Policies

Clarecastle Community Playgroup and after-school service places the utmost importance on protecting all children and young people in our care. We strictly adhere to the national guidelines outlined in “Children First – National Guidance for the Protection and Welfare of Children” (Department of Children and Youth Affairs, 2011) and Our Duty to Care. The principles of good practice for the protection of children and young people” ensuring the safety and well-being of every child we interact with.

Everyone must be alert to the possibility that children with whom they are in contact may be being abused. Any reasonable suspicion of abuse must elicit a response. Ignoring the signals or failing to intervene may result in ongoing or further harm to the child. The welfare of children must always come first, regardless of all other considerations.

All staff and persons who work for the service must observe the following policy and procedures.  Clarification on any point may be sought from the person in charge.

Childcare Act 1991 (Early Years Services) Regulations 2016 (Síolta Standard 15 Legislation and Regulation, Síolta Standard 9: Health and Welfare) (National Standard 3: Working in Partnership with Parents/guardians or Guardians, National Standard 4: Records, National Standard 5: Organisation and Management, National Standard 7: Complaints, National Standard 11; Child Protection).

The welfare of the child is paramount to us. Therefore, we want to make sure that the children in the service are protected and kept safe from harm while they are with the staff and the students in this organisation by:

• Making sure that our staff and students are carefully selected, trained, and supervised.
• Having procedures to recognise, respond to, and report concerns about children’s protection and welfare.
• Making sure all staff are Garda vetted prior to engagement.
• Having clear codes of behaviour for Management, staff, and students.
• Having a procedure to respond to accidents and incidents.
• Giving parents/guardians, children and workers information about what we do and what to expect from us.
• Letting parents/guardians and children know how to voice their concerns or complain if there is anything they are not happy about. Having a procedure to respond to these complaints.
• We have a clear reporting procedure to be followed should a staff member have a concern about a child.
• Having a procedure to respond to allegations of abuse and neglect against staff members.
• This policy will be reviewed annually by the Management.

As part of the policy, the service will:

• Appoint both a Designated Liaison Person (DLP) for dealing with child protection concerns and a Deputy Liaison Person.
• Provide induction training on the Child Protection and Welfare Policy to all staff and students.
• Ensure that all staff attend child protection training as appropriate.
• Provide supervision and support for staff and students in contact with children.
• Share information about the Child Protection and Welfare Policy with families.
• This policy will be shared with parents/guardians on enrolment within our service.
• Work and co-operate with the relevant statutory agencies as required.

Children First: National Guidance for the Protection and Welfare of Children, published by the Department of Health and Children in 2011, and Our Duty to Care form the basis of our services child protection policy and procedures. Copies of these books are in the Manager’s office.

• See also the Child Protection and Welfare Practice Handbook available at here.

All staff and persons who work within the service must read and understand this policy and procedures, and it will be part of a new staff member’s induction training. Clarification on any point may be sought from the Manager.

Page 8 Children First – National Guidance for the Protection and Welfare of Children. There are four principal types of child abuse as follows:

Neglect:  An omission where the child suffers significant harm or impairment of development by being deprived of food, clothing, warmth, hygiene, intellectual stimulation, supervision and safety, attachment to affection from adults, and medical care Children First 2.2.1

Emotional Abuse:  When a child’s need for affection, approval, consistency, and security are not met.   Emotional abuse is normally to be found in the relationship between a care-giver and a child Children First 2.3.1

Physical Abuse:  Any form of non-accidental injury or injury which results from willful or neglectful failure to protect a child Children First 2.4.1

Sexual Abuse:  When a child is used by another person for his/her gratification or sexual arousal or for that of others Children First 2.5.1

The service endorses that the National Guidelines advise that the ability to recognise child abuse depends as much on a person’s willingness to accept the possibility of its existence as it does on knowledge and information.   It is important to note that child abuse is not always readily visible.

The recognition of abuse normally runs along three stages:

1. Considering the possibility – if a child appears to have suffered an inexplicable and suspicious-looking injury, seems distressed without obvious reason, displays unusual behavioural problems, or appears – fearful in the company of parents/ guardians.
2. Observing signs of abuse – a cluster or pattern of signs is the most reliable indicator of abuse. Children may make direct or indirect disclosures, which should always be taken seriously.   Less obvious disclosures may be gently explored with a child without direct questioning (which the Tusla or An Garda Síochána may more usefully carry out).   Play situations such as drawing or storytelling may reveal significant information.   Indications of harm must always be considered in relation to the child’s social and family context, and it is important always to be open to alternative explanations.
3. Recording of information – it is important to establish the grounds for concern by obtaining as much detailed information as possible. Observations should be recorded and should include dates, times, names, locations, context, and any other information which could be considered relevant or which might facilitate further assessment/investigation.

Page 10-11 Children First – National Guidance for the Protection and Welfare of Children.

We will at all times have an appointed Designated Liaison Person and a Deputy Liaison Person in the event of the Designated Liaison Person being unavailable. We will endeavour to send the Designated Liaison Person(s) on any necessary or new training courses available.

We have appointed a Designated Liaison Officer and a Deputy Designated Liaison Officer. Their details and contact details are displayed on the parents/guardians’ board. The Designated Liaison Officer is Cynthia McEnery, and the Deputy Designated Liaison Officer is Emma McNamara.

The Role of the Designated Liaison Persons is to:

• Establish contact with the Duty Social Worker responsible for child protection in the organisation’s catchment area and ensure that the organisation’s child protection policy and procedures are followed where reasonable grounds for concerns exist about individual children.
• Be accessible to all staff.
• Ensure that they are knowledgeable about child protection and welfare and that they undertake any training considered necessary to keep updated on new developments.
• Ensure the Child Protection and Welfare Policy and procedures of the service are followed.
• Be responsible for reporting concerns about the protection and welfare of children to TUSLA – Child and Family Agency or An Garda Síochána.
• Ensure the appropriate information is included in the report to the Child and Family Agency and that the report is submitted in writing (under confidential cover) using the Standard Reporting Form (See Appendix 1).
• To liaise with the Child and Family Agency, An Garda Síochána, and other agencies as appropriate.
• To provide information and advice on child protection and training within the organisation.
• Keep relevant people within the organisation informed of relevant issues whilst maintaining confidentiality.
• Ensure that an individual case record is maintained of the action taken by the service, the liaison with other agencies and the outcome.
• Maintain a central log or record of all child protection and welfare concerns in the service.
• Ensure appropriate information is available at the time of referral and that the referral is confirmed in writing under confidential cover.

There may be a time when a child approaches a staff member, student, or volunteer in the service as a trusted adult to discuss their life outside the organisation. Individual adults in our centre must know how to react to this sensitively and appropriately.

Employees and Volunteers should be aware of the internal reporting procedures. Management, employees, students, and volunteers should also be aware of the appropriate authorities to whom they should report outside the organisation if they are inhibited for any reason from reporting the incident internally or where they are dissatisfied with the internal response.

Staff and students may, at times, be concerned about the general welfare and development of children they work with, and they can discuss any concerns with their Manager and/or Designated Liaison Person at any time.

All staff and students should be familiar with the definitions of abuse as outlined in Children’s First and the signs and symptoms of abuse.

In accordance with Children’s First:

• Everyone must be alert to the possibility that children with whom they are in contact may be suffering from abuse or neglect.
• The Child and Family Agency should always be informed when a person has reasonable grounds for concerns that a child may have been, is being, or is at risk of being abused or neglected. Child Protection concerns should be supported by evidence that indicates the possibility of abuse or neglect.
• A concern about a potential risk to children posed by a specific person, even if the children are unidentifiable, should also be communicated to the Child and Family Agency.
• The guiding principles in regard to reporting child abuse or neglect may be summarised as follows:

1. 1. The safety and well-being of the child must take priority
   2. Reports should be made without delay to the Child and Family Agency

• Any reasonable concern or suspicion of abuse or neglect must elicit a response. Ignoring the signals or failing to intervene may result in ongoing or further harm to the child.

• Section 176 of the Criminal Justice Act 2006 introduced the criminal charge of reckless endangerment of children. It states:

“A Person having authority or control over a child or abuser, who is intentionally or recklessly endangers a child by – (a) causing or permitting any child to be placed or left in a situation which creates substantial risk to the child of being a victim of serious harm or sexual abuse, or (b) failing to take reasonable steps to protect a child from such a risk while knowing that the child is in such a situation, is guilty of the offence.”

The penalty for a person found guilty of this offence is a fine (upper limit) and/or imprisonment for a term not exceeding 10 years.

Tusla has a statutory obligation to identify children who are not receiving adequate care and protection, to provide family support services and, where necessary, to take children into the care of Tusla. People who report concerns need to be assured that their information will be carefully considered with any other information available, and a child protection assessment will only proceed where sufficient risk is identified.

A Concern Could Come to your Attention in several Ways;

• A child tells you or indicates that he/ she is being abused. This is called a disclosure.
• An admission or indication from alleged abuser.
• A concern about a potential risk to children posed by a specific person, even if the children are unidentifiable.
• Information from someone who saw the child being abused.
• Evidence of an injury or behaviour that is consistent with abuse and unlikely to be caused in any other way.
• Consistent indication over a period of time that a child is suffering from physical or emotional neglect.
• An injury or behaviour which is consistent with abuse, but an innocent explanation is given.
• Concern about the behaviour or practice of a colleague.

All personnel are expected to consult Children First and the Child Protection and Welfare Practice Handbook for detailed information on the signs and symptoms of abuse. See Appendix 2: Signs and Symptoms of Abuse.

• Under no circumstances should a child be left in a situation that exposes him or her to harm or risk pending Child and Family intervention. In the event of an emergency and the unavailability of a Duty Social Worker, the DLP will contact An Garda Síochána.
• If the child has made a disclosure, a written record will be made. If there are other grounds for concern that the child has been abused or neglected, a written record will be made.
• If there are reasonable grounds for concern, the DLP will complete the Standard Report Form without delay and send it to the Duty Social Work Team in the Child and Family Agency Tusla Children First Handbook.

