating well contributes to life long health and well being, we also want to encourage children to develop a positive attitude to food and healthy lifestyles. This is achieved through adopting a whole nursery approach which encompasses children, their families and staff.

Links to EYFS Prime Area: Physical Development: Health and Self care.

The Role of the Nursery

• To gather information from parents about a child’s dietary requirements and eating habits before the child starts nursery as part of a home visit or meeting
• To ensure those responsible for food preparation and handling of food are competent to do so and undertake training which supports relevant health and safety guidelines
• To have two members of staff undertake annual Food Hygiene training ensuring one is on site daily
• To display snack menus for parents/carers to see
• To ensure that snacks and meals are evenly spaced apart – currently 10.00 am 12.00 pm and 2.00pm and that children can self select from a range of healthy options
• To ensure fresh drinking water is accessible through out the day
• For staff to be good role models by drinking and eating healthy food when children are present.
• To re-enforce our status as a nut free setting, lunch boxes will be checked daily for nut products.
• To liaise with parents to ensure that individual dietary requirements are met, whether in relation to religious requirements, allergies, medical needs or food intolerances.
• To teach children about recycling by reusing items such as yogurt pots and return items such as plastic sandwich bags to parents for repeat use.
• To teach the children about food and nutrition through planting, growing, and cooking activities. Where children take home any cookery items this will be put on either paper plates or put in lunch boxes to limit use of plastic. Links to EYFS: Maths/SSM 30-50m 40-60m weighing, measuring, making comparisons Maths/ Numbers 22-36m comparing quantities, language of quantities/Understanding the World/TW 30-50m shows concern for the environment
• Dietary requirements for individual children will be displayed in the kitchen and staff will be required to familiarise themselves with these
• Cultural differences in eating habits will be respected
• Staff will work with parents to find strategies to support fussy eaters
• Breast feeding parents and staff will be offered a quiet comfortable space in which to feed their babies or express breast milk
• To promote dental health through age appropriate activities within the setting and providing relevant information to parents

Eating Environment and Equipment

• The eating environment provided by the setting will be comfortable and relaxed and children will be given plenty of time to eat.
• The setting recognises that this is a social time and an opportunity for children to learn about healthy eating and develop new skills such as cutting fruit, spreading butter and pouring drinks
• Utensils, tables and chairs will be appropriate for the ages and stages of the children.
• Cups without lids will be used for all drinks given to children to protect their teeth.
• Practitioners will sit and eat with children at mealtimes encouraging them to try foods and modelling table manners such as saying ‘please’  and ‘thank you’. Links to EYFS PSED SCSA: 30-50m children can select resources with adult support PD: HSC 22-36m becoming independent but needs adult support CL: Speaking 2-36m learn new words, uses language as a means of sharing experiences, uses gesture.

Role of the Parent

• Follow advice provided by the setting in relation to healthy lunch boxes
• Provide a piece of fruit or healthy alternative (crackers, cheese, breadsticks, hummus) to be shared at snack time.
• Parents are asked not to bring food into the setting for birthdays or celebrations. (However birthdays will still be celebrated!)  Alternative, non-food treats such as stickers or balloons can be given out in consultation with nursery staff.

This policy will be monitored and evaluated annually.

Next review due: April 2021

Aims

Pippa’s Group Nursery is committed to promoting the health and well being of its children through physical activity. Children will be supported to fulfil their physical potential through  free-flow access to outdoor play and through a balance of planned activities and child initiated play, we aim to offer a minimum of 60 minutes moderate to vigorous physical activity per session.  Our aims are for the children to understand how exercise combined with healthy eating can promote life long good health and for them to embrace a ‘can do’ attitude which encompasses the realisation that they will get better at things with effort and practice.

Links to EYFS: Physical activity is achieved across all areas of learning and development and the Characteristics of Effective Learning. Prime areas: Physical Development: Moving and Handling and Health and Self care.

