Policies and Procedures

Child Sickness and Illness Policy

Children should not be left at nursery if they are unwell. If a child is unwell then they will prefer to be at home with their parent(s) rather than at nursery with their peers. We will follow these procedures to ensure the welfare of all children within the nursery:

• If a child becomes ill during the nursery day, their parent(s) will be contacted and asked to pick their child up as soon as possible. During this time the child will be cared for in a quiet, calm area with a staff member.
• Should a child have an infectious disease, such as sickness and diarrhoea, they should not return to nursery until they have been clear for at least 48 hours.  Please note we follow the NHS infection control guidelines which can be viewed in the nursery or here: https://www.hps.scot.nhs.uk/resourcedocument.aspx?id=6606
• It is vital that we follow the advice given to us by our registering authority and exclude specific contagious conditions, e.g. sickness and diarrhoea, and chicken pox to protect other children in the nursery. Illnesses of this nature are very contagious and it is exceedingly unfair to expose other children to the risk of an infection.
• If a contagious infection is identified in the nursery, parents will be informed to enable them to spot the early signs of this illness. All equipment and resources that may have come into contact with a contagious child will be cleaned and sterilised thoroughly to reduce the spread of infection.
• It is important that children are not subjected to the rigours of the nursery day, which requires socialising with other children and being part of a group setting, when they have first become ill and require a course of antibiotics.  Our policy, therefore, is that the first dose of antibiotics must be given at home in case of allergic reaction and for parents to keep their child at home until they are well enough to return and participate fully in the nursery day .
• The nursery has the right to refuse admission to a child who is unwell. This decision will be taken by the manager on duty and is non-negotiable.
• Information/posters about head lice are readily available and all parents are requested to regularly check their children’s hair.  If a parent finds that their child has head lice we would be grateful if they could inform the nursery so that other parents can be alerted to check their child’s hair.

Meningitis Procedure

If a parent informs the nursery that their child has meningitis, the nursery manager should contact the Infection Control (IC) Nurse for their area, and the Care Inspectorate. The IC Nurse will give guidance and support in each individual case.  If parents do not inform the nursery, we will be contacted directly by the IC Nurse and the appropriate support will be given.

Transporting Children to Hospital Procedure

• If the sickness is severe, call for an ambulance immediately. DO NOT attempt to transport the sick child in your own vehicle.
• Whilst waiting for the ambulance, contact the parent and arrange to meet them at the hospital.
• A senior member of staff must accompany the child and collect together registration forms, relevant medication sheets, medication and the child’s comforter. A member of the management team must also be informed immediately.
• Remain calm at all times. Children who witness an incident may well be affected by it and may need lots of cuddles and reassurance.

Policy Review Dates

Reviewed October 2024 by Catherine Buchanan
Issue Date: October 2024
Review Date: October 2025

End of policy.

Child Absence Policy

We ask parents/carers to contact the nursery daily by 10:00am if your child is going to be absent whether for sickness reasons or other reason i.e. a family day out.

*Absence sheet MUST be completed stating reason for absence by staff member.

If we have not heard from the patent/carer and to ensure the health & well-being of the child we will use the following procedure:

• A member of staff will contact the parent/carer by 10:00am on the first day of absence if the nursery has not been informed of a child’s reason for not attending. *Absence sheet MUST be completed by member of staff for contact attempts to be tracked.
• Vulnerable child- If no contact Health Visitor must be informed on first day.
• If the parent is not contactable on the first day the staff member will use the emergency contact details to try and make contact with the parent/carer to ensure the child is in good health. *Absence sheet MUST be completed by member of staff for contact attempts to be tracked.
• If no contact made within first week nursery will contact the health visitor to raise concerns around child’s absence.

If the nursery has not heard from a parent/carer within 1 attendance week, the nursery manager will write to the parent/carer requesting that they get in touch
All child protection concerns will be forwarded to the Child Protection Team.

Child Protection contact details are:
Children and families – Social Care Direct
Email: cf.socialcaredirect@edinburgh.gov.uk
Telephone: 0131 200 2327
40 Captain’s Rd,
Edinburgh
EH17 8HN

Child Absence Record and Tracking Sheet (Word document).

Policy Review Dates

Reviewed August 2024 by Catherine Buchanan
Issue Date: August 2024
Review Date: August 2025

End of policy.

Adverse Weather Procedure

In preparation for winter, along with the college the nursery has put together an Action Plan.

Within the college there is an incident team who will respond in the event of adverse weather who will advise the Nursery Manager on the working arrangements of the college which will therefore affect the Nursery.

There will be four categories:

• Category 1 – Green
• Category 2 – Amber
• Category 3 – Red
• Category 4 – Black

Factors that they will consider when making these decisions are Health & Safety of children, parents and staff, staffing levels and weather forecasts.

We will endeavour to inform parents by 7am by the media detailed on page two of this document.

Please ensure that we have a current mobile number so that the nursery can contact you if the situation was to change throughout the day.

Parents can also contact the Nursery on the usual number 0131 297 8800.
If you wish to discuss anything, please contact Nursery manager on the above number.

Category Descriptions

Category 1:

The Nursery would be open – normal conditions.

Category 2:

The Nursery would strive to be open normal hours, 08.00-18.00.
Edinburgh College will be closed to all students. Student’s children would not be permitted into the nursery therefore reducing demand for childcare in the Nursery (any fees would be credited to their account).

Category 3:

Service is expected to be disrupted. It will be assessed by the college incident team and Nursery Manager whether it is safe for the Nursery to be open. We will however strive to provide normal or reduced service.

Category 4:

Nursery will be closed to all children and staff.

Staff to Child Ratios

Although staff are expected to make every effort to attend work, it is expected that some will not be able to travel, we will however strive to cover with agency staff but this cannot be guaranteed. It is essential that staff to child ratios are adhered to, therefore in these exceptional circumstances once we reach our limit children may be turned away (for children turned away, a credit would be made to their account).

Catering, e.g. Lunches

Arrangements will to be made for categories 2-3, although a reduced service may be in place, i.e. a cold lunch.

Reduced Opening Hours

It is at the nursery managers/college manager’s decision whether the nursery reduces the opening hours of the nursery. Factors that we would consider when making decisions are Health & Safety of children, parents and staff, staffing levels and weather forecasts. There will be no reduction in fees for reduced opening hours.

Communication with Parents

Parents would be notified of opening/closure through a text message alert (please make sure you inform us if you change your number) as well as the same media as the College; Forth One Radio (97.3FM) www.forthone.com, the College website www.ed-coll.ac.uk, and via Waterfront Nursery Facebook page and website.

Parents may also be updated throughout the day by text or emails with any updates.

Fees

If the Nursery is closed or a child has been refused entry will parents be issued with a credit to their account. If a child is unable to attend nursery due to adverse weather but the Nursery remains open no refund will be made.

Policy Review Dates

Reviewed June 2024 by Catherine Buchanan
Issue Date: June 2024
Review Date: June 2025

End of policy.