• If the concern is urgent and the child is in immediate danger, the report to the Child and Family Agency will be made by telephone and followed up with the completed Standard Report Form.
• In the event of an emergency and the unavailability of a Duty Social Worker, the DLP will contact An Garda Síochána.
• The DLP may use the process of informal consultation with the Duty Social Work Team to discuss the response to a child protection and welfare concern. Informal consultation is carried out without providing the name of the family or the child. If advised to do so, a formal report will be made.
• The DLP will record information about the concern, informal consultation (if carried out) and details regarding if and when the parents/guardians were informed.

1. Any member of staff who has a concern about a child in the service currently being abused, abused in the past, or likely to be at risk of abuse is obliged to verbally relay their concern to the Designated Liaison Person as a matter of urgency.
2. The member of staff who has the concern should record in writing what the child has said, including, as far as possible, the exact words utilised by the child.
3. The Designated Liaison Person must then record the details of this report, on the Tusla Standard Reporting Form, which is in the Forms Folder in the Office, which must then be signed by the person making the report. See Appendix 1 for Standard Reporting Form or http://www.tusla.ie/services/child-protection-welfare/concerns.
4. Unless it would put the child at further risk to do so, the Designated Liaison Person will make every effort to contact the parents/guardians to discuss the concern made by the child. A written record will be kept of this meeting with the parents/guardians.  
5. The Designated Liaison Person will examine the information received to determine if it constitutes reasonable grounds for concern see Reasonable Grounds for Concern paragraph above.
6. Immediate action must be taken to protect the child in question and, indeed, any other children who may be considered at ‘risk.’
7. A child will never be interviewed regarding the concern by any staff. However, all comments made by the child will be noted.
8. Allegations against staff will be dealt with separately, and the disciplinary procedure will be followed as necessary.
9. In cases of emergency, where a child is deemed to be at immediate and serious risk and a Duty Social worker is unavailable, An Garda Síochána should be contacted. Under no circumstances should a child be left in a dangerous situation pending Tusla intervention.
10. The service will take care to ensure that actions taken by them do not undermine or frustrate any investigations being conducted by Tusla or An Garda Síochána. Close liaisons will be maintained with these authorities to achieve this.
11. Where there are reasonable grounds, a report should be made to Tusla in person, by phone, or in writing without delay by the Designated Liaison Person. Each area has a social worker on duty for a certain number of hours each day. The duty social worker is available to meet with or talk on the telephone, to persons wishing to report child protection concerns. The Duty Social Worker will assess the information available.
12. Once a report is submitted, the duty social worker may need to speak with the person who had the initial concern.
13. In the event that the Designated Liaison Person makes a decision not to report to Tusla, full details of the decision must be recorded, including the reasons for not reporting plus any action taken. This report should be stored as confidential by the Designated Liaison Person in the child’s records and kept by the service in a secure place until the child will have reached the age of twenty-one.
14. Allegations or concerns should not be investigated by the Designated Liaison Person or a staff member but passed on to Tusla /Gardaí to follow through.

• Be as calm and natural as possible.
• Remember that you have been approached because you are trusted and possibly liked.
• Do not panic.
• Be aware that disclosure can be very difficult for the child
• Remember, the child may initially be testing your reactions and may only fully open up over a period of time.
• Listen to what the child has to say. Give them the time and opportunity to tell as much as they are able and wish to. Do not pressurise the child.   Allow him/her to disclose at their own pace and in their own language.
• Be careful when asking questions. Questions should be supportive and for the purpose of clarification. Avoid leading questions such as asking whether a specific person carried out the abuse.   Also, avoid asking about intimate details or suggesting that something else could have happened other than what you have been told.   Such questions and suggestions could complicate the official investigation.
• Assure the child that you believe them. False disclosures are very rare.
• It is important that the adult differentiates in their own mind between the person who carried out the abuse and the act of abuse itself. The child, quite possibly, may love or strongly like the alleged abuser while also disliking what was done to him/her.
• It is important, therefore, to avoid expressing any judgement on, or anger towards, the alleged perpetrator while talking with the child.
• It may be necessary to reassure the child that your feelings towards him/her have not been affected in a negative way as a result of what she/he has disclosed.
• Do not promise to keep secrets. Explain to the child that you will only tell the people who really need to know so that they are kept safe.
• By refusing to make a commitment to secrecy to the child, you do run the risk that they may not tell you everything or, indeed, anything, there and then. However, it is better to do this than to tell a lie and ruin the child’s confidence in yet another adult. By being honest, it is more likely that the child will return to you at another time.

Do not make promises, as you may not be in a position to follow through on them.

At the Earliest Possible Opportunity:

• Inform the Designated Liaison Person immediately, and the following internal reporting procedure will be followed.
• Record in writing what the child has said, including, as far as possible, the exact wording utilised by the child.

Following a disclosure by a child, childcare staff must continue in a supportive relationship with the child. Disclosure is a huge step for many children. 

Workers should continue to offer support, particularly through:

• Maintaining a positive relationship with the child.
• Keeping lines of communication open by listening carefully to the child.
• Continue to include the child in the usual activities.
• Any further disclosure should be treated as a first disclosure and responded to as in Reporting Procedures in this policy.

• A suspicion which is not supported by any objective indication of abuse or neglect would not constitute a reasonable suspicion or reasonable grounds for concern. In his case, the concern and any informal consultation will be documented and kept confidential and secure.
• The DLP will inform the member of staff or student who raised the concern that it is not being referred in writing, indicating the reasons. The DLP will advise the individual that they may make a report themselves or contact the Duty Social Work Team and that the provision of the Protection for Persons Reporting Child Abuse Act, 1998 will apply.
• Persons reporting suspected child abuse or neglect should not interview the child or the child’s parents/guardians in any detail about the alleged abuse. This may be more appropriately carried out by the Tusla Duty Social Worker or an Garda Síochána.
• If staff, students, or volunteers have any concerns these should be discussed with the Designated Liaison Person.

• In relation to retrospective disclosures, it is imperative that all child protection concerns are examined and addressed.
• An increasing number of adults are disclosing abuse that took place during their childhood. If a staff member becomes aware of a retrospective concern, they should follow the reporting procedure and speak with the DLP. If any risk is deemed to exist to a child who may be in contact with an alleged abuser, the service should report the concern to the Children and Family Agency without delay.

Confidentiality is of the utmost importance and extends to all areas of our service. Confidentiality is about treating sensitive information that arises in a trusting relationship and doing so in a manner that is respectful, professional, and purposeful.

• All information regarding concern or assessment of child abuse should be shared on “a need to know” basis in the interests of the child.
• No undertakings regarding secrecy can be given. Giving information to others for the protection of a child is not a breach of confidentiality.
• It must be clearly understood that information which is gathered for one purpose must not be used for another without consulting the person who provided that information. All parties involved can be assured that all information will be handled taking account of legal requirements.
• Children First advises that the issue of confidentiality should be part of the training necessary for staff who work in the area of child protection and the general training of staff in organisations which work with children. Each organisation should have a written policy in this regard – Children First 92
• It is our policy to keep all personal information about our children, families, and staff private. Confidential and personal information about our children/parents/guardians will only be shared by the Manager and Designated Liaison Person in relation to child safety, in line with this Child Protection Policy. Any breach of confidentiality by any member of staff will lead to disciplinary action. (For further information, see our full Confidentiality Policy).
• Ethical and statutory codes concerned with confidentiality and data protection provide general guidance. They are not intended to limit or prevent the exchange of information between different professional staff with responsibility for ensuring the protection and welfare of children. The provision of information to the statutory agencies for the protection of a child is not a breach of confidentiality or data protection.

The same person should not have responsibility for dealing with both the reporting issues and the employment issues. It is preferable to separate these issues and manage them independently. These reporting procedures should be followed in the event of suspicion or disclosure of abuse against an employee. Staff/volunteers may be subjected to erroneous or malicious allegations. Therefore, any allegation of abuse should be dealt with sensitively, and support provided for staff, including counselling where necessary. However, the primary goal is to protect the child while taking care to treat the employee fairly.

The Board of Directors may appoint a third party to investigate allegations made against staff members.

Policy and Procedure on Response to Allegations of Abuse against Employees, Volunteers and Students:

Child Protection is about promoting the welfare of children who attend a childcare service/school. To this end, it also encompasses the monitoring of professional practice within an organisation.

An organisation has a legal and moral responsibility to respond to any allegation of abuse, either verbal or physical, of a child by a member of staff, student, or volunteer.

This procedure is in line with the guidance given in Children First – National Guidance.

Response to allegations of abuse against employees, volunteers, students

Page 43 Children First – 6.2. Guidance on allegations against employees and volunteers:

Allegations of abuse may be made against adults working with children, employees, volunteers, students, and childminders. The National Guidance is there to assist the Designated Liaison Persons in having due regard for the rights and interests of the child on the one hand and those of the employee against whom the allegation is made on the other hand.

The following guidelines should be followed in the event of such an allegation of abuse against an employee during the execution of that employee’s duties or where information about an employee in relation to a situation outside of the work context is reported.

Our first duty of care in this situation is to the child, and our first priority is to ensure that no child is exposed to unnecessary risk.

• If an allegation is made against an employee or other person working within the service to another employee or other person, they must inform the Designated Liaison Persons verbally and simultaneously record what they have been told or what they may have observed. Action taken in reporting an allegation of child abuse against an employee should be based on an opinion formed reasonably and in good faith.
• The details of this concern must be recorded on the Standard Reporting Form, which is in the Forms Folder in the Office, which must then be signed by the person making the report and they will be reminded of the need for confidentiality in this matter.
• The Manager will inform the member of staff that an allegation has been made against them. The disciplinary procedure for staff will be followed in this instance.

