1.7.       Illnesses and Injuries

1.7.1. Accident policy

The accident record is kept in the first aid box

Details to be included in the record are :

Name of child

Date of incident

Time of incident

Where the accident happened

What happened to cause the accident

What injuries occurred

What treatment was given

Who the adult was that dealt with the incident

And if possible a witness

The top copy is given to parent/guardian of the child on their collection from nursery. The carbon copy is kept and on their return to nursery the parents/guardian are asked if any other further treatment was necessary this is then noted on the carbon copy.

Management when assessing the risk assessment will use the accident log to ascertain and change the environment where necessary. A review of where accidents occurred and what actions are required to reduce these can be found in the nursery filing cabinet

 

1.7.2. Sick child policy

Our policy for the exclusion of ill or infectious children is discussed with parents. This includes procedures for contacting parents or other authorised adults if a child becomes ill at the setting.

We cannot provide care for children, who are unwell, have a temperature, or sickness and diarrhoea, or who have an infectious disease.

If a child becomes ill or has a temperature the parent would be telephoned and the child kept comfortable as appropriate until the parent arrives to collect the child.

 Children with head lice are not excluded, but must be treated to remedy the condition.

Parents are notified if there is a case of head lice in the setting by way of standard information leaflet.

Parents are notified if there is an infectious disease, such as chicken pox.

HIV may affect children or families attending the setting. Staff will only be informed if permission is granted by the parents.

Children or families are not excluded because of HIV.

Good hygiene practise concerning the clearing up of any spilled bodily fluids is carried out at all times.

In the event of a member of staff becoming ill or injured the incident would be recorded and appropriate care taken. With the reduction of staff/child ratio, a relief person who is CRB checked would be called in or parents who do not work would be called to collect their children, fees for this session would be deducted from the next bill and as an act of good will the management would offer an additional session (3hrs) free of charge as way of thank you.

We exclude children who have certain infectious diseases to help prevent other children from becoming infected.

 

Disease	Exclusion period
Chickenpox	For 5 days after rash appears or until scabs have formed on all pox
Conjunctivitis	None but treatment is recommended
Diarrhoea and vomiting	Until 48 hours after the last episode of diarrhoea or vomiting
Hand, foot and mouth disease	None
Hepatitis A	Exclude young children for 5 days after onset of jaundice. There is no need to exclude older children and adults with good hygiene
Impetigo	Until lesions are crusted or healed
Measles	For 5 days after rash appears
Mumps	For 5 days after onset of swollen glands
Ringworm	Until treatment is started
Rubella (German measles)	For 5 days after the onset of the rash
Scabies	Until treated
Scarlet fever	For 5 days after commencing antibiotics
Threadworms	None
Tuberculosis	CCDC will advise on necessary action
Whooping cough (pertussis)	For 5 days after commencing antibiotics

 

A record of communicable diseases and infection control can be found in the second draw of the filing cabinet.

 

1.8.       Food and Drink

1.8.1. Healthy eating policy

Policy statement

This setting regards snack and meal times as an important part of the setting's day. Eating represents a social time for children and adults and helps children to learn about healthy eating. We promote healthy eating using resources and materials. At snack and meal times, we aim to provide nutritious food, which meets the children's individual dietary needs.

Procedures

·                     We follow these procedures to promote healthy eating in our setting.

·                     Before a child starts to attend the setting, we find out from parents their children's dietary needs and preferences, including any allergies.

·                     We record information about each child's dietary needs in her/his registration record and parents sign the record to signify that it is correct.

·                     We regularly consult with parents to ensure that our records of their children's dietary needs ‐ including any allergies ‐ are up‐to‐date. Parents sign the up‐dated record to signify that it is correct.

·                     We display current information about individual children's dietary needs in the kitchen as well as photographs of the child so that all staff and volunteers are fully informed about them.

·                     This system also ensures that children receive only food and drink that is consistent with their dietary needs and preferences as well as their parents' wishes.

·                     This information is updated each term when parents sign the record card needed for trips out of the nursery setting and indicate if their child has been diagnosed with any allergies etc since enrolment

·                     We provide nutritious food for all meals and snacks, avoiding large quantities of saturated fat, sugar and salt and artificial additives, preservatives and colourings.