Child Protection Policy and Procedure

Statement

Child Protection depends on the knowledge, skills and confidence of those who work with children and families. Staff must be able to manage risk and deal with the complex and highly uncertain environments that face our most vulnerable children and families.

Professionalism, commitment and courage are needed to address the most challenging of circumstances. Strong, clear and relevant guidance in this area is an essential support for the children’s workforce.

National guidance for Child Protection in Scotland 2010.

Policy for Child Protection

If you think a child is at risk you must report this to your designated members of staff (DMS) as soon as possible. Our Child protection coordinator is Catherine Buchanan and Ann Sibbald- if unavailable please speak with Hannah Garrity, Kim McDonald, Saman Junaidi or Paula Olivares.

You can also contact Social Care Direct on 0131 200 2324 or email socialcaredirect@edinburgh.gov.uk.

The Principles of Child Protection

The welfare of children is everyone’s responsibility, particularly when it comes to protecting them from abuse. Children have a lot to gain from an educational experience in a centre. Their natural sense of fun and spontaneity can blossom in a positive and caring environment. It provides an excellent opportunity for them to learn new skills, become more confident and maximise their own unique potential.

1. Each Child should be treated as an individual and listened to.
2. Parents should normally be responsible for the upbringing of children and centre staff should work in partnership with parents.
3. The welfare of the child is the primary concern.
4. It is everyone’s responsibility to report any concerns of abuse.
5. Children, whatever their age, culture, disability, gender, language, racial origin, religious belief or sexual identity have the right to protection from all forms of abuse, neglect and exploitation.
6. Each child has the right to express their views about matters affecting them and have their views considered according to age, maturity and understanding.
7. In decisions relating to child protection, every effort should be made to keep the child in the family home, providing that is consistent with the child’s and best interest; every effort should be made to preserve family contacts and continuity of centre.
8. Any intervention in the life of a child and their family by a public authority should be properly justified and proportionate and should be supported by services from all relevant agencies working in collaboration.
9. Each child should receive help to minimise the effects of any abusive experiences or neglect.
10. The Curriculum should help children to develop life skills, knowledge, understanding and informed attitudes to protect themselves from all forms of abuse.
11. All incidents of abuse by staff should be taken seriously and responded to swiftly and appropriately in line with these procedures.

Confidentiality will be upheld in accordance with the requirements of the Data Protection Act 1998 and the Human Rights Act 1998.

Management and staff will ensure to:

• Respect and promote the rights, wishes and feelings of children, for whom they are responsible for.
• Accept the moral and legal responsibility to provide a duty of care for children for whom they are responsible, and implement procedures to safeguard their health, development and well-being.
• Protect them from abuse.
• Recruit, train, support and supervise employees to adopt best practice to safeguard and protect children from whom they are responsible from all forms of abuse and to minimise risk to themselves.
• Require staff to adopt and abide by the centre’s child protection policy and procedures.
• Respond to any allegations of abuse as well as implementing, where appropriate, the relevant disciplinary and appeals procedures.

The Role of the Designated Member of Staff for Child Protection

Each centre should appoint a Designated Member of Staff for Child Protection who will have the following roles and responsibilities:

• Establishing and raising awareness of child protection.
• Ensuring that the administrative work associated with processing information to protect children is up to date, e.g. selection and recruitment documents.
• Encouraging good practice and supporting child protection procedures.
• Representing views clearly to others and liaising with organisations such as the Children and Families Department, the police and the Department of Community Child Health.
• Being able to follow procedures and to know when to seek advice and not rely solely on own judgement.
• Ensuring that policy and procedures are in place and are reviewed on an annual basis.
• Liaising closely with management, ensuring the agreed procedures for the prevention of risk are followed.
• Supporting other staff on matters arising from the child protection policy and procedures.
• Acting as the contact person for matters relating to child protection for the organisation.
• Informing the Children and Families Department and the Care Commission without delay of any child protection concerns.
• Having an understanding and appreciation of the need for data protection and confidentiality.
• Ensuring that the training needs of staff in the centre are collated and training arranged and provided regularly.
• Ensuring that they keep themselves updated by regularly attending relevant training.
• If the nominated person is not the centre manager, the Designated Member of Staff for Child.
• Protection will be directly responsible to them.

Procedures for Staff Members

If a child tells you about possible child abuse, respond appropriately.

• React calmly so as not to frighten the child. Listen to the child.
• Do not show disbelief.
• Tell the child that he/she is not to blame and that he/she was right to tell.
• Explain to the child that if what they tell you means that they need more help you will need to tell some other people about what they have said so that they get help they need.
• Take what the child says seriously while recognising the difficulties in interpreting what a child says, especially if they have a speech disability and/or differences in language.
• Do not pre-suppose the experience was bad or painful – it may have been neutral or even pleasurable.
• Always avoid projecting your own reactions on to the child.
• If you need to clarify any points, keep questions to the absolute minimum to ensure a clear and accurate understanding of what has been said.
• If you need to clarify or the statement is ambiguous, use open-ended, non-leading questions, e.g.:
  • What happened; where did it happen; when did it happen; who did it?
  • Do not introduce personal information from either your own experiences or those of other children.
  • As the child may have been threatened about telling anyone, let the child know that they have done the right thing in telling you about it.

If the child has no language or has disabilities that prevent them being able to put into words what is troubling them, then staff should record their observations of the child’s injuries or concerning behaviour and what is worrying to the staff member about it. Is it unusual? Has it been going on for some time?

Actions to avoid

• Do not panic.

• Do not allow shock or distaste to show.
• Do not probe for more information than is offered.
• Do not speculate or make assumptions.
• Do not make negative comments about the alleged abuser.
• Do not approach the alleged abuser.
• Do not make promises or agree to keep secrets.
• Do not give a guarantee of confidentiality.

Reporting and Recording

On the same day, report the matter to the Designated Member of Staff for Child Protection. Use the Welfare Concern Form to record your notes about what the child tells you, sign and date it has it counter-signed by the Designated Member of Staff.
Remember to listen, Respond, Report and Record Procedure for Designated Member of Staff.

If the Designated Member of Staff for Child Protection assesses that there is reasonable to suspect that the child is at risk of harm or has been abused, he/she must refer the situation directly to Social Care Direct, Health or Police immediately.
Reporting of the matter must not be delayed by attempts to obtain more information. If unavailable the information passed on should include the following:

• The name of the child.
• The age and date of birth of the child.
• Home address and telephone number of the child.
• Whether the person making the report is expressing their own concern the concerns of another person.
• The nature of the allegation (include all the information obtained, eg time, date, location of any incident).
• Details of witness (if any) to any incident.
• The child’s account, if it can be given, of what occurred and how any injuries/bruising occurred.
• Whether the child’s parents or guardians have been contacted.
• Details of anyone else who has been consulted and the information obtained from them – if it is not the child making the report, whether the child has been spoken to, and if so what said.

On the Welfare Concern Form a record should be made of the name and designation of the member of staff or the police officer to whom the concerns were passed, together with the time and date of the call.