The Manager must privately inform the employee about whom the allegation is made of the following:

• The fact that an allegation has been made against him/her
• The nature of the allegation
• The employee should be afforded an opportunity to respond. The Manager should note the response and pass on this information when making a formal report to Tusla.
• The employee should also be informed of their right to an adjournment of the meeting until such time as they can seek appropriate representation (e.g. Union Rep. /Legal Rep.). The action will be guided by the agreed procedures (Disciplinary Procedure), the applicable employment contract, and the rules of natural justice. While adhering to the principle of natural justice enshrined within our constitution in relation to the rights of the accused, the vulnerability of the alleged victim must be foremost in our mind, therefore, any postponement must be afforded within a reasonable time frame that is 24 hours. 
• The parents/guardians of the alleged victim must be informed immediately by the Designated Liaison Person.
• When an allegation is received, it will be assessed promptly and carefully.
• The Manager may then ask the member of staff who the allegation has been made against to leave the premises immediately, and they will be suspended on full pay until the matter has been fully investigated.
• However, all allegations may not require a worker to be sent home i.e., allegations of poor practice where increased levels of supervision may be sufficient until the matter is sorted out. Poor practice will be dealt with under the Disciplinary Procedure as necessary.
• At this point in the process, it will be necessary to decide whether a formal report should be made to Tusla – this decision should be based on reasonable grounds for concern.
• If it is felt that there are grounds for concern in all matters relating to the allegations, it should be reported to the Duty Social Worker.
• At this point, the Disciplinary Procedure will be invoked. This will be a separate process and will be overseen by the Manager, not the Designated Liaison Person.
• Should a staff member, following the investigation, be re-instated with no disciplinary action, this should be taken as evidence that no blame/fault/suspicion attaches to them.
• Where the complaint is not upheld, Management should ensure that the reputation and career prospects of the staff member concerned are not adversely affected by reason of the complaint having been brought against him/her. The staff member (who had the allegation made against them) should be offered counselling and any other support necessary to restore his/her confidence and morale.
• The staff member who made the complaint should be reassured that Management appreciates that the complaint was made in good faith. If required, Management will ensure that the staff member receives support, e.g., external counselling, if requested or warranted.

The Protections for Persons reporting Child Abuse Act, 1998 makes provision for the protection from civil liability of persons who have communicated child abuse ‘reasonably and in good faith’ to designated officers of Tusla or to any member of An Garda Síochána. This protection applies to organisations as well as to individuals. This means that even if a communicated suspicion of child abuse proves unfounded, a plaintiff who took action would have to prove that the person who communicated the concern had not acted reasonably and in good faith in making the report. A person who makes a report in good faith and in the child’s best interests may also be protected under common law by the defence of qualified privilege.

In the case where the Designated Liaison Person concludes that reasonable grounds do not exist that she will not report the concern of the employee, student, or volunteer to the relevant Tusla Social Work Department or An Garda Síochána, the individual employee, student, or volunteer who raised the concern should be given a clear written statement of the reasons why the centre is not taking action. The employee, student, or volunteer should be advised that if they remain concerned about the situation, they are free to consult with or report to the Tusla Social Work Department or An Garda Síochána.

• Parents/guardians have the right to contact the Child and Family Agency to report an allegation of abuse or neglect about the employee or service.
• Parents/guardians of children who are named in an allegation of abuse or neglect will be kept informed of actions planned and taken having regard to the rights of others concerned.
• If there is any concern that a child may have been harmed, their parents/guardians will be informed immediately.

• The service will conform to the provisions of the Data Protection Act 1998 and the Data Protection (Amendment) Act 2003.
• Under the Childcare Act 1991 (Early Years Services) Regulations 2016, accurate and up-to-date records in relation to children, staff, and service provision must be kept. The Early Years inspectorate will have access to files for inspection purposes.
• Parents/guardians may have access to the files and records of their own children on request but may not have access to information about any other child.
• Only employees involved with a particular child should have access to confidential files and will be used to inform staff on how best to meet the needs of the child.
• Records are stored in compliance with the Childcare Act 1991(Early Years Services) Regulations 2016.
• Where there are child protection or welfare concerns, observations/ records will be kept on an ongoing basis, and information will be shared with the Child and Family Agency as appropriate.
• These will be stored securely.
• Procedures are in place for archiving records.
• All records are managed in line with the Data Protection Policy.
• We aim to ensure that all records are factual and written impartially.
• The service will only share information with other professionals or agencies, with consent from parents/guardians or without their consent in terms of legal responsibility in relation to a Child Protection issue.
• Records or reports should not be altered or adjusted; if there are new developments, then a new record of this information should be completed.

(For further information, see our policies on Observations, Record Keeping and Data Protection)

For the protection of staff, volunteers, and children, this code of behaviour has been introduced to provide clarity on what is expected and what is not accepted with respect to their behaviour as recommended in Our Duty to Care. Our code of behaviour is kept under regular review.

• We recognise that children have an equal right to our service provision in line with the Equal Status Act and the National Disability Strategy.
• Workers should be sensitive to the risks involved in participating in contact sports or other activities.
• While physical contact is a valid way of comforting, reassuring, and showing concern for children, it should only take place when it is acceptable to all persons concerned.
• Workers should never physically punish or be in any way verbally abusive to a child, nor should they even tell jokes of a sexual nature in the presence of children.
• Workers should be sensitive to the possibility of developing favouritism, or becoming over-involved, or spending a lot of time with any one child.
• Children should be encouraged to report cases of bullying to either a designated person or a worker of their choice. Complaints must be brought to the attention of Management.
• It is recommended that childcare services develop a positive attitude amongst workers and children that respects the personal space, safety, and privacy of individuals.
• It is not recommended that workers give lifts in their cars to individual children, especially for long journeys.

(This code has been adapted from Our Duty to Care Fact sheet 1)

Visitors/Students:

Visitors – including inspectors, workmen, students, etc. should never be left alone with the children. If they are going to address the children it is incumbent upon the Management to check their credentials and to ensure that the content of the address is appropriate.

All students will be carefully supervised and monitored by the Manager.

Secondary school pupils who come to the service for ‘work experience’ will also be carefully supervised and monitored but must not be left alone with the children.

Under 18 years of age:

If the service takes on a Transition Year student or student under 18 years of age, their parent/guardian will be required to complete and sign a Garda Parent/Guardian Consent Form. This form gives consent for the NVB to report any convictions to the service.

We are committed to:

• Valuing and respecting all children as individuals.
• Listening to children.
• Involving children in decision-making is appropriate.
• Encouraging children to express themselves.
• Working in partnership with parents/guardians.
• Promoting Positive Behaviour.
• Valuing differences.
• Implementing and adhering to all relevant policies to keep children safe.

Management will ensure a safe environment exists for staff and children by monitoring that all staff:

• Follow toileting and nappy-changing procedures (For further information, see Nappy Changing/Toileting Policies).
• Are listened to, and any concerns expressed about unacceptable practices or behaviour of colleagues are followed up by Management.
• Are supported when dealing with challenging behaviour of children, and staff understands and follow positive behaviour management strategies.

(For further information, see Supporting Positive Behaviour Policy).

Staff Ratios:

The adult/child ratios are governed by the Childcare Act 1991 (Early Years Services) Regulations 2016. The service will follow the adult/child ratios as defined in the below Regulations.

The Code of Behaviour is given to all staff, students, and volunteers at induction, and it is expected that all staff, students, and volunteers are familiar with the code, and they will raise any questions arising with the Manager.

All employees have a duty to adhere to the Code of Behaviour and to bring breaches of the code to the attention of the Manager. Breaches of the Code of Behaviour are dealt with through the disciplinary procedure.

The service carries out a comprehensive and detailed recruitment procedure in order to protect our children attending the service.

All applicants should be made aware and reminded throughout the recruitment period that their application and the follow-up process of recruitment will be dealt with in the strictest of confidence. The information supplied by the applicant and any other information supplied on their behalf should only be seen by persons directly involved in the recruitment procedure.

Applicants will receive a clear job description and information on the organisation. Additional information, including a copy of the center’s Child Protection Policy, should also be supplied to each applicant. (For further information, see our Recruitment and Selection Policy)

Personnel File:

An up-to-date and accurate personnel file is kept for each member of staff that includes the following records:

• Proof of identity and that the person is over 18 years of age.
• Proof of satisfactory Garda Vetting.
• Two validated references, including a reference from the most recent place of employment.
• Verification of qualifications.
• Investigation of any gaps of employment.

Induction:

• As part of the induction process, all new Management, staff, volunteers, and students will be briefed on all the elements of the Child Protection and Welfare Policy, including the ethos of the service, child-centred practice, and the Code of Behaviour, within the first week of employment.
• All Management, staff, volunteers, and students will be required to commit to and abide by the Child Protection and Welfare Policy. They are required to confirm that they have read and understand the Child Protection and Welfare Policy with their signature, and a record will be kept on file.
• The Code of Behaviour is given to all management staff, students, and volunteers at induction, and it is expected that all staff, students, and volunteers are familiar with the code and they will raise any questions arising with the Manager.

Staff Supervision and Support:

• Regular supervision and support is available to staff and volunteers through one-to-one meetings or group meetings.
• Staff will be supported while dealing with a child protection concern, and outside support will be sought where necessary; the costs of this will be borne by the company.

Garda Vetting:

In accordance with the Childcare Act 1991 (Early Years Services) Regulations 2016, we will ensure that all staff members are Garda vetted.

Our policy is that Garda vetting will be completed prior to starting work at the service for employees working directly with children. Repeat Garda vetting may be completed at any time during a contract of employment and will be completed at three-year intervals, and records will be held for 5 years.

See the Garda Vetting policy for further information.

The service recognises the importance of working with parents/guardians. It has an “open door” policy where families are always welcome but where the needs of all of the children in our care are always the first priority. Parents/guardians will be made feel welcome, and regular exchange of information with parents/guardians and staff will enable a two-way process of support. 

Parents/guardians will be made aware of any observations, records, and notes kept by us about their children, including patterns of behaviour, conversations, and any injuries/bruising they may have upon arrival to the service.

• All records will be made available upon request and are kept confidentially and securely.
• All parents/guardians will be made aware of our policies and procedures.

(For further information, see our Partnership with Parents/guardians Policy).

• Our children/staff/parents/guardians have the right to voice their opinions and concerns. It is our policy to welcome all suggestions, comments, and complaints in relation to our service. Any comments or suggestions can be made to any member of staff. We will give careful attention and prompt and courteous response to any suggestions, comments, or complaints. (For further information, see our Comments and Complaints Policy).
• If a complaint involves a child protection concern, the reporting procedure will be followed in line with this Child Protection Policy.