Current Guidelines for Physical Activity

The Department of Health and Social Care and the NHS recommend that toddlers (age 1-2) and preschool children (age 3-4) should spend 180 minutes (3 hours) engaged in physical activity per day. The physical activity should be spread throughout the day and include a range of activities both indoors and outside.  Within this 180 minutes there should be a period of 60 minutes of activity which is of moderate to vigorous intensity.

How Physical Activity Supports all Areas of Learning and Development

• Promotes social skills, and friendships
• Supports waiting, turn taking and sharing
• Encourages communication, speaking, signing and listening
• Introduces new vocabulary
• Improves problem solving and memory skills
• Encourages risk taking and challenge
• Improves gross and fine motor skills
• Promotes skills of independence, perseverance and resilience
• Opportunities for maths counting, and mark making
• Reduces the risks of childhood obesity
• Aids concentration
• Helps children to sleep
• Outdoor play also offers the opportunity for children to develop an awareness of the natural world and a sense of community.

The Role of the Nursery:

• For staff to observe, record and assess physical skills of key children
• To work in partnership with parents to support the needs of individual children
• To plan a balance of adult led and child initiated activities
• To ensure staff act as positive role models that actively promote physical activity
• To ensure that children have access to outdoor play every day
• To offer a free flow environment that enables children to choose when they go outside
• To access training for staff that supports physical activity where available
• To offer all children Forest School sessions where available
• To explore our local community green spaces and use Landport Community Garden whenever possible
• To promote Active Travel to and from nursery and provide space for storage of scooters and bikes
• To check that all resources and equipment are safe and fit for purpose

This policy will be monitored and evaluated by staff annually.

Next review: April 2021.

Policy statement

It is our intention to provide an environment in which children, parents and staff are safe from images being recorded and used inappropriately in turn eliminating the following concerns:

• Inappropriate use of mobile phone cameras around children
• Staff being distracted from their work with children

Aim of Policy

Our aim is to have a clear policy that all staff parents, volunteers and visitors to the setting adhere to without exception.

Personal Mobile Phones

• The nursery permits staff to bring in mobile phones for their own use.
• Mobile phones must not contain inappropriate or illegal content.
• Mobile phones are placed in the office filing cabinet throughout the day there are no exceptions to this.
• Mobile phones may be used at lunch time in the office or in the sensory room when no children are present.
• Members of staff ensure that the telephone number of the setting is known to immediate family and other people who need to contact them in an emergency.
• If staff have a personal emergency during a session, they should use the nursery phone. Alternatively, their mobile can be used briefly in the office with no children present, longer calls will require the mobile to be used off site.
• Members of staff will not take their personal mobile phones on outings or to Forest School sessions.
• Parents and visitors are requested not to use their mobile phones whilst on the premises. Visitors will be advised of this policy and may use the office to make emergency calls only and only when there are no children present.

Cameras and videos

• Members of staff must not bring their own cameras or video recorders into the setting.
• Photographs of children are only taken for valid reasons, i.e. to record their learning and development, or for displays within the setting.
• Photographs or recordings of children are only taken on equipment belonging to the setting.
• Camera use is monitored by the setting manager and images are deleted after use.
• Photographs and recordings of children are only taken of children if there is written permission to do so (found on the individual child’s Registration Form).

This policy was adopted at a meeting of Pippa’s Group Staff and Trustees

Held on  8^th January 2020

Date  reviewed 13/10/20

Leads:

Ruth O’Keeffe,  Chair of Trustees

Claire Connell, Nursery Manager

Pippa Campbell, Founder/Trustee

Agreed by: Board of Trustees

Signature: Signed of behalf of Trustees by Pippa Campbell, Trustee

Completed by Lucy Campbell

Agreed by: Claire Connell

Reviewed: 10/11/2020

How does the nursery know if children need extra help and what should I do if I think my child may have special educational needs?