The Designated Member of Staff should complete the Welfare Concern Form, sending a copy to the Social Care Direct, and record the incident for Care Inspectorate purposes. A note of the concern or Allegation of Abuse should be submitted on the Care Inspectorate Eforms site.

In cases where the child has been seriously hurt then immediate referral for medical help will be needed as well as immediate referral to the Social Care Direct and police.

A social worker in the Children and Families Department will ensure that they have a discussion (called the Inter-Agency Referral Discussion/Meeting) with the police and with health colleagues to decide what the next step will be. This could be a joint investigation by a social worker and police, or an interview solely by a social worker or police officer and could include a medical examination where this is assessed as necessary.

The centre manager should follow up with relevant professionals after the referral to find out any action the centre should be taking and should be prepared top contributed to any case conference.

Code of Conduct

The centre should provide an environment in which there are caring and safe relationships between staff and children. For such relationships to develop, informed common sense and sound professional practice are required. The key principles are:

Do

• Treat all children equally, with respect and dignity Respect diversity and different cultures and values.
• Help children to feel confident to let you know if someone is doing something to them that they do not like.
• Make sure that you understand the issues of boundaries and safety when working with children.
• Build balanced relationships based on mutual trust that empower children to share in the decision-making process.
• Involve parents and carers wherever possible.
• Respect confidentiality and explain clearly to parents and carers your policy as to when it cannot be guaranteed.
• Inform appropriate manager of any personal difficulties that might affect your ability to do your job competently and safely.
• Share with your line manager any concerns about a member of staff behaving in a way you think is inappropriate. You must not ignore this.
• Keep up to date with the child protection policy and procedures in your centre.
• Make time in staff meetings to discuss child protection issues and how to keep children safe.
• Give enthusiastic and constructive feedback rather than negative criticism.
• Work in an open environment where possible, avoiding private or unobserved situations.
• When helping children to the toilet or changing young children, be careful to respect their privacy as much as possible.
• Only restrain a child is he/she is at imminent risk of causing damage to her/himself, other children or staff. Use the minimum force to prevent the harm. Do not hold a child on any joints or for any longer than absolutely necessary.
• Be sure to record the incident on the day. Get help from another member of staff when you are faced with this kind of situation.

Do not

• Have ‘favourites’ – this could lead to resentment and jealousy by other children.
• Spend excessive time alone with children way from others.
• Take responsibility for tasks for which you are not appropriately trained.
• Invite children to your home or have children to stay overnight.
• Take children on car journeys alone, however short, unless in an emergency; if this is necessary, where possible, the consent of parents and the line manager should have been obtained.
• Have the door locked when you need to be alone with a child.
• Allow or engage in ‘horse play’ such as tickling or wrestling.
• Allow or engage in any form of inappropriate touching.
• Allow allegations made by a child to go unchallenged, unrecorded or not acted upon.
• Jump to conclusions about others without first checking all the facts.
• Rely on just your good name to protect you.
• Do things of a personal nature for children that they can do for themselves.

Important note: it may sometimes be necessary for staff to do things of a personal nature for children, Particularly, for example, if they soil themselves and/or are very young or have a disability.

Reporting

It is very important if any of the following incidents occur, that they are reported immediately to another colleagues and a written note of the incident is made. Parents should also be informed of the incident. Report, not and inform if the following occur:

• If you accidentally hurt a child.
• If a child seems unduly distressed.
• If a child misunderstands or misinterprets something you have done.

Ways in Which Inappropriate Behaviour May be Manifested

This list is presented to show some of the ways in which inappropriate behaviour may be manifested. It is important to recognise that this list is neither definitive nor exhaustive. It is not meant to suggest that all the actions below are abusive; they must be seen in the context of the interaction with the child and the intention of the staff. They are meant to aid and advise staff in minimising risk and to encourage good practice. Staff must always exercise professional judgement in each circumstance.

• Physical hitting/tapping.
• Pushing/jabbing.
• Throwing things at children.
• Shaking a child.
• ‘Pulling’ a child by a limb.
• Emotional isolating a child, e.g. in locked room.
• Threatening a child consistently.
• Ignoring a child consistently.
• Intimidating a child.
• Scapegoating a child.
• Sexual inappropriate touching/comforting.
• Using sexual language with children.
• Indecent materials.

Implementing Getting it Right for Every Child

Summary for practitioners

Getting it Right for Every Child is a national programme to improve outcomes for all children and young people in Scotland. It threads through all existing policy, practice, strategy and legislation affecting children, young people and families. The approach and National Practice Model have been designed to address any issue affecting a child and young person. The implementation in full of the Values, Principles and Core Components of Getting it Right for Every Child will lead to improved outcomes for children and young people and will ensure that resources are used more effectively and efficiently.

In Edinburgh, we have followed this by adopting the Getting it Right for Every Child in Edinburgh approach to give the right help to children, young people and families, when they need it from a joined up multi agency team.

Getting it Right for Every Child requires a positive shift in culture, systems and practice across the managers and practitioners who work in frontline services for children, young people and families. The Scottish Government has produced a guide to implementation with examples of what works in practice from the experience of pathfinders and learning partners. It should be read alongside the earlier Guide to Getting it Right for Every Child and the evaluation of the Highland pathfinder1.

What works for practitioners?

• Having an understanding of Getting it Right for Every Child core components, values and principles and the national practice model.
• Fully understanding the roles of the Named Person, the Lead Professional and the concept of the single Child’s Plan.
• Knowing where their responsibilities begin and end and understanding how to access help for children and families from other agencies.
• Knowing what training is needed to support understanding Getting it Right for Every Child and its role in promoting children’s well-being.
• Articulating their worries about implementation and what help they need in order to understand what to do and when to do it.
• Having access to change champions and mentors to support them in implementing Getting it right for every child.
• Building on elements of current good practice across agencies and knowing what will need to be different.
• Being aware of how children and families experience their practice differently.
• Recognising how colleagues across different agencies experience their practice differently.

Reporting a Child Welfare Concern

A Child Welfare Concern Form should be completed by anyone who has a concern about a child or young person, the form is then passed on to the child or young person’s Named Person. This does not replace the need for referral to Social Care Direct or Police if you suspect a child is at risk of significant harm or you have a child protection concern. Normal child protection procedures should be followed.

Making Practice Child Centred

Practitioners need to take a whole child approach to practice. They need to think creatively about consulting children and families and involving them every step of the way. They should listen to what children and families have to say about what helps them best and act on this to build effective practice.

The 10 core components of the Getting it Right for Every Child approach

• A focus on improving outcomes for children, young people and their families based on a shared understanding of well-being.
• A common approach to gaining consent and to sharing information where appropriate.
• An integral role for children, young people and families in assessment, planning and intervention.
• A co-ordinated and unified approach to identifying concerns, assessing needs, agreeing actions and outcomes, based on the Well-being Indicators.
• Streamlined planning, assessment and decision-making processes that lead to the right help at the right time.
• Consistent high standards of co-operation, joint working and communication where more than one agency needs to be involved, locally and across Scotland.
• A Lead Professional to co-ordinate and monitor multi-agency activity where necessary.
• Maximising the skilled workforce within universal services to address needs and risks at the earliest possible time.
• A confident and competent workforce across all services for children, young people and their families.
• The capacity to share demographic, assessment, and planning information electronically within and across agency boundaries through the national Care programme where appropriate.