• The service aims to provide children with a varied and wide experience and, from time to time, may organise day trips/ outings. It is our policy to ensure the safety and well-being of children during these activities through planning, risk assessment, Management and supervision of the activity.

  In managing and planning these activities, we:

  • Inform parents/guardians of the proposed outing, method of travel, and supervision
  • Seek written consent from the parents/guardians – children will not be able to participate in the activity unless this has been obtained.
  • Ensure an adequate number of personnel are present and that the children are supervised at all times.
  • Ensure that the person in charge has access to a mobile in case of an emergency.
  • A risk assessment of the venue or facility will be carried out and reviewed annually.
  • Ensure that adequate insurance is in place for the outing.
  • Ensure staff are familiar with emergency procedures.
  • Ensure that the method of transport complies with relevant safety requirements and insurance.
  • We will ensure that the appropriate staff/child ratios are maintained in line with the Childcare Act 1991 (Early Years Services) Regulations 2016 and the risk assessment.
  • Where appropriate, parents/guardians may be invited to accompany their children on the outing.
  • Emergency contact details for all children will be brought on the trip.
  • Safety measures such as frequent head counts/ roll calls and name tags will be used; insert safety measure that you use.
  • A first aid box will be brought, and a qualified first aider will be present.
  • The service does its utmost to minimise risk and ensure safety at all times. However, it is important that staff are prepared for any emergencies that may arise.

   

  See also Missing Child Policy.

The Safety, Health & Welfare at Work Act, 2005, and Childcare Act 1991 (Early Years Services) Regulations 2016 are the governing legislation.

It is our policy to promote the health, well-being, and personal safety of all our children and staff through developing and regularly reviewing accident prevention procedures and fire safety. Although we adhere to all safety precautions and follow Tusla guidelines, accidents can occur.

(For further information, see our Accidents and Incidents and First Aid policies).

Personal blogs should have clear disclaimers that the views expressed by the author in the blog is the author’s alone and do not represent the views of the service. Be clear and write in first person. Make your writing clear that you are speaking for yourself and not on behalf of the service.

• • Information published on your blog(s) should comply with our confidentiality policy. This also applies to comments posted on other blogs, forums, and social networking sites.
  • Be respectful to the service, Management, other employees, customers, partners, and competitors.
  • Staff may not use social networking sites to befriend parents/guardians whose children attend the service or to exchange any information about the service or children attending the service.
  • Social media activities should not interfere with work commitments. Refer to Internet and Email Policy resource usage policies.
  • Your online presence may reflect the service.
  • Do not publish any information regarding any child, family, or colleague.
  • Respect copyright laws and reference or cite sources appropriately. Plagiarism applies online as well.
  • Company logos and trademarks may not be used.

The Collection Policy of will be achieved by: Parents will collect their child from playgroup or a person that is named on the childs form for collection. If some one else needs to collect your child, that’s not named please ring us before to inform us. Children cannot be picked up by siblings in National school.

• Parents/guardians must collect their child by the agreed collection time. Parents/guardians will be asked to give the names of at least two other people who are authorised to collect the child. If the parent is late arriving to collect the child, the person in charge will endeavour to contact the parent.  In the event of being unable to contact the parent, the person in charge will contact the other named persons to collect the child. 
• Children will not be released into the care of a person who appears to be incapable of caring for the child. Should this situation arise the staff will contact an authorised collector.  If no one is available to collect the child then the person in charge should contact the Tusla social work child protection team.
• We ask that parents/guardians do not collect their child from while under the influence of alcohol. This can lead to embarrassment and worry within the team. If parents/guardians feel that this situation may arise they should arrange for an authorised collector to collect their child.
• Please ensure that you park safely and do not cause an obstruction, even for a very short time.
• In the event of a parent collecting another child a prior arrangement must be made.
• In order to comply with childcare legislation which determines the staff/ child ratios and in the best interest of the children (children can become distressed when no-one comes for them when all the others have been collected) it is important that children are collected on time.

Attempted collection by a person who is not on the child’s records:

Children should be collected only by the adult/s named on the Collection Authorisation. Should the person responsible be unable to collect the child, a letter of explanation must be presented signed and dated by the parent / guardian with a contact telephone number, the staff member will then telephone the parent prior to allowing the child leave the service. If the parent personally arranges this with the staff the telephone call may not be necessary, but signed consent will be required at all times.

If the parent has not been personally contacted to authorise the collection of their child, the child will not be permitted to leave the premises until an authorised collector, as recorded in the child’s records is available.

Late Collection of Children:

We understand that sometimes a parent is unavoidably delayed when coming to collect their child. We will ensure that the child receives a high standard of care in order to cause as little distress as possible.  Parents/guardians in this situation must contact the Manager to say that they will be late and arrange with staff what to do. Children are only released from the service to individuals named by the parent.

We reserve the right to charge a late collection fee.

Early Collection of Children:

We ask that parents/guardians let us know if you will be picking up your child early so that we can have the child ready for you and to minimise disrupting the rest of the group.

Late Drop Off:

We ask parents/guardians to drop children off at the correct time to avoid disrupting the group once they have started and so that your child benefits from our full daily programme.

Separated and Divorced Parents:

Married parents are automatically joint guardians of their children. Neither separation nor divorce changes this.

• We cannot refuse either parent to collect their child unless a court order is in place.

• We ask that parents give us information on any person that does not have legal access to the child.

• Where custody of a child is granted to one parent, we would ask you to clarify the circumstances with us. This information will remain confidential and will only be made known to the relevant staff. If there are any legal documents i.e. custody order, barring order we would ask you to provide us with a copy to keep on file.

Attempted collection by a parent who has been denied access in a court order:

• A parent who has been denied access to a child through a court order will not be permitted on to the premises.

• If the parent who has been denied access becomes threatening or violent and insists on removing the child from the service, this will be viewed as trespassing. The service will in this event contact the Local Gardaí.

By law, an unmarried mother is the automatic guardian of a child born outside of marriage. In some circumstances, unmarried fathers have automatic access. The service should be informed about access rights.

Parents/guardians are required to sign a Parent Agreement regarding fee payment:

• Fees must be paid weekly or other alternative (2 week or monthly) must be discussed with Cynthia Manager
• Fees are payable to Bank or Cash
• A receipt will be issued upon request for cash payments
• We operate a number of funding schemes to support parents pay for the service. Parents should discuss options with the manager. ECCE and NCS

Reviewing Fees:

• Fees are reviewed in annually by the management.
• Parents/guardians will be informed by giving service notice of increase in fees.
• Increase in fees each year will be related to the cost of living increases and/or exceptional cost circumstances.

Payments in relation to Holidays or Illness of the Child/Children:

• Parents/guardians will be required to pay for any days/weeks that their child/children do not attend the service. For the 38 weeks, we are in operation. If we cannot provide the service during our 38 weeks we will not require payment for that time
• In the case of a long-term, medically certified illness of a child, parents/guardians are advised to keep in contact with the manager regularly. Further arrangements will be discussed with the Parent/Guardian.
• There will be no fees charged when the service is on Holidays (e.g. the month of July and August, Halloween 1 week, , Christmas 2 weeks, and Easter holidays 2 weeks). These dates will be circulated directly to parents/guardians and posted on the parent’s notice board well in advance of these closure periods.
• There is no reduction in fees for Public/Bank Holidays except for after-school.

Withdrawal of Children:

Parents/guardians sign up to agree in the Parents/guardians Fee Agreement Form that they will:

• Give notice, in writing that the child/children are leaving the service
• Give one-month notice or pay one month of fees.
• Management also reserve the right to request that the Parent/Guardian withdraw their child/children from the service if they are not ‘settling in’ or adapting to the environment. The Management agrees to give two weeks’ notice of this to the Parent/Guardian so that they can make alternative arrangements.

Non-payment of Fees

• Non-payment of fees may result in loss of placement.
• A repeated failure to pay fees may result in suspension or withdrawal of your child’s place until the matter is resolved.
• Any delays in payments must be discussed in advance and agreed with management.

The rooms are designed in such a way as to meet the developing needs of each individual child. The children are guided through a range of educational and play activities at their own pace. Our staff create a positive and secure environment where children feel confident in exploring their surroundings.

Our Building:

We are based in the Old National School which is adjacent to the current National school. We have the use of Four rooms for the school terms. The rooms are bright and airy, with plenty of space for the children to play in.

Care Groups:

Care groups are organised according to the developmental stage of the children. Tulsa regulations are adhered to at all times in terms of staff ratio, etc. Each group is afforded high-quality care based on activities most appropriate to their needs and interests. Our facility is designed to cater for children with special needs and these children are warmly welcomed.

Playschool Children:

Language development is encouraged constantly and developing skills are nurtured. The aim is to provide an atmosphere equal to a loving home environment. We follow the Síolta Framework and the Aistear: The Early Childhood Curriculum Framework Guidelines and Principles for these children. A full record of relevant developmental milestones is kept by staff and is available to parents.

Experts have established that play, both free and structured, forms an enormous part of the child’s learning, growth, and development. A broad range of opportunities for play is provided by the activities we make available such as colouring, painting, water play, sand play, free play, outdoor play, rhymes, singing, crafts, and much, much more in line with the Aistear Guidelines and principles. If the child is tired or out of form he/ she is allowed a quiet area for rest.

Sessional Care for Playschool Children:

 3 ½ hours

Part-Time Care for Playschool Children:

3 ½ hours to 5 hours

Afterschool care

Operating Hours: 8.00am to 5.30pm

ECCE:

We offer the option of the children attending ECCE for mornings only from 9.30am to 12.3 0pm which includes a lunch break. We follow the Síolta Framework and the Aistear: The Early Childhood Curriculum Framework Guidelines and Principles for these children and the curriculum.

ECCE with Extended hours to 2pm :

We also offer the option of the children attending ECCE from 9.30am to 1.45pm which includes a healthy lunch. We follow the Síolta Framework and the Aistear: The Early Childhood Curriculum Framework Guidelines and Principles for these children.

Afterschool:

Afterschool times; 1pm – 5.30pm

Our afterschool service provides a haven for children who have just completed a long and tiring day in primary school. The children can relax in a quiet zone, enjoy free play, can play with a large range of equipment, or are free to participate in organised activities.