Children have a baseline assessment completed by their key person during their first term at nursery. We observe the child to inform the assessment and these observations are recorded in each child’s learning journey, we use the graduated approach of observe, plan, do, review. If this initial assessment raises concerns, we will gain more insight with the help from parents and in partnership with the special educational needs coordinator (SENCO) and the child’s key person.

How will nursery staff support my child?

The child’s key person and SENCO provide activities that support the interests, abilities and needs of each child, additionally where needed we can also provide 1-1 support for children with more complex needs.

We have access to outside services that the SENCO can make referrals to if necessary. We work closely with these external agencies who will help us to put targets in place and continue to monitor a child’s progress, these include Integrated Therapy Services, ISEND, Occupational Therapists and Speech and Language Therapists. We also have an ‘in house’ Speech and Language Therapist who visits every two weeks currently and is on hand to meet parents and offer advice and support.

Should your child require any form of involvement with any outside agency then the SENCO would in the first instance discuss this with you and obtain your permission for professional intervention.

 How will the curriculum be matched to my child’s needs?

At Pippa’s Group we offer a varied and stimulating play-based curriculum which follows each child’s interests. Children are assessed using appropriate assessment tools and guidelines, the SENCO will, if needed, put plans in place to support a child’s progression in an area that is identified as a need.  This is always done with the SMART values in mind (Specific Measurable Attainable Realistic Time).

The SENCO will put ‘setting based plans’ in place these are targeted plans which support the child’s development and progress in our setting. It sets out exactly how we intend to support the child achieve these goals for instance if a child needs a carpet square to help him/her sit then we will ensure that this is always available. The setting-based plans are completed with the parents input and are reviewed every 6 weeks.

Every child is valued as a unique individual at Pippa’s Group and as such we ensure that the key person puts ‘next steps’ in place termly that are attainable and reflect the needs of the child. These are only done once we get to know your child and in partnership with parents.

How will both you and I know how my child is doing and how will you help me to support my child’s learning?

We have an “open door” ethos which means staff are always available to chat. Our separate room means that on request we can have privacy if needed for meetings. You are given a document called ‘What to Expect When’ which charts the child’s expected developmental stages. All assessments are shared with parents and parents’ evenings are also a time for us to discuss this in further detail. We keep in contact in a variety of ways including communication books where appropriate and via text and phone calls.

What support will there be for my child’s overall well-being?

We take a holistic viewpoint when considering a child’s developmental stage, we recognise that parents know their children best and we use parents’ knowledge of their child as a starting point for our own assessments.

At Pippa’s Group we understand that each child will learn at their own pace, we place lots of emphasis on Personal Social and Emotional Development (PSED) and we support this with the use of a range of resources, such as a giant sand timer which helps children as they learn about sharing and waiting.

 In our sensory room we have enough space for small group work, exploring the sensory resources, listening to music or sharing stories. We also have a sensory interactive ‘magic carpet ‘room which supports listening and attention skills, learning  about cause and effect and turn taking with friends.

To support any medical needs, we have an Administering Medicines Policy, risk assessments and care plans which would be put in place so your child can attend nursery safely and to ensure their medical needs are met. We will work with parents and medical professionals to achieve this.

As a staff team we have extensive experience of supporting children with a range of complex needs, consequently we offer flexible routines and sessions to ensure their needs are met and parents are happy.

We have a range of informal and formal ways to share information with parents which include:

• An open-door ethos so both arranged and informal talks can take place.
• Formal parents’ consultations with staff to discuss your child’s progress.
• Children’s work is displayed and key developmental ideas, shared with parents.
• Blackboard outside on shed has the day’s activities written up so parents can see each day what key things their child may have done.
• We can, if appropriate, provide a home-school communication book to update you on your child’s day and information on key events.
• Parents can keep up to date with activities and events via our Facebook page too.

What specialist services and expertise are available at or accessed by the nursery?

We use Early Years Services, which help us provide early support. We also have access to professionals from other outside services.  We employ a Speech and Language Therapist who works with our children on a fortnightly basis and is on hand to offer advice and to meet with parents.