Working to the National Practice Model

The National Practice Model has incorporated the Integrated Assessment Framework. The National Practice Model provides the foundation for identifying concerns, assessing needs and risks and making plans for children in all sectors. It provides a shared language and understanding for all practitioners. The single system of planning for a child should be used in every case – one child, one plan. All agencies need to use the National Practice Model in a way that reflects their core responsibilities. This includes adults’ services. Practitioners in adult services have a significant part to play in ensuring children’s needs are met.

The Named Person and the Lead Professional

The Named Person in the universal services of health or education, depending on the age of the child, is the first point of contact for children and families and for other agencies when there are concerns about a child. The Named Person’s role is to take initial action if a child needs extra help and is critical in supporting early intervention.
Where a child needs help from two or more agencies, the Lead Professional will co-ordinate multi-agency planning and make sure all agencies provide a network of support around the child.

Building Confidence and the Importance of Training

Practitioners in all agencies need to have the skills and tools to engage effectively with children and young people. Practitioners need to have access to and be committed to participating in training. There should be quality training to meet their needs in implementing Getting it Right for Every Child and to further their continuing professional development. Working through the new approaches will help practitioners overcome any initial, practical challenges. Training will help build confidence in their own professional expertise and the valuing of others so they can achieve better outcomes for children.

See www.scotland.gov.uk/gettingitright to download documents.

Further information about GIRFEC in Edinburgh and how it’s being implemented can be obtained from the GIRFEC Team on 0131 469 3375.

The Scottish Government (2010) A Guide to Implementing Getting it right for every child; Messages from pathfinders and learning partners.

The Scottish Government (2008) A Guide to Getting it right for every child, Straddling, B. et al. (2009) Evaluation of Implementation of Getting it Right for Every Child in Highland and Evaluation Themed Briefings.

Guidelines and Legal Framework

There are a number of laws and guiding documents that define and support child protection policy. These include:

• Edinburgh and Lothians Inter-agency Child Protection Procedures (2012)
• Scottish Government National Guidance for Child Protection in Scotland (2011)
• Getting it Right for Every Child (GIRFEC)
• Early Years Framework (2008)
• Protection from Abuse (Scotland) Act (2003)
• Protection of Vulnerable Groups (Scotland) Act 2007
• Criminal Justice Act (2003)
• Protection of Children and Prevention of Sexual Offences (Scotland) Act (2005)
• Sexual Offences (Scotland) Act (2009)
• Police Act (1997)
• Children (Scotland) Act 1995
• Adoption and Children (Scotland) Act 2007
• Volunteers and Letting in Education: Guidelines on the Recruitment, Selection and training of Volunteers and Letting Procedures.
• The City of Edinburgh Council Protecting Children: A Shared Responsibility (Scottish Office 1998)
• The Human Rights Act (1998)
• The Data Protection Act (1998)
• Curriculum for Excellence (2004)
• Getting our priorities Right Scottish Executive (2001) *Under Review
• National Care Standards produced by the Scottish Executive and the Care Commission (2002)
• Freedom of Information Act 2002
• Scottish Social Services Council Codes of Practice for Employers and Social Service Workers (2007)

Definition of Terms

For the purpose of this policy a child is anyone below 16 years and up to 18 years if the child is affected by disability or subject to a supervision order.

For the definition of volunteer, centres should consult The City of Edinburgh Council’s Guidelines on the Recruitment, Selection and Training of Volunteers.

Protecting Children Who Live with Drug and Alcohol Abuse

There is evidence that problem drug and alcohol use by parents or guardians affects both unborn babies and children. We need to work together to ensure the welfare of unborn babies and children living in families with problem substance use.
A set of guidelines inform all agencies and staff about what is expected of them, and how they can best work together with parents to reduce risk to children.

What we will do
In particular, the guidelines state that we will:

• Ensure that children whose parents or guardians attend drug or alcohol services have their needs responded to, and that they are protected from harm,
• Encourage parents to make contact with treatment and rehabilitation services and get the help they need so that they can look after their children as well as possible, explain the ways in which pregnant women with substance use problems can be supported before, during and after the baby’s birth,
• Ensure that all staff involved in supporting children and their parents can work together in the best way possible.

Further to this staff are expected to understand the impact problematic substance misuse has on unborn children and that a referral to Social Care Direct is required if they suspect a customer or client is pregnant and are or suspected of being engaged in problem substance misuse.

Making a Referral and Contact Details

When making a referral to social work or the Police, you will be will asked to give as much information as possible. When social work or the Police receive information about possible child abuse they must act on this information. This action can take a number of different forms, including checking their own records and gathering more information on the child and family from other agencies.

Sometimes it is necessary to convene an inter-agency child protection case conference in order to share information and plan to build on strengths and minimise risk.

In the case of an unborn child for whom there may be child protection concerns, a pre-birth child protection case conference may be held. This would be to consider what action, if any, is necessary to ensure the protection and welfare of the child following his or her birth. If it becomes clear, either at the initial referral stage or following one of the aforementioned meetings, that the child is not at risk and no formal child protection action is required, then support and help can still be offered to the child and family.

In other circumstances concerns may emerge which suggest the child may be at risk of ‘significant harm’ and formal child protection action is required. Where this is the case social work and the Police have a duty to investigate and take any necessary action to protect the child. They will usually undertake this task together. This is called a joint investigation and involves the input of health professionals. Joint investigative interviews are carried out by specially trained social workers and the Police working together.

Unless urgent action is required to ensure the immediate protection of the child, the Police and social work will usually convene a planning meeting to agree how the joint investigation will be conducted. At all times the welfare of the child comes first.

Usually, social work and the police will want to:

• Speak to the referrer.
• Speak to the child.
• Speak to the parent.
• Speak to any other relevant person – other family members, teacher, and health visitor, etc.
• Make further enquires if necessary.
• Take further action if necessary – arrange medical examination, etc.

Consideration will also be given to any other child within the family, or known to the potential abuser, who may be at risk. This can be a very difficult time for children and their families, and it is important that all agencies work together to make this process as smooth as possible to help minimise the stress experienced.

Throughout the process it is important that:

• Children and their families are listened to and consulted and given the necessary information, support and help required.
• Agencies are kept informed of what is happening.
• Feedback is given to the referrer on action taken.

Contact Information

Call social care direct 0131 200232.
Email social care direct socialcaredirect@edinburgh.gov.uk.

Police
0131 311 3131
In an emergency call 999 www.lbp.police.uk Public Protection Unit Amethyst Team
Vega House
Tel: 0131 316 6600

NHS Lothian
0800 224488
www.nhslothian.scot.nhs.uk

ChildLine
0800 1111

Parentline
0808 800 222

Policy Review Dates

Reviewed July 2024 by Catherine Buchanan

End of policy.