A period is set aside for homework and assistance is given where appropriate. Food is prepared and served to all after-schoolers. Clarecastle Afterschool is very much activity-focused so that the children are enthused and challenged. We regularly employ experts in various fields of activity to devise and direct these pursuits. The range of activities includes arts and crafts, gymnastics, outdoor sports, and environmental work. The children experience healthy outdoor activity in our spacious playground and all-weather playing pitch facilities. Health in mind and body is promoted through football, cycling, and team challenges.

Special occasions and cultural festivals are celebrated with costumes, food, games, etc. The timetable of activities is revised and changed each term as appropriate.

After-school children are very involved in what happens each day and what interests they would like to try

We recognise that in some cases there may be particular difficulties experienced by children, parents/guardians, and staff during the settling-in period and we are prepared to explore and consider various ways of settling children into the service. All children are individuals and we plan to meet their individual needs and resolve any difficulties quickly and smoothly.

In order to accomplish this we will ensure that:

Pre- Admission:                

• The service invites the child and parents/guardians to visit at an agreed time.
• Prior to enrolment, a meeting will take place between parents/guardians and staff. In order to meet the needs of each child parents/guardians will be asked to fill out the “All About Me” form. Parents/guardians are encouraged to provide us with information on their child’s likes/dislikes, interests, achievements etc.

We ask that just 1 parent come with the child on that day at their allocated time

First Day:

• We will greet the child and parent together.
• Each child will be appointed a key worker.
• The parent/guardian will be assured of the value of their presence to the child in this process.
• Parents/guardians will be made aware of the necessity of interacting with their child and the other people in the service to reassure the child of the safety of the new surroundings
• Children must be collected on time and promptly from their session at the agreed time.

Ongoing Matters:

• Parents/guardians must never leave their child(ren) without saying goodbye.
• Our staff will provide support and encouragement to parents/guardians during the settling-in period should the transition be difficult. Staff will phone parents/guardians to reassure them, if necessary.
• We may need to assist parents/guardians through this separation process as an extended goodbye can be distressful for children.
• The ‘settling in’ process has no time limits and may need to be repeated if a child becomes unsettled.
• When children are beginning to settle without their parents/guardians, they should be supported in observing, experimenting, and discovering for themselves without any attempt to make them participate in activities.
• Opportunities will be made available for parents/guardians to exchange information on the child’s progress at this stage.
• Parents/guardians and their children are encouraged to get to know the key people involved in their child’s life.
• Children who are still clearly distressed having followed the above procedure may need to have their attendance cut short to shorter hours for a trial period.

Transition to Primary School:

• Being open to liaising with the local primary schools.
• Building a programme regarding “Starting Big School” into our curriculum.
• Focusing on practical “independence” skills.
• Liaising with parents/guardians so that teachers and parents/guardians have a consistent approach regarding preparation for school.
• Having a progress meeting with parents/guardians to discuss school reading.

We bring the pre-school children out next door to the national school as part of our transitions programme. We do this over a 4-week period where they can meet the teacher and try some of the activities the school has to offer

The service will follow the following principles in relation to keeping data on:

• Obtain and process information fairly.
• Ensure that the data subjects know what information is being held about them and for what purpose.
• Keep information for lawful purposes.
• Process information in ways compatible with the purpose for which it was given originally.
• Ensure that the information is adequate, relevant, and not excessive.
• Retain the information no longer than is necessary.
• Give a copy of personal information to the individual concerned on request.
• Amend information held on employees if the employee indicates that the information is incorrect.
• Adhere to the ‘need to know principle’ – only personal data necessary for the purpose should be collected and staff should only be able to access the personal data that they need to carry out their functions.
• Have adequate access controls, firewalls, and virus protection, and do not forget manual files.
• Have retention policies for the various categories of data.
• Ensure that data maintained is securely and confidentially stored.

 Informing Staff on Data Protection Acts:

 Management will ensure that:

• The basic principles of data protection are explained to staff and parents/guardians. This will be done during staff induction, staff meetings, and, if possible, through our parent handbook/notice board.
• There are regular updates to data protection awareness so that data protection is a “living” process aligned to the way we conduct our business.
• Noncompliance of the data protection and other policies of the service may invoke the disciplinary procedure.
• Confidential and personal information about our children/parents/guardians will only be shared by the Manager and Designated Liaison Person in relation to child safety, in line with this our Child Protection Policy. Any breach of confidentiality by any member of staff will lead to disciplinary action.

The service will provide for:

• Periodic audit checks and reviews.
• A procedure for complaints handling. See our complaints policy and procedure.
• Plans for remedial steps if things go wrong.

Employee Responsibilities:

As an employee, you are responsible for:

• Checking that any information that you provide in connection with your employment is accurate and up to date.
• Notifying the service of any changes to information you have provided, for example, changes of address.
• Ensuring that you are familiar with and follow the data protection policy.

Any breach of the data protection policy, either deliberate or through negligence, may lead to disciplinary action being taken and could in some cases result in a criminal prosecution.

The service offers a range of learning opportunities to children, which are appropriate to the child’s stage of development. The service is fully committed to being guided by the principles of Síolta and the new curriculum framework Aistear. We recognise how important high-quality early childhood experience can be in children’s lives. This Curriculum aims to encourage active learning, problem-solving, effective communication, creativity, and socialization. It aims to give children a good start which will benefit their long-term success in life. Our service recognises the diversity of experiences and relationships that shape children’s lives.

Children learn best when they:

• Participate in making decisions as much as possible.
• Make choices and contribute to learning experiences.
• Share their opinions and diverse experiences and discuss their learning.
• Have positive role models within the staff team.
• Learn in a responsive and supportive social environment.
• Learn through multi-sensory experiences.
• Participate actively in experiences that engage them emotionally, physically, cognitively, and socially.

Policy and Procedure:

The programme of activities offered by the service will aim to holistically develop each and it is intrinsically linked to our child development policy. The staff will ensure that children experience a range of activities that develop them:

• Physically
• Intellectually
• Linguistically
• Emotionally
• Socially

Aistear: The Early Childhood Curriculum Framework

Our programme will follow the Aistear guidelines and principles. Aistear is Ireland’s curriculum framework for children from birth to six years. Aistear is designed to work with the great variety of curriculum materials currently in use in early childhood settings. Using the broad learning goals of Aistear we will adapt our curriculum to make learning even more enjoyable and rewarding for the children the service at Aistear contains information for parents/guardians and practitioners that will help plan for and provide challenging and enjoyable learning experiences that can enable all children to grow and develop as competent and confident learners in the context of loving relationships with others. Aistear describes the types of learning (dispositions, values and attitudes, skills, knowledge, and understanding) that are important for children in their early years and offers ideas and suggestions as to how this learning might be nurtured. The Framework also provides guidelines on supporting children’s learning through partnerships with parents/guardians, interactions, play, and assessment. 

Aistear is based on 12 principles of early learning and development. These are presented in three groups:

1. Children and their lives in early childhood:

• • the child’s uniqueness
  • equality and diversity
  • children as citizens.

2. Children’s connections with others:

• • relationships
  • parents/guardians, family, and community
  • the adult’s role.

3. How children learn and develop:

• • holistic learning and development
  • active learning
  • play and hands-on experiences
  • relevant and meaningful experiences
  • communication and language
  • the learning environment.

Aistear also uses four themes that connect and overlap with each other to outline children’s learning and development. The themes are:

• • Well-being
  • Identity and Belonging
  • Communicating
  • Exploring and Thinking.

Each theme includes aims and broad learning goals for all children from birth to six years. The aims and goals outline the dispositions, attitudes values, skills, knowledge, and understanding that adult nurtures in children to help them learn and develop.

Staff will use curriculum planning sheets.  A Curriculum timetable is used. Activities should be age and stage-appropriate and should include a combination of child-initiated, staff-initiated, collaboratively planned, and spontaneous activities The Curriculum will ensure that children have a balance of activities from the 5 developmental areas listed above. The activities may be “theme-based” depending on the interests of the children at the time. We aim to establish sensory-rich outdoor and indoor learning environments to support our curriculum.

The Role of Staff:

• To be a positive role model.
• To offer guidance, support, and encouragement.
• To be calm and gentle in approach.
• Plan collaboratively with children as part of the curriculum decision-making.
• Plan a responsive curriculum that reflects their needs and interests and complete curriculum planning sheets.
• Use a range of learning methods including free play, real-life experiences, focused learning, routines, equipment and play materials, etc.
• Organise environments that are dynamic and responsive to children’s needs and interests.
• Celebrate diversity and challenge/question any racism, inequality, and negative attitudes.
• To be non-judgemental and to be aware of our values and assumptions.
• Work in close partnership with parents/guardians.
• Collect evidence on how children learn and record this evidence through observation.

Understanding children’s learning:

The service staff will plan activities based on the following significant characteristics of young children’s learning:

• They learn through personal experience.
• Their understanding of other people’s talk is often at the literal level.
• They understand best what they can feel (emotionally), see, touch, hear, taste, and smell.
• Their attachment to particular adults and peers deepens their ability to learn from and with them.
• They are egocentric and, through experience and guidance, they learn how to cooperate, share and play collaboratively.

Equipment:

At the service, it is the policy that the equipment and toys available are suitable, safe, and age-appropriate while providing new exciting challenges and experiences for the developmental needs of our children.  

• The layout of the room is carefully designed, and the equipment is low-level and accessible for the children.
• The environment will encourage free choice and teach the children to select, use, and replace the materials/equipment after use.
• Some elements of the home environment will be established, our play will include clearly defined areas of interest (e.g.) home/ imaginative, sand/water, art/creative, and construction play.
• New materials will be introduced regularly, based on the children’s developmental needs and interests.
• Staff responsible for the materials ensuring that all materials/equipment used are clean, safe, and well-maintained at all times.
• Parents/guardians can feel confident that their child is being cared for in a safe, happy environment.
• We strongly advise parents/guardians not to let children bring their personal toys to the service as they may get misplaced or broken and cause distress.