 What training have the staff supporting children with SEND had or are having?

We have on- going staff training, our SENCO has a level 3 in Special Educational Needs as well as a level 2 in Makaton and attends refresher training and networking meetings regularly to keep knowledge up to date.

All information is cascaded down, therefore all staff have basic knowledge of Makaton signs and are all involved in the care of our SEND children this way there is consistency in care for all children with SEND. Additionally, all staff have a minimum NVQ Level 3 in childcare and undertake safeguarding training annually.

How accessible is the nursery environment?

The nursery is flat and level, therefore it is wheelchair accessible. We provide a very spacious nursery with the use of disabled toilets. We have a free flow environment which means that children can access the garden for most of the day. The nursery offers a good variety of resources and equipment these are available for children to be able to choose independently. We also have a separate room which can be used to complete more targeted activities which enables us to meet a range of needs.  

We use visual aids for daily routines such as visual timelines, ‘now and then’ and choice boards to aid communication and support understanding.

We have access to ISEND early years’ service that also provide support for children with SEND, children with English as an additional language and teaching and learning provision team for Gypsy Roma and traveller families.

How will you prepare and support my child to join the nursery, transfer to a new nursery or the next stage of education and life?

Settling in…

• We offer home visits before a child starts at the setting.

• The designated key person will meet the child and parents at the door and support the transition into nursery this way over the first few weeks.
• Parents are asked to provide any cuddly toy or comforter that may help in that initial period.
• We use the ‘All About Me’ form to gather information such as likes and dislikes and favourite activities which we will always try to provide for your child whenever they attend.

Transferring to other settings…

Our SENCO will be involved in the transition meetings that take place when your child leaves to go to school. She will gather information to send to school including our one-page profile that gives the school/nursery a picture into the child, the child’s strengths, what makes a bad/good day for that child and what our hopes are for that child’s future. If transferring to another nursery this can also be completed.

How are the nurseries resources allocated and matched to children’s special educational needs?

We can apply for an inclusion grant from the local authority for any specialist equipment as needed.

As a charity we are fortunate to often have grants and donations which we can use to purchase resources that meet individual needs or the needs of the group.

How is the decision made about what type and how much support my child will receive?

This decision is made in consultation with parents and any other professionals involved in the child’s care.  Our assessments will inform the basis of any referrals made, these include mandatory setting-based plans, next steps and a speech and language monitoring tool if appropriate. The relevant professionals may decide to come into the setting for a block of sessions during which they will work with your child and the SENCO and set targets that we will work on to support your child in their development. Communication will be constant throughout, with all those involved with the child.

How are parents involved in the nursery?

We are a friendly and inclusive nursery with a strong sense of community. We greatly value our partnership with parents and encourage an open door policy, so parents feel comfortable sharing ideas and concerns.

Experiences that parents will have include:

• We offer home visits which is an opportunity for parents to meet key persons and ask questions.
• Involved in fundraising events such as Children in Need, Red Nose Day, Christmas craft mornings and leavers events.
• Parent consultations
• Parent suggestion box
• Notice boards displays up to date information.
• Parents involvement in all their child’s assessments is actively sought.

Who can I contact for further information?

For general enquires please contact

Pippa’s Group on 01273 483992

 SENCO: Lucy Campbell

Manager: Claire Connell

Designated Safeguard lead: Claire Connell

This offer is accurate now, but services are regularly reviewed and could change. All information will be updated as soon as possible to reflect any new service offer.

Date of publication:  10/11/20

This offer is intended to give you clear, accurate and accessible information.

If you would like to comment on the content of the offer or make suggestions to improve the information,

please email info@pippasgroup.org.uk

find out more about support for children and young people with special needs and disabilities: www.eastsussex.gov.uk/localoffer

Due to the current Covid 19 pandemic restrictions on services we can offer could be in place.