Complaints and Compliments Policy

At Waterfront Nursery we believe that parents are entitled to expect courtesy and prompt, careful attention to their individual needs and wishes. We hope that at all times parents are happy with the service provided and we encourage parents to voice their appreciation to the staff concerned.

We welcome any suggestions from parents on how we can improve our services and will give prompt and serious attention to any concerns that parents may have. Any concerns will be dealt with professionally and promptly to ensure that any issues arising from them are handled effectively and to ensure the welfare of all children, enable ongoing cooperative partnership with parents and to continually improve the quality of the nursery. Posters will be displayed in the Nursery, informing parents of how they can share compliments, concerns and complaints.

Compliments

Compliments are the appreciation or expressions of thanks and it is as essential that these compliments are treated with the same respect and importance as concerns or complaints. To this end, Waterfront Nursery has a compliments procedure that will be used when such communications are received:

• These compliments will be reviewed by the Nursery Manager, who will write to and send a copy to any staff involved and thank the originator of the communication.
• Copies of correspondence will be lodged on the personal files of members of staff, and a separate Compliments Folder maintained and kept in the Nursery office.

Multiple Complaints

Where a complaint has more than one element it is important to separate out the issues and respond to each separately. The following table provides an example of how this could be approached:

Confidentiality

All information in respect of complaints will be treated confidentially and only those who are required to enable a satisfactory resolution to be achieved will have access to it. It will be subject to the Confidentiality Policy which all Waterfront Nursery staff agree to within their contract of employment and not divulged to anyone other than those required for a satisfactory conclusion of the matter, without the permission of the person expressing the concern or complaint.

All personal data is held in accordance with the General Data Protection Regulation (GDPR) and the Data Protection Act 2018.

Internal Complaints Procedure

Most concerns are usually resolved informally at stage 1.

Stage 1

If any parent should have cause for concern or any queries regarding the care or early learning provided by the nursery, they should in the first instance take it up with the child’s key person or a senior member of staff/room leader. Nursery Managers must ensure that all staff are trained to provide an exceptional customer experience, and this includes responding to concerns in a professional and supportive way.
A concern can be defined as a matter of interest, importance, or anxiety. Nursery staff must aim to respond to and resolve a concern to by the next working day. Where this has not been possible, if the Nursery believes a prompt and satisfactory response can be provided quickly, this is explained to the person who can choose to either continue with the plans in place for early resolution; or for their concern to be investigated as a formal complaint.

A complaint can be defined as any expression of dissatisfaction, or a perceived grievance or injustice. A complainant can be defined as an individual who raises a complaint.

Stage 2

If the issue remains unresolved or parents feel they have received an unsatisfactory outcome, then they must present their concerns in writing as a formal complaint to the nursery manager.

The nursery manager must respond, in writing within 48 hours, acknowledging the complaint and informing the parent of the next steps to be taken.

The manager will document the complaint fully and the actions taken in relation to it in the Complaints Record, which will be kept at the front of the Complaints Pack.

On receipt of a complaint, the first responsibility is to ensure that the child’s immediate care needs are being met. They must then contact their line Manager to inform them of the complaint and agree the next action to be taken.

The manager will then thoroughly investigate the complaint in a manner appropriate to resolving the issues speedily and efficiently and within the agreed timeframe (usually between 5 and 28 days).

The importance of understanding concerns in the context of history, timelines and other known information cannot be underestimated. Chronologies are central to this process and must be completed on an ongoing basis as the case progresses using the Complaints Chronology Record, which must be kept in the Complaints Pack. The Complaints Chronology Record should include any information given to the complainant including a dated response.

The manager will complete a final report using the Investigation Outcome Report and Guidance template.

Stage 3

If the matter is still not resolved, the nursery will hold a formal meeting between the manager, parent and a senior staff member to ensure that it is dealt with comprehensively. The nursery will make a record of the meeting and document any actions. All parties present at the meeting will review the accuracy of the record, and be asked to sign to agree it and receive a copy. This will signify the conclusion of the procedure.

Stage 4 – Escalation Process

If at the Stage 3 meeting the parent cannot reach agreement with us, we invite a member of the college Operations Team to help mediate and settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice. Their role is to help define the problem, review the action so far and suggest further ways in which it might be resolved.

The mediator keeps all discussions confidential. S/he can hold separate meetings with our staff and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives.

Stage 5
When the mediator has concluded her/his investigations, a final meeting between the parent and Nursery Manager is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator’s advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.

A record of this meeting, including the decision on the action to be taken, is made. Everyone present at the meeting signs the record and receives a copy of it. This signed record signifies that the Escalation Process has concluded.

Investigation Outcome
When the investigation into a complaint is completed, the manager meets with the parent to discuss the outcome. We inform parents of the outcome of the investigation, in writing, within 28 days of him/her making the complaint.

When the complaint is resolved at this stage, we log the summative points in Complaints Folder Log.

Following the conclusion of the complaint the parent/carer must also be asked to complete the rating section of the Complaints Record indicating their level of satisfaction with the outcome. The parents/carers will be asked to sign if they are satisfied with the outcome.

Complaints Folder

Documents relating to complaints should be stored together in a Complaints Pack. This pack should include:

• Complaints Record must be kept at the front of the pack
• Complaints Chronology Record
• Investigation evidence
• Investigation Outcome Report

The Complaints Pack must be stored in the Complaints Folder. A Complaints Folder Log must be maintained and kept at the front of the Complaints Folder.

The Complaints Folder must be kept in a lockable place in the nursery office and kept between only the persons who require access on a ‘need to know’ basis. Authorisation to see the information must first be agreed from the setting’s Nursery Manager.

We will also ensure that a Log of Incidents of Discrimination, including Racist Incidents is maintained, and stored in the back of the complaints folder.

Care Inspectorate or Education Departments

If the matter cannot be resolved to their satisfaction, then parents have the right to raise the matter with Care Inspectorate or regional council Education Departments. Parents are made aware that they can contact Care Inspectorate or regional council Education Departments at any time they have a concern, including at all stages of the complaint’s procedure, and are given information on how to contact Care Inspectorate or regional council Education Departments. Care Inspectorate is the registering authority for nurseries in Scotland and investigates all complaints that suggest a provider may not be meeting the requirements of the nursery’s registration. It risk assesses all complaints made and may visit the nursery to carry out a full investigation where it believes requirements are not met.

Care Inspectorate
0345 600 9527
www.careinspectorate.com

Early Years & Childcare Manager
The City of Edinburgh Council
Children & Communities Business Centre
1:1 Waverly Court
4 East Market Street
Edinburgh EH8 8BG
Tel: 0131 469 3030
Email: earlyyears@edinburgh.gov.uk

Safeguarding

If a child appears to be at risk, we follow the procedures of the Local Safeguarding Partnership. In these cases, both the parent and our setting are informed and our manager work with Care Inspectorate or the Local Safeguarding Partnership to ensure a proper investigation of the complaint, followed by appropriate action.