We encourage learning through free play with a range of activities including:

Imaginative Play:

The children learn to play together, to share, to use their imaginations and to expand their vocabulary.  This type of play encourages children to express their feelings and engage in imaginary situations such as doctors and nurses and going to the post office.  This is a safe secure environment where children feel supported in their play.

Books:         

The children learn to listen when a story is being read.  Acting out or reading stories and describing incidents from their own experiences helps to develop their language.  Storytelling is an activity, which fosters the enjoyment of books, and can be a motivating factor in learning to read.

Music Activities:

Studies have shown that music has a powerful effect on the intellectual and creative development of children and creative development of children to:

• Inspire right-brain, creative thinking
• Induce relaxation
• Improve concentration and memory
• Increase verbal emotional and spatial intelligence

The children enjoy singing songs, using percussion instruments, and listening to a wide variety of music, from rhymes to classical and pop music.  This helps to stimulate their awareness and enjoyment of music and allows them to use music as a form of expression.

Creative Play:  

Children are introduced to activities such as Art and Craft, paint and play dough, sand, and water play.

Sand and Water Play:

Children have great fun, but they also develop manipulative and pre-math’s skills through exploring and experimenting.  Many children can express their emotions and feelings when playing with sand and water as well as finding it a very relaxing and soothing activity.

Arts and Crafts:

The children paint, draw, print, use scissors, glue, and clay.  This allows the children to develop their creative and pre-writing skills.  All this work gives the child a different medium to express their feelings, thoughts, and emotions.

Play Dough: 

This is not just a fun activity for children; it can also help strengthen muscles in their hands and develop hand-eye co-ordination.  Once again this is an activity where the children’s imagination can be encouraged and developed.  Playdough also allows the child to manipulate the material, which may relieve such emotions as anger/frustration.

Jig Saw Construction and Manipulative Toys:

In this area, children’s pre-reading pre-writing, hand eye co-ordination are developed.  The development of reasoning and problem-solving is also developed and encourages small motor movement.

Energetic Play: 

Organised energetic activities, such as running, jumping and skipping, will be a part of the Curriculum and encourages large motor movement.  As well as aiding physical growth such activities can be a learning area and a great reliever of built-up stress or tension.

Drama:

Through drama, the children learn self-expression and it instils an inner confidence within themselves. Children enjoy drama and it allows them to experience the freedom to express their feelings and emotions in a free, comfortable, and safe environment.

Computers:

Early teaching in computers helps children gain confidence and to take the first steps in becoming computer literate. (See our multimedia policy for more information)

We provide equal opportunities by ensuring that:

• We are aware that everyone’s tastes vary and each of us has a different way of doing things. We all have different interests and ways of expressing ourselves.
• All staff have a responsibility to show clearly, through their work, that they respect all children and their families regardless of ability, culture, beliefs and traditions.
• Staff are non-discriminatory, and we believe in equal attention and care for all children without regard to race, gender, national origin, ancestry or special needs. Standard.

Favouritism:

National Standard 9.8 Staff do not demonstrate favouritism towards any child.

Staff should not develop favouritism or become over involved with any one child. The children in our service should be comfortable in the care of any of our staff as there may be different staff working each day with groups or individual children. Children can feel resentful or isolated if staff always favour one child and a child who is always over indulged or favoured can be led to feel that he or she can do no wrong and grow up to have a feeling of entitlement which may affect future relationships and behaviour as an adult.

 Meetings:

We will convene meetings at a time and venue that enable the majority of parents/guardians to attend and to ensure equal access to information and involvement in the service.

Access:

Everyone in the community regardless of religious affiliation, political background, race, culture, linguistic needs, disability, sexual orientation or age, has access to the service.

The Curriculum:

• All children are to be respected and their individuality and potential recognised, valued and nurtured.
• Activities and the use of play equipment will offer children opportunities to develop in an environment free from prejudice and discrimination.
• Through the proactive use of planning and curriculum development opportunities will be given to children to explore, acknowledge and value similarities and differences between themselves and others.
• It is important for children to experience a variety of cultures at an early age so that they realise that cultural diversity is part of everyday life.
• We ask families to share their own cultures, religions and traditions with our staff so that all values are respected and celebrated in the service.
• It is our objective to support and encourage each child in their experience and guide them to embrace their own values and the values of others. These experiences help set the child’s foundations and potentially shape the people they will become.

Resources:

All materials are to positively and accurately reflect cultural and racial diversity.  These materials will help children to develop their self-respect and respect other people by avoiding stereotypes. We use a range of books, images, music and songs and experiences that reflect diversity. Boys and girls are to have equal opportunity, and be actively encouraged to use all activities.

Discriminatory Behaviour/Remarks:

Any discrimination (language, behaviour or remarks) by children, parents/guardians or staff/volunteers is unacceptable in the service. Discrimination will be positively challenged by supporting the victim and helping those responsible to understand and overcome their prejudices.

 Festivals:

We aim to show respect for and awareness of all major events in the lives of the children and families in the service and in the wider society. Without indoctrination we aim to acknowledge festivals celebrated by all families in our local community and in the wider society through stories, activities, special food and clothing which reflect the diversity of life. We have a sensitive approach to Father’s Day, Mother’s Day etc. and welcome parents/guardians contributions.

Recruitment:

The service is an equal opportunities employer- staff are selected using a fair, non- biased and strict recruitment procedure.

Language:

It is important that all children and their parents/guardians feel welcome and encouraged to be involved.

To help children with little or no English we will:

• Ensure inclusion in the group and staff will talk to the child, speaking slowly and simply, demonstrating what is meant by the words.
• Support the child and parents/guardians by a staff member who will try and learn some key phrases in the child’s language, e.g. ‘hello’ ‘goodbye’ ‘hungry’ ‘thirsty’ ‘do you need help?’
• We encourage children to use their home language whenever they are so inclined. Dual language books are helpful to encourage the use of other languages.
• Make it easy for the child to settle into the setting, we encourage other children to talk to non-English speaking children in the same way as usual.
• Parents/guardians are invited to help with key words and phrases in the child’s home language.

Spiritual, Cultural, Social and Moral Values

Growth in spiritual, social and cultural values is encouraged by:

• Providing an environment where children feel safe and secure.
• The constant implementation of the services rules.
• Learning to share and respect the property of others.
• Learning to accept the rules of play and the rights of others.
• The celebration of festivals from a variety of cultures.

Parents/guardians from ethnic minorities and religious communities may wish to be absent to celebrate religious events. We will support such occasions.

This policy applies to:

• Children with additional needs, as defined below, who are attending or whose parents/guardians are seeking for them to attend the service.
• Parents/guardians of children with additional needs who are attending or seeking to attend the service.
• The staff, students and any other persons involved in the care and education of children with additional needs at the service.

Definitions:

 Additional Needs: Children whose development, in one or more of the following areas, needs additional support – mobility, expressive and/or receptive communication, social behaviour, behavioural control, fine/gross motor skills, vision, hearing, self-care, cognitive skills.

Disability/Special Needs: Something that incapacitates, for example an intellectual, sensory, physical, social or emotional impairment.

 Inclusion: The incorporation of children with additional needs into the crèche to ensure that they have equal opportunities to achieve their maximum potential

Procedures:

Management is responsible for:

• Providing clearly defined enrolment procedures, which endeavour to facilitate access for all children within the resources and expertise available.
• Identifying children with additional needs during the application process the Registration form and ‘All About Me’.
• Regularly reviewing with staff, the planning and resourcing provided for children with additional needs attending the service.
• Linking with other groups that support the child, HSE, Tusla, Voluntary services etc.
• Working with the staff and families to identify and apply for additional resources/support for children with additional needs.
• Providing appropriate physical and staffing resources within the budget constraints of the service.
• Supporting staff to gain the appropriate knowledge and skills for the implementation of this policy.

We will work in consultation with the staff, the parents/guardians of the child, and other professionals and/or agencies working with the family to determine additional resources required to meet the functional and developmental needs of the child and to determine the suitability of the service in meeting these needs 

 The Staff are responsible for:

• Reviewing enrolment applications to identify children with additional needs.
• Identifying, if additional support is required, the type of support required and consulting.
• Liaising with families and liaising with management and outside agencies to access it if possible.
• Ensuring that any support or resources available for a child are accessed in consultation with the parents/guardians.
• Ensuring that the parents/guardians are fully informed about the curriculum planned and provided for their child and have given written consent for any action, support or intervention for their child.
• To plan and implement a programme which incorporates the individual goals for the child with additional needs.
• Ensuring the programme provides opportunities for participation and interaction with other children.
• Responding to parents/guardians needs and providing support and guidance, where appropriate.
• Encouraging a collaborative family approach.
• Ensuring that, in consultation with persons involved in the care and education of the child, any specialised medical and nutritional needs of the child are catered for in the day-to-day programme.
• Ensuring that the programme incorporates opportunities for regular review and evaluation, in consultation with all persons involved in the child’s care and education.

The parents/guardians will:

• Share information about their child and their child’s needs within the service whilst maintaining the right to decide who will receive information about their child.
• Raise any issues/concerns they have about their child’s participation in the programme
• Be involved in, and fully informed about, any support proposed for their child.

Be given the opportunity to consent to any observations or reports on their child and have a right to copies of such documents.

At the service we believe that effective adult-child interaction is essential to a successful early childhood service. Appropriate language must be used at all times when dealing with children.  Adult conversations should never take place in front of children. What happened at the weekend is employee room talk not classroom talk. When talking with a child it is best to do so at child’s eye level.  It displays respect and in turn gains the respect of the child. Children should never be shouted at or screamed at in the service.

Staff should encourage positive interactions between children. They should actively engage in interactions with children individually and in groups and support in the development of relationships between both children and staff and children together.

Staff at the service look for natural openings in children’s play and then join the child or children at their physical level. As a pretend play partners, adults take roles assigned by children and stay within the play scenario the children have created.

Staff look for opportunities for conversations with children about the activities children are engaged in. Staff make comments about the child’s activities that allow the conversation to continue without pressuring the child for a response.