Policy statement

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

In many cases, it is possible for children’s GPs to prescribe medicine that can be taken at home in the morning and evening. As far as possible, administering medicines will only be done where it would be detrimental to the child’s health if not given in the setting. If a child has not had a medication before, it is advised that the parent keeps the child at home for the first 48 hours to ensure there are no adverse effects, as well as to give time for the medication to take effect.

Where possible the key person is responsible for the correct administration of medication to children for whom they are the key person. This includes ensuring that consent forms have been completed, that medicines are stored correctly and that records are kept according to procedures. In the absence of the key person, the manager is responsible for the overseeing of administering medication.

Procedures

• Children taking prescribed medication must be well enough to attend the setting.
• Only medication prescribed by a doctor (or other medically qualified person) is administered. It must be in-date and prescribed for the current condition (medicines containing aspirin will only be given if prescribed by a doctor).
• Children’s prescribed medicines are stored in their original containers, are clearly labelled and are inaccessible to the children.
• Parents give prior written permission for the administration of medication. The staff receiving the medication must ask the parent to sign a consent form stating the following information. No medication may be given without these details being provided:
• – the full name of child and date of birth;
• – the name of medication and strength;
• who prescribed it;
• – the dosage to be given in the setting;
• – how the medication should be stored and its expiry date;
• – any possible side effects that may be expected; and
• – the signature of the parent, their printed name and the date.
• The administration of medicine is recorded accurately in our medication record book each time it is given and is signed by the key person/manager. Parents are shown the record at the end of the day and asked to sign the record book to acknowledge the administration of the medicine. The medication record book records the:
• name of the child;
• name and strength of the medication;
• date and time of the dose;
• dose given
• signature of the key person/manager; and
• parent’s signature.

Storage of medicines

• All medication is stored safely in a locked cupboard or refrigerated as required. Where the cupboard or refrigerator is not used solely for storing medicines, they are kept in a marked plastic box.
• The child’s key person is responsible for ensuring medicine is handed back at the end of the day to the parent.
• For some conditions, medication may be kept in the setting to be administered on a regular or as-and-when- required basis. Key persons check that any medication held in the setting, is in date and return any out-of-date medication back to the parent.

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

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

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

• A risk assessment is carried out for each child with long term medical conditions in partnership with the parents. This is the responsibility of the manager alongside the key person.
• Parents will also contribute to a risk assessment and a care plan. They should be shown around the setting, understand the routines and activities and point out anything which they think may be a risk factor for their child.
• For some medical conditions, key staff will need to have training in a basic understanding of the condition, as well as how the medication is to be administered correctly. The training needs for staff form part of the risk assessment.
• The risk assessment includes vigorous activities and any other activity that may give cause for concern regarding an individual child’s health needs.
• The risk assessment includes arrangements for taking medicines on outings and advice is sought from the child’s GP if necessary where there are concerns.
• A health care plan for the child is drawn up with the parent; outlining the key person’s role and what information must be shared with other staff who care for the child.
• The health care plan should include the measures to be taken in an emergency.
• The health care plan is reviewed every six months, or more frequently if necessary. This includes reviewing the medication, e.g. changes to the medication or the dosage, any side effects noted etc.
• Parents receive a copy of the health care plan and each contributor, including the parent, signs it.

Managing medicines on trips and outings

• If children are going on outings, staff accompanying the children must include the key person for the child with a risk assessment, or another member of staff who is fully informed about the child’s needs and/or medication.
• Medication for a child is taken in a sealed plastic box clearly labelled with the child’s name and the name of the medication. Inside the box is a copy of the consent form and a card to record when it has been given, including all the details that need to be recorded in the medication record as stated above.
• On returning to the setting the card is stapled to the medicine record book and the parent signs it.
• If a child on medication has to be taken to hospital, the child’s medication is taken in a sealed plastic box clearly labelled with the child’s name and the name of the medication. Inside the box is a copy of the consent form signed by the parent.

Legal framework

• The Human Medicines Regulations (2012)

Further guidance

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