·                     ?We take care not to provide food containing nuts or nut products and are especially vigilant where we have a child who has a known allergy to nuts.

·                     Through discussion with parents and research reading by staff, we obtain information about the dietary rules of the religious groups, to which children and their parents belong, and of vegetarians and vegans, and about food allergies. We take account of this information in the provision of food and drinks.

·                     We provide a vegetarian alternative on days when meat or fish are offered.

·                     We require staff to show sensitivity in providing for children's diets and allergies. Staff do not use a child's diet or allergy as a label for the child or make a child feel singled out because of her/his diet or allergy.

·                     We organise meal and snack times so that they are social occasions in which children and staff participate.

·                     We use meal and snack times to help children to develop independence through making choices, serving food and drink and feeding themselves.

·                     We provide children with utensils that are appropriate for their ages and stages of development and that take account of the eating practices in their cultures.

·                     We have fresh drinking water constantly available for the children. We inform the children about how to obtain the water and that they can ask for water at any time during the day.

·                     In order to protect children with food allergies, we discourage children from sharing and swapping their food with one another.

·                     For children who drink milk, we provide whole pasteurized milk. For children who are allergic to milk or dairy products we provide alternatives so that the children are included with daily routines.

·                     A leaflet of healthy ideas for packed lunches can be found on the parental notice board.

 

Legal Framework

                        Regulation (EC) 852/2004 of the European Parliament and of the Council on the hygiene of foodstuffs

 

1.8.2. Hygiene Policy

Forton nursery group promotes high standards in hygiene. To prevent the spread of infection, adults in the group will ensure that the following good practices are observed:

Personal hygiene

Hands are washed after using the toilet and before handling food.

Children are encouraged to blow and wipe their own noses and dispose of the tissue hygienically

Individual paper towels are used and disposed of appropriately

Hygiene rules relating to bodily fluids will be followed with particular care and all staff and volunteers will be aware of how infections, including HIV can be transmitted.

Children are encouraged to wash and dry their hands before eating a snack and lunch.

After playing outside all children wipe their hands using a wipe and then use anti bacterial wipes.

Cleaning and clearing:

Any spills of blood, vomit or excrement will be wiped up with paper towels. Disposable gloves will be available for use when cleaning up spills of bodily fluids. Floors and other affected areas will be disinfected with cleaning fluid diluted according to manufacturer's instructions. Contaminated fabrics will be washed thoroughly in hot water.

Spare laundered pants and other clothing will be available in case of accidents and polythene bags will be used to wrap soiled clothing

All surfaces will be cleaned daily with an appropriate cleaner, with particular attention paid to the toilet area, kitchen area and tables including tables in the main room.

Food

Staff will:-

Always wash hands under running water and using soap before handling food. The management provide gloves for staff to wear when preparing the fruit/snack.

Adults should not be involved in the preparation of food if suffering from any infectious/contagious illnesses including colds and skin trouble.

Prepare raw and cooked food on Separate boards:

Blue = Bread or toast

White = fruit

Red = Meat

Use clean tea towels for each session.

A white dish cloth for washing dishes, a blue cloth for anti bacterial cleaning of the kitchen work sides and tables and a green cloth for creative type work. A scouring pad for the toilet areas. Check the information sheet by the fridge in the kitchen for up to date information on cloths etc

All staff should wear gloves when preparing food and an apron.

Ensure that all utensils are kept clean and stored in a safe, dust free place.

Ensure that waste is disposed of safely.

Forton nursery promotes a healthy lifestyle in its day-to-day work with children and adults. This is achieved in the following ways:

All snacks provided will be nutritious and particular attention be paid to special dietary requirements

During winter months hot nutritious snacks will be offered

When cooking with children as an activity, Forton nursery will provide healthy food, promoting and extending the children's understanding of a healthy diet

Drinking water will be accessible to children at all times. In addition during the morning all children are given a drink of water or milk.

Healthy eating leaflets are given out to parents to give them ideas for a healthy lunch box.

Outdoor play

Children will have the opportunity to play outside through out the year, promoting the benefits of fresh air and exercise

Forton nursery hygiene co-coordinator is……………………………………………

1.8.3. Food Handling procedure

Before a member of staff handle any food they will wash theirhands using anti-bacterial hand wash.