Staff at the service should ensure that:

• We offer a warm, welcoming and relaxed atmosphere.
• Children are comfortable and appear relaxed.
• Interactions between staff and children are positive.
• There are opportunities for children to play in pairs, groups or individually.
• Siblings and children of different age groups mix during the day.
• They use encouragement instead of praise- Rather than statements that evaluate or judge, staff make objective, specific comments that encourage children to expand their descriptive language and think about what they are doing.
• Whenever possible, they encourage children to solve problems for themselves. While adults could often solve the problem more easily by taking over, the goal is for children to develop their own problem-solving abilities through trial and error.
• They read and understand the Childcare policies and procedures we have developed.

Communicating with Colleagues:

Staff should inform the person in charge if they are leaving the premises during breaks or lunch time. This is vital for fire regulation procedures.  Staff are required to sign in and out when entering or leaving the building.

All employees should be up to date on all the children attending the service especially when there is a change in the child’s home background that may induce disruptive or abnormal behaviour, e.g. a new sibling, parents/guardians separation, etc. 

Any information received from a parent regarding a child should be passed on to the person in charge as soon as possible.

Communicating with the Manager/Person in Charge:

The person in charge is there to support, advise, and help staff where necessary. Any incidents that staff are concerned about should be brought to the attention of the person in charge no matter how minor or small the concern may seem to be.

During staff one to one sessions it is advisable to bring to the attention of the Manager any worries, thoughts or concerns you may have. If a staff member is concerned for a child’s development and or behaviour the person in charge must be consulted.

Building Positive Relationships with Families:

A strong connection between families and early year’s providers is essential for building a positive environment for young children. Miscommunication, or limited communication between adults, can lead to situations that adversely affect all of the parties involved. Staff may not discuss with parents/guardians any concerns about their child without first discussing the matter with the person in charge. Any developmental or behavioural concerns should be looked at in accordance with the Child Development policy before making any judgements.

Following are some tips for families and child care professionals on how to build positive relationships.

• It’s important for staff to gain knowledge about each individual child in their care. One way to learn about the individual personalities of young children is by observing the interactions between children and their families. For example, what are the good-bye rituals or what do the parents/guardians do to comfort their child? The younger the child, the more necessary it is for professionals to acquire this knowledge through relationships with her family.

• Be attentive and open to negotiation if a parent brings a concern or complaint to your attention. Keep in mind that assertive communication – when you tell the truth and care about the listener–is the most effective form of communication.

• Be sensitive to each child’s cultural and family experience. Reflect the diversity of these experiences in the toys, books, decorations, and activities you choose in creating your learning environment.

• Some families may be new to the area or unaware of resources in the community. Early year’s settings can be a community link by acquiring, and making available, information on a range of community resources, including hospital, health clinic, and local library programs, school and community education offerings, and family support services.

• Make time for communication. Pick-up and drop-off times are often hurried occasions, however valuable information can be exchanged through these daily informal meetings. Staff may not discuss concerns over development and or behavior without first discussing matters with the person in charge. By simply asking how the family is doing in a non-intrusive way, adults can share information that may help the child care professional better understand a child’s behaviour on any given day. For example, a child may be sad if a family member is on a business trip or if someone is ill. What may seem trivial to adults can be very important to young children.

• Children benefit most from healthy, reciprocal relationships between staff and families. Like most relationships, these require time to nurture mutual respect, cooperation, and comfortable communication.

The key worker will provide continuity between home and the service and they have a ‘special’ responsibility for the child.

The key worker links closely with parents/guardians in helping to settle the child into the service.

This is achieved by the worker by:

• Understanding the child’s/parent’s needs.
• Understanding cultural differences/key words from child’s own language.
• Bridging the worlds of home and the service.
• Providing opportunities for siblings to interact during the day

• The children are encouraged to develop relationships with other staff at the service.

• Key workers do not remain with their children all day (lunches, breaks, etc.) – this system provides for continuity of relationship without exclusivity however we ensure that minimal change over’s occur.

Key Working Responsibilities:

The primary aim of the key worker system is to provide close relationships between the practitioner and the child for whom the key worker is responsible, and the parents/guardians of those children in order to assist the development of the children. It is important to distinguish between the administrative aspects of a key worker system and the development of an appropriate key person relationship and to recognise the value of both aspects of the key worker role.

• Keeping records of your key children’s developmental progress, contributing observations to records kept by colleagues and sharing records with parents/guardians (settling in book / initial assessment / previous reviews / records and reports).
• Observing your key children and analysing the information gathered through observation (observations to be put into Aistear Assessments / learning journals).
• Planning experiences for individual children based on observations of their interests and developmental stages.
• Writing individual education plans for key children with special educational needs.
• Writing reports for parents/guardians and holding regular meetings to discuss progress.
• Communicating with colleagues and other professionals.
• Planning key group times – these may include: Eating times, sharing stories singing and rhymes, music and movement.
• Organising a back-up key person who is known to the parent and child.
• Ensuring smooth and planned transition when a child moves rooms and the key. person changes, including the passing on of information on development and progress kept in key person files.
• Follow up absences in consultation with the person in charge.

The person in charge should ensure that there is a high standard of opportunities for developing close relationships between children and key adults as follows:

• Staff cover is provided by those who are already familiar to the children.
• A secondary key person who is already known to the child is able to step in when the key person is absent.
• Practitioners have regular opportunities to reflect on their own emotional responses to the children and to their work as well as thinking about the children’s progress and planning play experiences.
• Admissions are phased so that only one or two new children start in a group room at a time.

Important aspects of a key person relationship are:

• Developing secure trusting relationships with key children and their parents/guardians.
• Interacting with key children at a developmentally appropriate level (e.g. when working with young babies using reciprocal sounds, facial expressions and gestures.)
• Providing a secure base for key children by supporting their interests and explorations away from you.
• Providing a secure base for key children by being physically and emotionally available to them to come back to, by sitting at their level and in close proximity to them.
• Using body language, eye contact and voice tone to indicate that you are available and interested, gauging these according to the child’s temperament and culture.
• Understanding and containing children’s difficult feelings by gentle holding, providing words for feelings and empathy in a way suited to each individual child.
• Comforting distressed children by acknowledging their feelings, offering explanations and reassurances calmly and gently.
• Acknowledging and allowing children to express a range of feelings, for example anger, joy, distress, excitement, jealousy, love.
• Settling new key children into the setting gradually.
• Whenever possible settling your key children as they arrive each day.
• Eating with your key children in small key groups.
• Holding key children who are bottle –fed on your laps to feed, maintaining eye contact and conversation.
• Changing and other personal care of a key child using sensitive handling and words that are familiar to them.
• Dressing and washing key children, offering help as needed but also supporting their growing skills.
• Having regular opportunities to reflect on the emotional aspects of being a key worker, with a skilled, knowledgeable manager or colleague.

The policy covers the use of television, DVD’s, music/radio computers, and internet. The service will ensure that the use of multimedia will be age appropriate and supervised when used.

Policy and Procedure:

 Computers:

Computers are not available directly to children in the service.

Internet Access:

Children do not have direct access to the internet. Ipads are used to engage children in areas of interest such as the farms, the zoo etc. Children do not have access themselves.

Television/DVD:

Television/DVD viewing is used only if quiet time is required or for physical education activities for a maximum time of 30 minutes.

Music CD’s:

At the service we value music because it is a powerful and unique form of communication that can change the way children feel, think and act. It also increases self-discipline and creativity, aesthetic sensitivity and fulfilment.

The CD’s used are appropriate for young children and will contain no offensive or inappropriate language.

Radios stations will not be listened to in areas where children can hear them as the content may not be suitable.

Music will not be played too loud so that the children’s voices may still be heard.

A well planned environment provides opportunities for children to seek new challenge as they master old ones.  The provision and planning for outdoor play, just as indoor play, must reflect the diversity and richness of the experience and developing interests of the children. Natural play spaces can stimulate children’s imaginations and engage their sense of curiosity.

Close observation is essential in order to assess children’s ability and to ensure appropriate planning and continuity for the outdoor curriculum. Staff will be vigilant about supervising children outdoors. The garden time is play time for the children. The adult is there to supervise and lead garden games or play, and ensure that the children are in no danger to themselves or their peers. 

Outdoor time is an extension of indoor activities therefore sitting should be kept to an absolute minimum.

• Staff should ensure that their presence and position in the outdoor play area allows that all areas of the outdoor area are under constant supervision and that all children are in the sight of at least one member of staff, at all times.
• The outdoor play area must be checked by a member of staff for safety before any children use the outdoor play area.
• Staff must engage with the children during the outdoor play time. The curriculum should be used outdoors as well as in the children’s room.

Clothing:

It is important that children are dressed appropriately for outdoor activity.  Parents/guardians are asked to ensure their children have the appropriate attire for the weather. 

Sun Safety:

We request that parents/guardians:

• Apply sun cream to their child/children before they attend. As in the first instance it is the responsibility of the parent to apply sun cream to their child/children.
• If necessary put sun cream in the child’s bag and request the staff member to apply the sun cream, every effort will be made by the staff member to do this and you will be required to sign a permission slip.
• Parents/guardians provide a sunhat for children.

We will ensure that:

• On very hot days children will have reduced exposure to sunlight in the middle of the day.
• Where possible, children can seek shade when outside in the sun.
• Ensure that children will wear a sunhat if provided by the parent.

Adult/Child Ratios:

The adult/child ratio for outdoor play will be in compliance with the Childcare Act 1991(Early Years services) Regulations 2016, staff will be vigilant about supervising children outdoors.

Outdoor Programme:

• We will ensure that children have access to a range of outdoor activities to: climb, run, crawl, balance, jump, throw, catch, pour, sort, pretend and access different levels.
• The outdoor programme encourages children to participate in growing vegetables and planting flowers.
• A variety of activities take place outdoors and children can utilise a range of outdoor equipment such as sandpit, bicycles, tricycles, climbing frames, slides, skipping ropes, goalposts for football/soccer.
• The outdoor play area will be safe and scaled to a child’s size.
• The outdoor time will be maximised through an intentional, well-planned approach to arranging the space and using the time.
• The programme will create a positive tone supporting a child’s natural curiosity in playing outdoors.
• There will be opportunities for children to encounter and interact with each other.
• Children will be given the freedom to select safe materials to use outdoors to build upon their natural sense of exploration.
• The outdoor space offers choices for children.
• The programme will be child-led where active problem solving will be encouraged.
• Children and adults will interact in a relaxed and natural way.