Policy Review Dates

Reviewed June 2024 by Catherine Buchanan
Issue Date: June 2024

End of policy.

Late Procedure

In the event that a child is still in the nursery at 18:00 the parent/carer recorded on Nursery In a Box will be contacted. The details of the call must be recorded on the late form.

If a reasonable reason for the lateness is given no further action is required until the parent/carer arrives.

If there is no response, a message for the parent/carer will be left and the second contact will be called. Details of this call must be recorded on the late form.

If we are unable to contact the parent/carer logged as 1 and 2 we will then contact the first emergency number. Details of this call must be logged on the late form.

If contact is made we will call the parent/carer and leave a message informing them of who is collecting their child.

If no response from any of the contact details, where possible a message must always be left.

If no contact can be made with the parents/carers or the emergency contact a senior member of staff must be contacted.

Staff should continue to call and leave messages whilst recording every call made.
If there is no response by 18:30 the emergency social work department should be contacted as this will now be a child protection issue.

For a child who booked in for the morning session only, you would continue to contact parent/carer and emergency contacts, at 13.00 you would then follow the above emergency procedure. The number is: 0131 297 8800

Please notify the staff if your child is to be picked up by someone other than the assigned adult. No child will be allowed to leave the nursery with an unauthorised person. Children will not be released to anyone under the age of 16 years.

Late Pick-Up Charge

Charges for late pick-up will be £5.00 for every 5 minutes or part of after the 1st 5 minutes, at the Management’s discretion.

Policy Review Dates

Reviewed August 2024 by Catherine Buchanan
Issue Date: August 2024
Review Date: August 2025

End of policy.

Administration of Medication Procedure

The aim of the procedure is to ensure that the use, storage and administration of all medicines have clear and concise guidelines and that staff are suitably trained to carry these out. We use the guidelines for Management of medications in day care of children and childminding services provided by the Care Inspectorate.

Part 1

In all cases

• The first dose of any prescribed medication must be given at home and 24 hours must have elapsed before the child can attend nursery.
• Nursery staff will only administer medication prescribed by a medical professional, unless a sudden high temperature occurs (see non-prescribed medication). This must be in its original container and box clearly labelled with the child’s name.
• All medicines should be administered by a Senior practitioner or a manager.
• Administration of the medicine should always be witnessed by another practitioner only.
• Parental/carer consent signature must be sought prior to administration on a medication consent form unless in the case of non-prescribed medication (see below).
• The staff member who receives the medication should sign the consent form
• All medicines should be administered according to the doctors or manufacturer’s instructions. Staff should ensure the medication administered is appropriate for the current condition. You must ask what the medication is for, we will not administer any medication without knowing what it has been prescribed for.
• All syringes/spoons for dispensing medication must be cleaned after use and kept with the medication. Spacers for inhalers should be cleaned according to product information as improper cleaning can effect the administration of the medication. This information must be recorded on the appropriate long term medication record.
• Staff should ensure that a previously prescribed medication is still appropriate for use i.e. eye drops should be discarded 28 days after opening
• Before completing the consent form, all medicines should be checked for the following while the parent/carer is present to discuss any queries
  • Name of child
  • Date of birth of child
  • Date that it was dispensed
  • Expiry date
  • Dosage
  • When/time medicine should be administered

Before administering any medicines, the staff member and witness must check the following:

• Medicine form information
• Name of child
• Date that it was dispensed
• Expiry date
• Dosage
• When/time medicine should be administered
• Must witness the medicine being given to the named child

Part 2

When permission is sought to administer any medication, one of the following consent forms should be completed:

Prescribed Medication Consent Form

This form is blue.

This form should be completed for any short-term prescribed medication.
A new form must be completed for each day the child is at nursery and the medication is to be administered.

Non-Prescribed Medication Form – used for Calpol only

This form is red.

In the case of a child developing a sudden high temperature, which will not regulate with basic first aid, staff will seek permission from their line manager/senior practitioner to contact the parent/carer and give them the option of collecting their child or giving permission for the nursery to administer Calpol.

If the parent is not contactable then it will be at the Manager or Senior’s discretion to authorise administration. There must have been a minimum of 2 attempts to contact the parent using all information available, including text message and email.

The non-prescribed medication form must clearly state the date and times the parent was contacted and what action was taken i.e. message left to contact nursery. The child MUST have been present in the nursery for 4 hours to avoid over-dosing.

This form is to be fully completed by a senior member of nursery staff. It must include the reason for administration, whether the parent has been contacted and what time. We will ONLY give Calpol for a temperature of more than 37.5 ˚C which is not responding to cooling down attempts.

1. The time temperature was initially checked and the temperature must be recorded, it must be indicated on the form that staff have followed the non-medical procedure for attempting to cool the child down.
2. Should it still be necessary to administer Calpol, the temperature of the child after completing cooling down procedure, but before Calpol is administered, must be recorded.
3. After administering Calpol the child’s temperature should be checked and recorded 20 minutes after administration. If there is still cause for concern, allow a further 10 minutes to pass, check and record the temperature again. At this point we will either be asking for the child to be collected or will be happy that they have recovered after having medication administered. The outcome of this decision must be recorded on the form with the time.

If the child is taken to the GP or to hospital as a result of the high temperature, this must be recorded on the medication form. Staff must ask parents about any follow up care that has been given as soon as possible, definitely within 24 working hours.

Urgent medical advice should be sought if the child is:

• Under 3 months of age and has a temperature of 38˚C or above.
• Between 3-6 months and has a temperature of 39˚C or above.
• Over 6 months and shows signs of being unwell such as floppy and drowsy.

Long Term Medicine

This form is green.

Part 1

Must be fully completed when medication is handed in. If to be given on a “when required” basis staff should check daily with parents if the medicine has been given already or is likely to be needed. For example, inhalers may be more likely to be needed in cold weather.

Part 2

To be completed when medication administered.

Part 3

Must be completed each calendar month to check dates, dosages and expiry of medication. Staff must alert parents 2 weeks before any expiry date to allow time to acquire replacements.

Any unused medicine expired or no longer required must be returned to the parents for disposal.

Any changes to the procedure of administration or medication must have a new form filled in.

Awareness of Medication Requirements

Each playroom will have a care plan folder detailing any child with medication requirements on a long-term basis.

Daily short-term medication requirements will be communicated verbally between team members and written in daily communication books.

Storage of Medicines

All medicines should be stored according to the manufacturers recommendations i.e. fridge, room temperature in the appropriate labelled area.

Medicines should be clearly labelled with the child’s name either in a lidded plastic box in the fridge (upstairs kitchen fridge, downstairs office fridge) which is clearly labelled or in the medicine cabinet in the office. There needs to be a separate container for each child’s medication, clearly labelled with the child’s name and date of birth.

Trips

All required medication should always accompany the child on trips. Medicine that is recommended to be stored in a fridge should be taken out in a cool bag/bottle bag. All paperwork must accompany child/medicine on outings.

Misuse of Medication

All staff should be aware of and monitor the use of all medicines. Any concerns of possible misuse should be reported to the line manager immediately who will then make further enquiries.