They will put disposable gloves on.

All used by dates will be checked and disposed of accordingly.

When perishable food is opened it will stored in an air tightcontainer and if applicable kept in the fridge best before dates anddate opened dates are to be applied.

All fresh food is washed before being used.

The temperature of the fridge is kept between 0-5 degrees.

The temperature of the fridge is noted in the cleaning jobs sheet and adjusted accordingly.

All work surface will be cleaned before and after each use.

White : Fruit and vegetables preparation

Red : Raw meat

Blue: Sandwiches/breadboard

The green cloth and painting scrubbing brush will be bleached at the end of each day. The green cloth is disposed of at the end of each working week.

The blue cloth, white dish cloth and the scrubbing brush are to be immersed in a sterilsing solution at the end of each day and the cloths disposed of at the end of each working week.

1.9.       Smoking

1.9.1.  No Smoking policy

Forton Nursery has a complete No smoking policy

No one is to smoke on the premises (It is against the law)

If a member of staff is a smoker they must leave the premises and not smoke in sight of the nursery and the children.

Smokers must wash their hands when returning from a break and where possible disguise the smell associated with smoking

 

1.10.        Behaviour Management

1.10.1. Behaviour management policy

Statement of Intent

Our setting believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour.

Aim

We aim to teach children to behave in socially acceptable ways and to understand the needs and rights of others. The principles guiding management of behaviour exist within the programme for supporting personal, social and emotional development.

Methods

                We recognise that codes for interacting with other people vary between cultures and require staff to be aware of - and respect - those used by members of the setting.

                We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.

                We familiarise new staff and volunteers with the setting's behaviour policy and its guidelines for behaviour.

                We expect all members of our setting - children, parents, staff, volunteers and students - to keep to the guidelines, requiring these to be applied consistently.

                We work in partnership with children's parents. Parents are regularly informed about their children's behaviour by their key person. We work with parents to address recurring inconsiderate behaviour, using our observation records to help us to understand the cause and to decide jointly how to respond appropriately.

Strategies with children who engage in inconsiderate behaviour

                We require all staff, volunteers and students to use positive strategies for handling any inconsiderate behaviour, by helping children find solutions in ways which are appropriate for the children's ages and stages of development. Such solutions might include, for example, acknowledgement of feelings, explanation as to what was not acceptable and supporting children to gain control of their feelings so that they can learn a more appropriate response.

The children are encouraged to come up with their own rules of behaviour as part of the "ourselves" topic spring term year 1. These can be reinforced using gestures and verbal reminders.

We ensure that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns.

                We acknowledge considerate behaviour such as kindness and willingness to share.

                We support each child in developing self esteem, confidence and feelings of competence.

                We support each child in developing a sense of belonging in our group, so that they feel
valued and welcome.

                We avoid creating situations in which children receive adult attention only in return for inconsiderate behaviour.

»              When children behave in inconsiderate ways, we help them to understand the outcomes
of their action and support them in learning how to cope more appropriately.

                We never send children out of the room by themselves.

                We never use physical punishment, such as smacking or shaking. Children are never threatened with these.

                We do not use techniques intended to single out and humiliate individual children.

                We use physical restraint, such as holding, only to prevent physical injury to children or adults and/or serious damage to property.

                Details of such an event (what happened, what action was taken and by whom, and the
names of witnesses) are brought to the attention of our setting leader and are recorded
in the child's personal file. The child's parent is informed on the same day.

                In cases of serious misbehaviour, such as racial or other abuse, we make clear immediately the unacceptability of the behaviour and attitudes, by means of explanations rather than personal blame.

                We do not shout or raise our voices in a threatening way to respond to children's
inconsiderate behaviour.

Children under three years

                When children under three behave in inconsiderate ways we recognise that strategies for supporting them will need to be developmentally appropriate and differ from those for older children.

                We recognise that 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.

                Common inconsiderate or hurtful behaviours of young children include tantrums, biting or fighting. Staff are 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.

 

Rough and tumble play, hurtful behaviour and bullying

Our procedure has been updated to provide additional focus on these kinds of inconsiderate behaviours.