Interactions:

Adults should be actively involved with children in their games and activities where appropriate and should not be solely in a supervisory role.

Adults should be:

• Talking with children in a variety of ways (conversing, discussing, questioning, modelling and commentating).
• Helping children to find solutions to problems.
• Supporting, encouraging.
• Extending their activities by making extra resources available and providing new ideas.
• Initiating games and activities.
• Joining in games and activities when invited by children.
• Observing, assessing and recording.
• Being aware of safety issues.
• Being aware of every child’s equal right of access to a full outdoor curriculum which is broad, balanced, relevant and differentiated regardless of race, culture, religion, gender or disability.
• Evaluating observations in order to plan appropriate resources and experiences.

Storage:

Equipment such as balls, bats, skipping ropes, hula hoops etc. should be stored appropriately.

Outdoor Safety:

• When setting out the equipment each day and during sessions, staff must lookout for safety and remove any objects such as cans, bottles etc. which may have been left by others.
• The area should be checked for animal droppings.
• Before children go outside a member of staff must check the main gate is closed.
• Staff on duty outdoors must always be aware of the safety of the children in their care, be vigilant at all times and never leave the play area for any reason unless another member of staff has taken over responsibility.
• There must be at least two staff on duty in the outside area.
• It is most important for staff to move around the area constantly so that all areas are adequately supervised. Each person should position him/herself in separate areas so that no area is unsupervised.
• At the end of the session the areas should be scanned carefully in case children should be left outside unsupervised.
• Hot drinks should not be taken into the outdoor areas.
• Students helping outdoors must never be left in charge of any area.
• All equipment should be stored away sensibly and carefully, to allow for safe and easy removal next day.
• If a child is injured he/she should be taken indoors for treatment quickly as possible if necessary; if possible the child should be treated with the portable first aid kit outdoors. Both child and staff should remain within sight of another member of staff while treatment takes place, The floating staff member or the member in the outside area should replace the staff treating the child so that supervision of the areas is interrupted for as short a period of time as possible.
• Details of the accident must be written up as soon as possible in the first aid book. The child’s parent must be informed of the accident and treatment.
• Students/volunteers may not administer first aid.
• Climbing apparatus should only be set out on the safety surface.
• Children’s clothing should be monitored carefully e.g. unfastened shoelaces and buckles, scarves and ties on anoraks which are too long can easily cause accidents, particularly on wheeled toys and climbing equipment.
• If it is necessary for staff to put toys away whilst children are still in the play areas, there must always be at least one other staff supervising remaining children in the area.
• Encourage children always to look before they move on the slide, or when jumping off apparatus; also encourage children to leave space between themselves and the child in front.
• When children are climbing on climbing frames, staff must be continually aware of any risks (e.g. objects left underneath).
• Whenever children carry equipment (clearing away or carrying planks, blocks etc.) they should be taught how to do it and adults should be aware of the risks involved and minimise them to ensure safety.

• During the induction period, all new staff are introduced to the behaviour policy and are asked to sign the policy to say they have read it and agree to implement the policy.
• Staff will adopt a reciprocal and positive relationship with the child.
• Staff will act as a role model and adopt a confident approach to encourage and support positive behaviour.
• Staff will work in a respectful manner and in partnership with other practitioners, children and parents/guardians.
• Staff are role models for the children and should treat one another with respect, use appropriate tone of voice and body language to one another and the children
• Observation and recording will be used to inform and support staff to decide on appropriate methods and strategies for dealing with behaviour problems.
• The person in charge is the person designated as the resource person for staff support on behaviour management issues.
• At an age-appropriate level, children will be encouraged and supported in resolving their own disputes.
• Each child should be positively supported and recognised as an individual.
• Staff will practically engage children in resolving their conflicts using age-appropriate methods. In doing this, children can explore their feelings and conflicts in a safe controlled way. Staff will positively support children in doing this.
• Training will be provided for Staff where necessary.

Rewarding Positive Behaviour:

• Staff will acknowledge and praise positive behaviour as it occurs.
• Children are not rewarded with food, sweets or treats and all Staff understand how to support positive behaviour, and how to encourage and facilitate it effectively.
• Positive language will be used rather than negative and statements made. Rather than saying ‘no’ for example:
  • Say: “I would like you to sit back down on the chair please John, because you will fall off and hurt yourself”. Or “We are inside and we don’t climb on furniture or equipment inside”. Or “I would like you to sit back down on the chair please, do you remember we only climb on things when we are outside”,
  • Rather than: Don’t stand on the chair”
• While encouraging positive behaviour, the child’s self-esteem should not be negatively impacted. The child should not be labelled through the use of certain words for example bold, or naughty.

 In anticipating occasional inappropriate behaviour we follow these guidelines:

• Staff will provide a calm, safe and stimulating environment which is age-appropriate and of interest to all children present within the group.
• Children are involved where appropriate in the planning of activities and developing the curriculum.
• A routine and rhythm which is practical and beneficial to the age range of children should be developed and sustained.
• Staff will ensure rules are applied consistently to all children within the setting and are aware of expectations regarding the children’s behaviour.
• Correct Child: Adult ratios will be implemented according to the Childcare Act 1991(Early Years Services) Regulations 2016 at all times.
• Children have regular daily access to the outdoor play area.
• Children are kept informed of what is happening and what is expected of them.
• We ensure there are enough suitable age-appropriate activities and equipment for children.

Implementing Positive Steps to Supporting Positive Behaviour:

• Children should be made aware of the expectations and their responsibility
  • No hurting bodies
  • No hurting feelings
• Positive behaviour should be supported and encouraged by all children consistently throughout the day by all Staff.
• Incidents should be dealt with immediately by the Staff who witness it.
• Staff should not speak about the child, or their behaviour in front of other parents/guardians, children or the child.
• The child should not be labelled by staff.
• Positive behaviour should be consistently encouraged in all children.
• Correct Child: Adult ratios should be implemented at all times.
• Positive behaviour should be implemented within the curriculum throughout various themes. Age-appropriate activities, prompts and materials should be provided to children to explore their feelings and emotions throughout the year.
• The staff, where possible, should have a quiet area where children can retreat if they are experiencing negative feelings for example a quiet corner.
• At an age and developmental-appropriate level, when the child is calm, the staff should explore the behaviour with the child using prompts for example I noticed you got [feeling] when you were at the [area]…..what could you do the next time you feel….Do you know what I do when I am [emotion]…

Minor Behaviour Problems:

ABCD:  Action Behaviour Choice Decision

In these type of situations the child may have caused no issue and all day and suddenly their behaviour changes. Minor behaviour problems are behaviours in line with the child’s age and stage of their development (See Appendix D: Children and Behaviour). Staff should positively support the child’s well-being and identity throughout the process of supporting positive behaviour. The child should always feel valued, respected, empowered, cared for, and included.

Staff will assess each situation and use their best judgement in dealing with the matter. Situations may arise where the staff may allow the children ‘resolve their own battles’ or ignore minor incidents. A sensible approach is recommended in dealing with minor behaviour problems. It is not always evident to staff what the cause of an incident has been.

If a child has a temper tantrum, the age of the child is taken into consideration. A child under three years is more likely to have tantrum out of frustration. A child over three years is more likely to be linked to defiance. Staff will take a more gentle approach with the younger child and a firmer approach with the older child.  Staff will explain to the older child in a calm clear way using simple words why they cannot have what they want. If the tantrum continues and other children are getting upset or hit the child will be moved to another area in the room until they calm down.  The staff member should act in a calm and fair manner and allow the child to re-join the activity when they have calmed down as if nothing has happened.

At this stage, boundaries should be highlighted to the child. The expectations must be clear and reasonable to the age of the child and their developmental level.

Where it is evident that a child is about to misbehave for example taking a toy from another child then the staff member should comment on the behaviour. ‘Mary, you know we take turns and share. Angela will let you have that toy [name toy or doll] to play with when she is finished. Will we ask Angela to let you have that toy when she is finished?’ This provides the child with an opportunity to change the behaviour and not take the toy from the other child. If the child continues a second reminder should be given and what the consequences will be if they continue.

Managing Moderate Behaviour Problems:

ABCD; Action Behaviour Choice Decision

Moderate behaviour problems tend to happen more frequently than the ‘once off’ type behaviours and have a greater impact on the child themselves and other children in the room. Staff should positively support the child’s well-being and identity throughout the process of supporting positive behaviour. The child should always feel valued, respected, empowered, cared for, and included.

Staff will ask the child what is wrong or bothering them.  Emotion picture cards may be used with younger children to support how they may be feeling.

Observations will be used to assist making an assessment as to what may cause the behaviour. Observations will be used to capture when the child’s behaviour is more positive as when behaviour is more challenging children are regularly corrected. Constant correction can have a negative impact on the child’s self-esteem. Staff will use the observation of ‘positive’ behaviours to give plenty of encouragement and praise which should help to develop self-esteem.

This approach can be shared with parents/guardians and used at home and in the service. Observations should be looking for:

• When the child is at their best behaviour and when they ‘act out’.
• Consideration will be given to whether the child likes the activity or not, is there a particular child they don’t get on with, are they tired, hungry, or perhaps ill?
• If the group of children are becoming disruptive review the activities the staff will review activities to ensure children do not become bored or sit for too long.

Staff will consider changing the layout of the room regularly, and perhaps changing the daily routine to ensure that there is variety and children do not become bored.

Staff will consider liaising with the designated person responsible for behaviour management for support when they have used strategies that have not seen an improvement in behaviour.

Managing Severe & Challenging Behaviour:

ABCD:  Action Behaviour Choice Decision

Severe and challenging behaviours are frequent and repeated actions by a child that impact significantly on other children and the child themselves. The child may also find it difficult to engage in the activities being undertaken. In this type of situation the behaviour has not improved using the usual behaviour management strategies and may often require more intensive one-to-one support to the child. Staff understand that it is important to recognise in managing severe/challenging behaviour that there is a problem.

Staff will discuss the behaviour problem with the designated person who has overall responsibility for managing children’s behaviour problems to put an action plan together.