Parental Responsibility

Staff should be aware that grandparents/relatives do not necessarily have parental responsibility. In cases where medication is brought in by someone other than the parent/carer of the child, staff should record the relationship to the child on the medication form.

Refusal to Take Medication

If a child refuses medication or spits it out, staff should record this on the medication form and ensure that parents are aware that this has happened. Do not re-administer the medication

Record Keeping

Medication forms will be stored in the playroom paperwork folder appropriate to each playroom.

Long term records will be kept with the medication until no longer required, and then stored with the child’s paperwork at reception

All children’s “All about me” books must contain information about any complex/long term medical conditions and also about any medication kept on a “when required” basis. This must detail each medication and the condition it is required to treat.

A record of all medication kept overnight on the premises is kept in the main office. This details all medicines received, returned or disposed of.

All medication used for the treatment of children attending the service, which is stored overnight must be recorded in the Waterfront Nursery Medication Record.

Policy Review Dates

Reviewed August 2024 by Catherine Buchanan
Issue Date: August 2024
Review Date: August 2025

End of policy.

Outdoor Play Procedure

We value the importance of outdoor play as an intrinsic part of our curriculum. It offers children freedom to explore, use their senses and be physically active and exuberant. We believe the outdoor environment has a positive impact on the children’s sense of well-being and helps all aspects of the children’s development.

We will provide adequate equipment to ensure that children are both safe and healthy whatever the weather to enable the children to play and enjoy the inside and outside environment / facilities on a daily basis.

We aim to provide a safe, stimulating outdoor environment where space is used effectively to enable children to explore a broad balanced curriculum using a range of interesting resources suitable to their individual needs.

How we achieve a safe and stimulating outdoor environment:

• Complete a full risk assessment before the children have access to the outside area.
• Supervise children at all times whilst outside.
• Ensure the outdoor area is safe, secure and well maintained.
• Use the garden as a natural resource for learning and extend indoor play outside.
• We provide large equipment for physical play and ensure children have opportunities to develop their large motor skills.
• Ensure that the area offers children the opportunity to investigate and explore, problem solve, mark make, use their imagination and creativity.
• Give children the opportunity to have ownership of the garden by involving them in planning.
• Help children to care for and respect the outdoor environment, care for livings things, and appreciate the natural world.
• Use tools safely and effectively and follow safety rules.
• Take into account children’s interests and be responsive to their learning experiences.
• Allow children to expand on their interests, make choices and have freedom to explore.
• Encourage children to be independent and learn to tidy the equipment after use.
• Give children the knowledge of all types of weather with appropriate clothing to extend their experiences.

All children will be encouraged to use the garden in all weathers. It is our goal that children should have access to outdoor play through Garden time or walks on a daily basis.

We require parents/carers to supply appropriate clothing to allow all children access to the outdoor play area.

We believe that any child who is well enough to attend nursery will be able to participate in outdoor play.

At Waterfront Nursery we find quite often that parents ask that their child do not participate in outdoor play due to having common coughs and colds and for this reason we have done the following research.

Colds and Outdoor Play

What causes a cold?

A cold is not caused by exposure to cold air, dampness or being outside.
A cold is a viral infection.

How is a cold spread?

When a child coughs, the virus in their saliva is sprayed into the air and breathed in by other children. Colds are also spread by touching – the virus goes from skin to skin.

Why are colds common in the winter time?

The cold weather means that children spend more time indoors with the windows shut. Germs spread more easily in the cosy, warm environment. Research shows that children are more likely to catch a cold if the heat is turned up.

How can we prevent the spread of colds?

• Wash hands frequently, especially before eating food and after going to the toilet.
• Kissing on the mouth spreads germs. Kissing on the forehead or on the cheek will not spread as many germs.
• Children should be taught to cough or sneeze into a tissue or their elbow and then encouraged to wash their hands.
• Children must have access to fresh air. Sunlight is known to kill viruses.
• Children should be going outside even in cold, damp weather. Research shows that winter weather will not worsen any cold symptoms. It is harder for germs to travel in fresh air.
• Fun and relaxation! Stress makes everybody more vulnerable to infections. Research shows that people under stress are more likely to experience a cold than people who are stress free.

Other Benefits of Playing Outside

Physical activity and energetic play provides exercise, encourages co-ordination and helps children develop physical skills.

The Children’s Play Council has done some research that shows that children who have easy, regular access to outdoor, energetic play:

• Are better at physical tasks e.g. doing up a coat, neat handwriting and so on.
• Are fitter and are more able to keep up with their friends in the playground at school.
• Are less likely to become stressed and anxious.

Research on brain development and children’s learning has proved without any doubt that physically activity increases the flow of blood to the brain, this helps the connections in children’s brains to grow and multiply and to work more effectively.
It has been proven that children learn better as a direct result of physical exercise. Physical exercise has been proven to help children concentrate, to be more alert and to have improved scores in their school tests.

In order to keep warm outside, children need:

• Layers of clothing – vest, t-shirt, fleece, hat, socks and/or tights
• Waterproof boots or shoes
• Waterproof, warm coat
• Scarf and Gloves
• Clothing that is labelled with their name

We hope all this information helps you to understand why we expect, and encourage, your children to play outside whenever possible!

Where Has This Information Come From?

The National Children’s Bureau highlights number 195
Colds: How they’re spread and How to Prevent Them
by Dr Karen Sokal-Gutierrez M.D., M.P.H.
Infections in Medicine 11: 235-242 1994
www.medic-palnet.com
The Family Encyclopaedia of Disease
www.kidsmatter.co.uk

Policy Review Dates

Reviewed March 2024 by Catherine Buchanan
Issue Date: March 2024
Review Date: March 2025

End of policy.

Working in Partnership with Parents Procedure

The nursery recognises that parents are the child’s first carers and educators and therefore their views and knowledge of their children are paramount in ensuring that we are able to provide the best possible care.

The Key Worker Approach

The nursery operates a key person approach in order to provide the best possible working relationship for each child and their family and to ensure that individual needs are recognised and supported.

In our preschool room, we operate a key group system. The children are assigned to a colour group and 2/3 staff members monitor the entire group between them, updating learning journals, trackers and planning appropriately.

Sharing of Information

The nursery encourages the sharing of information both on a daily basis and setting aside regular times to discuss each child’s developmental progress with their nominated key person. Each key person is responsible for collecting evidence for their key child’s learning journal. This is looked upon as being a shared document and parents and carers can access it from home and are encouraged to provide information through uploading their own observations and photos. We rely on parents to keep us updated on their child’s progress at home and concerning any changes to routine, diet and general health and well-being. We strongly believe that the more information shared between the nursery and parents regarding the child’s learning leads to improved outcomes for the children.

The nursery regularly provides parents with information regarding the nursery through newsletters, posters, profile meetings, Parent Forum meetings and information evenings.

Involvement in the Nursery

We believe that a parent’s involvement in nursery life enriches a child’s experience and we therefore invite and encourage parents and carers to become actively involved from sharing particular talents, reading a story (particularly in a different home language) to simply joining us on our different fun days and events.