Rough and tumble play and fantasy aggression

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.

Hurtful behaviour

We take hurtful behaviour very seriously. Most children under the age of five will at some stage hurt or say something hurtful to another child, especially if their emotions are high at the time, but it is not helpful to label this behaviour as 'bullying'. For children under five, hurtful behaviour is momentary, spontaneous and often without cognisance of the feelings of the person whom they have hurt.

We recognise that young children behave in hurtful ways towards others because they have not yet developed the means to manage intense feelings that sometimes overwhelm them.

We will help them manage these feelings as they have neither the biological means nor the cognitive means to do this for them.

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.

We do not engage in punitive responses to a young child's rage as that will have the opposite effect.

Our way of responding to pre-verbal children is to calm them through holding and cuddling. Verbal children will also respond to cuddling to calm them down, but we offer them explanation and discuss the incident with them to their level of understanding.

We recognise that young children require help in understanding the range of feelings experienced. We help children recognise their feelings by naming them and helping children to express them, making a connection verbally between the event and the
feeling. 'Adam took your car, didn't he, and you were enjoying playing with it. You didn't like it when he took it, did you? It made you feel angry, didn't it, and you hit him'.

We help young children learn to empathise with others, understanding that they have feelings too and that their actions impact on others' feelings. 'When you hit Adam, it hurt him and he didn't like that and it made him cry'.

We help young children develop pro-social behaviour, such as resolving conflict over who has the toy. 'I can see you are feeling better now and Adam isn't crying any more. Let's see if we can be friends and find another car, so you can both play with one.'

We are aware that the same problem may happen over and over before skills such as sharing and turn-taking develop. In order for both the biological maturation and cognitive development to take place, children will need repeated experiences with problem solving, supported by patient adults and clear boundaries.

We support social skills through modelling behaviour, through activities, drama and stories. We build self esteem and confidence in children, recognising their emotional needs through close and committed relationships with them.

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 it is clear that they are genuinely sorry and wish to show this to the person they have hurt.

When hurtful behaviour becomes problematic, we work with parents to identify the cause and find a solution together. The main reasons for very young children to engage in excessive hurtful behaviour are that:

They do not feel securely attached to someone who can interpret and meet their needs   - this may be in the home and it may also be in the setting;

Their parent, or carer in the setting, does not have skills in responding

      Appropriately and consequently negative patterns are developing

      Where hurtful behaviour is the only response the child has to express

      Feelings of anger;

The child is exposed to levels of aggressive behaviour at home and may be at risk emotionally, or may be experiencing child abuse; and

The child has a developmental condition that affects how they behave.

Where this does not work, we use the Code of Practice to support the child and family, making the appropriate referrals to a Behaviour Support Team where necessary.

Bullying

We take bullying very seriously. Bullying involves the persistent physical or verbal abuse of another child or children. It is characterised by intent to hurt, often planned, and accompanied by an awareness of the impact of the bullying behaviour.

A child who is bullying has reached a stage of cognitive development where he or she is able to plan to carry out a premeditated intent to cause distress to another.

 If a child bullies another child or children:

We show the children who have been bullied that we are able to listen to their concerns and act upon them;

We intervene to stop the child who is bullying from harming the other child or children;

We explain to the child doing the bullying why her/his behaviour is not acceptable;

We give reassurance to the child or children who have been bullied;

We help the child who has done the bullying to recognise the impact of their actions;

We make sure that children who bully receive positive feedback for considerate behaviour and are given opportunities to practise and reflect on considerate behaviour;

We do not label children who bully as 'bullies';

We recognise that children who bully may be experiencing bullying themselves, or be subject to abuse or other circumstance causing them to express their anger in negative ways towards others;

We recognise that children who bully are often unable to empathise with others and for this reason we do not insist that they say sorry unless it is clear that they feel genuine remorse for what they have done. Empty apologies are just as hurtful to the bullied child
as the original behaviour;

We discuss what has happened with the parents of the child who did the bullying and work out with them a plan for handling the child's behaviour; and

We share what has happened with the parents of the child who has been bullied, explaining that the child who did the bullying is being helped to adopt more acceptable ways of behaving

 

The named member of staff within the setting that deals with behaviour related policy and training support is

…………………………………………..