Mothers are welcome to visit the nursery during the day to breastfeed their child.

Families who have English as an additional language

The nursery is committed to ensuring all families feel welcome and included in the setting and we have adopted certain practices to help support families with EAL. We also support children within the setting by using lots of visual aids, signing, props and puppets, multi-language books and finding out key words to help with communication to name but a few.

Induction and Transitions

When initially settling a new child into the nursery, we work together with the parents to devise the best induction programme that will help both the child and their parents become confident with the nursery routines and familiar with the staff.

Before a child is due to move into the next room, their key worker will take them on settle in visits, slowly building up the amount of time they spend in the room. (Please refer to room movement procedure)

Open-Door Policy

The nursery operates an ‘open-door’ policy with regard to discussing any concerns with parents and we are committed to working together to resolve any problems or worries about a child or the care that they receive.

If a parent has a concern about their child they are encouraged to speak to their child’s key person. Any other issues regarding the nursery should be taken to the nursery manager who can organise a meeting, if appropriate, to discuss them. If the parent is unhappy with the outcome and feels it has not been successfully resolved, they should follow the nursery’s complaints procedure.

Reference: Parent Participation Strategy

Policy Review Dates

Reviewed January 2025 by Catherine Buchanan
Issue Date: January 2025
Review Date: January 2026

End of policy.

Positive Relationship Policy

A positive nursery ethos and culture is essential to developing good relationships and positive behaviour in the setting and wider community. A culture where children feel included, respected, safe, and secure and where their achievements and contributions are valued and celebrated is essential to the development of good relationships. To create this environment for effective learning and teaching there should be a shared understanding of wellbeing underpinned by children’s rights and a focus on positive relationships across the whole school community.
Within Curriculum for Excellence all staff are expected to be proactive in promoting positive relationships and behaviour in the playroom, playground, and the wider school community. There are specific experiences and outcomes in Health and Wellbeing which are the responsibility of all practitioners, who have a role in:

• Establishing open, positive, supporting relationships across the community, where children feel that they are listened to, and where they feel secure in their ability to discuss sensitive aspects of their lives.
• Promoting a climate in which children and young people feel safe and secure modelling behaviour which promotes health and wellbeing and encouraging it in others using learning and teaching methodologies which promote effective learning.
• Being sensitive and responsive to the wellbeing of each child and young person.

All staff share a responsibility for identifying the care and wellbeing needs of children and young people, and the GIRFEC approach provides a structured framework to help staff work together to assess these needs.

Children’s wellbeing is at the heart of GIRFEC. This means focusing on the wellbeing of every child to ensure they are safe, healthy, achieving, nurtured, active, respected, responsible, and included.

How We Support the Wellbeing of Children

Staff will make sure that each child knows that they are valued.

Staff will maintain a tidy and well-organised room.

Staff will give children opportunities to talk about their concerns and feelings.

Staff will be positive role models for the children regarding friendliness, care, and courtesy.

Staff will praise and endorse appropriate behaviour such as kindness, empathy, and willingness to share.

Staff will take positive steps to avoid a situation in which children receive adult attention only in return for challenging behaviour.

Children who display challenging behaviour will be given one-to-one adult support in talking about what was wrong and how they and other may feel about these behaviours. Children and practitioners will look at ways to make the individuals involved feel safe and secure. Helping young children learn to empathise with others, understanding that they have feelings too and that their actions impact on others’ feelings. We help a child to understand the effect that their hurtful behaviour has had on another child; we do not force children to say sorry but encourage this where they are genuinely sorry and wish to show this to the person they have hurt. (Appendix 1 of the Positive Relationship Policy appendices).

Parents will be informed if their child is persistently unkind to others or if their child has been upset. Parents may be asked 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 home and nursery. In some cases, we may request additional advice and support from other childcare professionals.

The nursery will not share information about which children were involved in the incident, as this is considered a breach of confidentiality and data protection. The nursery will make every possible effort to notify both families individually of what has happened and discuss steps how to prevent it from happening again. (Appendix 2)

When children behave in inconsiderate ways, we recognise that strategies for supporting them need to be developmentally appropriate.

We recognise that babies and very young children are unable to regulate their own emotions, such as fear, anger, or distress, and require sensitive adults to help them do this. Staff will remain calm and patient, offering comfort to intense emotions, helping children to manage their feelings and talk about them to help resolve issues and promote understanding.

Young children often engage in play that has aggressive themes – such as superhero and weapon play; some children appear pre-occupied with these themes, but their behaviour is not necessarily a precursor to hurtful behaviour or bullying, although it may be inconsiderate at times and may need addressing using strategies as above.
We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits. We regard these kinds of play as pro-social and not as problematic or aggressive.

We will develop strategies to contain play that are agreed with the children, and understood by them, with acceptable behavioural boundaries to ensure children are not hurt.

We recognise that fantasy play also contains many violently dramatic strategies, blowing up, shooting etc., and that themes often refer to ‘goodies and baddies’ and as such offer opportunities for us to explore concepts of right and wrong.

We are able to tune in to the content of the play, perhaps to suggest alternative strategies for heroes and heroines, making the most of ‘teachable moments’ to encourage empathy and lateral thinking to explore alternative scenarios and strategies for conflict resolution.

We understand that self-management of intense emotions, especially of anger, happens when the brain has developed neurological systems to manage the physiological processes that take place when triggers activate responses of anger or fear.

Therefore, we help this process by offering support, calming the child who is angry as well as the one who has been hurt by the behaviour. By helping the child to return to a normal state, we are helping the brain to develop the physiological response system that will help the child be able to manage his or her own feelings.

Our way of responding to pre-verbal children is to calm them through holding and cuddling (if this is a behaviour that children are happy with) Verbal children will also respond to cuddling to calm them down, but we offer them an explanation and discuss the incident with them to their level of understanding.

Positive Relationship Policy appendices.

Policy Review Dates

Reviewed August 2024 by Catherine Buchanan
Issue Date: August 2024

End of policy.

Transition Procedure

Children will move monthly, at the end of each month. For example, all children with birthdays in January will spend the month of January settling into their new room and will officially move the first Monday of February.

Staff must complete the child transition booklet prior to the child moving rooms. Parents must be given the opportunity to add information to this booklet.

Ensure that the parents are taken to the new playroom and introduced to the team and shown around. It is important that parents are given a list of the days and times their child will be settling and regular feedback about how they got on.

The fourth week of settles should include the parents collecting and dropping off from the new playroom to help the child adjust.

A staff member will take children along and drop off for settle (where able, a staff member stays).

Child’s peg, spares clothes box, toothbrush, trays and nappy box must be labelled along with a set of gluing names.

Room moves at Waterfront Nursery are based on the age and developmental stage of each individual child.

Please ensure staff members who have children attending the nursery are treated like any other parent.

Policy Review Dates

Reviewed October 2024 by Catherine Buchanan
Issue Date: October 2024
Review Date: October 2025

End of policy.