It is our intention to make our setting accessible to children and families from all sections of the local community. We aim to ensure that all sections of our community have access to the setting through open, fair and clearly communicated procedures.
- We ensure that the existence of our setting is widely advertised in places accessible to all sections of the community.
- We ensure that information about our setting is accessible, in written and spoken form and where appropriate in more that one language. Where necessary we will try to provide information in Braille or through British Sign Language. We will provide translated written materials where language needs of families suggest this is required as well as access to an interpreter.
- Our waiting list is arranged in birth order. As soon as a child turns two they are welcome to start as soon as a place is available.
- We describe our setting and its practices in terms that make it clear that it welcomes fathers and mothers, other relations and other carers, including childminders.
- We describe our setting and its practices in terms of how it treats each child and their family, having regard to their needs arising from their gender, special educational needs, disabilities, social background, religion, and ethnicity or from English being a newly acquired additional language.
- We describe our setting and its practices in terms of how it enables children and/or parents with disabilities to take part in the life of the setting.
- We monitor the gender and ethnic background of children joining the group to ensure that our intake is representative of social diversity.
- We make our Equal Opportunities Policy widely known.
- We consult the families about the opening times of the setting to ensure we accommodate a broad range of family needs.
- We are flexible about attendance patterns to accommodate the needs of individual children and families, providing these do not disrupt the pattern of continuity in the setting that provides stability for all the children.
ACHIEVING POSITIVE BEHAVIOUR
Our setting believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations for their behaviour.
Children need to learn to consider the views and feelings, needs and rights, of others and the impact that their behaviour has on people, places and objects. This is a developmental task that requires support, encouragement, teaching and setting the correct example. The principles that underpin how we achieve positive and considerate behaviour exist within the programme for promoting personal, social and emotional development.
We require the named person: (Please see policies in setting) Keep themselves up-to-date with legislation, research and thinking on promoting positive behaviour and on handling children’s behaviour where it may require additional support
- May access relevant sources of expertise on promoting positive behaviour with the programme for supporting personal, social and emotional development. This includes the Norfolk step on training.
- All staff have the relevant in-house training on promoting positive behaviour.
- We recognise that codes for interacting with other people vary between cultures and require staff to be aware of and respect those used by members of the setting.
- We require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy.
- We expect all members of our setting, children, parents, staff, volunteers and students, to keep to the guidelines, requiring these to be applied consistently.
- We work in partnership with children’s parents. Parents are regularly informed about their children’s behaviour by their key person. We work with parents to address recurring inconsiderate behaviour using our observation records to help us to understand the cause and to decide jointly how to respond appropriately.
Strategies with children who engage in inconsiderate behaviour
- We require all staff, volunteers and students to use positive strategies for handling any inconsiderate behaviour, by helping children find solutions in ways which are appropriate for the children’s ages and stages of development. Such solutions might include, for example, acknowledgement of feelings, explanation as to what was not acceptable and supporting children to gain control of the feelings so that they can learn a more appropriate response.
- We ensure that there are enough popular toys and resources and sufficient activities available so that children are meaningfully occupied without the need for unnecessary conflict over sharing and waiting for turns.
- We acknowledge considerate behaviour such as kindness and willingness to share.
- We support each child in developing self-esteem, confidence and feelings of competence.
- We support each child in developing a sense of belonging in our group, so that they feel valued and welcome.
- Staff use positive strategies to nurture and encourage positive self-esteem such as, reward charts, sticker charts and Percy penguin.
- When children behave in inconsiderate ways, we help them to understand the outcomes of their actions and support them in learning how to cope more appropriately.
- We never use physical punishment, such as smacking or shaking. Children are never threatened with these.
- We take children to a quiet area to enable them to think about what they have done.
- We do not use techniques intended to single out and humiliate individual children.
- Staff have been trained to use “step up” training. This may be used in extreme/crisis situations, whereby staff use guiding/escorting/supporting techniques. This is to keep the child safe and to prevent physical injury to children or adults and/or serious damage to property.
- Details of such an event (what happened, what action was taken and by whom, and the names of witnesses) are brought to the attention of our setting manager and are recorded in the incident book. The child’s parent is informed on the same day.
- In cases of serious misbehaviour, such as racial or other abuse, we make it clear immediately the unacceptability of the behaviour and attitudes, by means of explanations rather than personal blame.
Children under three years
- When children under three behave in inconsiderate ways we recognise that strategies for supporting them will need to be developmentally appropriate and differ from those for older children.
- Common inconsiderate or hurtful behaviours of young children include tantrums, biting or fighting. The staff should remain calm and patient, offering comfort to intense emotions, helping children to manage their feelings and talk about them to help resolve issues and promote understanding.
- If tantrums, biting or fighting are frequent, we try to find out the underlying cause – such as a change of upheaval at home, or frequent change of carers. Sometimes a child has not settled in well and the behaviour may be the result of ‘separation anxiety.’
- We focus on ensuring a child’s key person is building a strong relationship to provide security to the child.
Rough and tumble play, hurtful behaviour and bullying
Young children often engage in play that has aggressive themes – such as superhero and weapon play: some children appear pre-occupied with these themes, but behaviour is not necessarily a precursor to hurtful behaviour or bullying, although it may be inconsiderate at times and may need addressing using strategies as above.
- We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits. We regard these kinds of play as pro-social and not as problematic or aggressive.
- We recognise that fantasy play also contains many violently dramatic strategies, blowing up, shooting etc. and that themes often refer to ‘goodies and baddies’ and as such offer opportunities for us to explore concepts of right and wrong.
We take hurtful behaviour very seriously. Most children under the age of five will at some stage hurt or say something hurtful to another child, especially if their emotions are high at the time, but it is not helpful to label this behaviour as ‘bullying.’ For children under five, hurtful behaviour is momentary, spontaneous and often without thought of the feelings of the person whom they have hurt.
We recognise that young children behave in hurtful ways towards others because they have not yet developed the means to manage intense feelings that sometimes overwhelm them. We will help them manage these feelings.
- We will do this by offering support, calming the child who is angry as well as the one who has been hurt by the behaviour.
We recognise that young children require help in understanding the range of feelings they experience. We help children to recognise their feelings by naming them and helping children to express them, making a connection verbally between the event and the feeling. Older children will be able to verbalise their feelings better, talking through themselves the feelings that motivated the behaviour.
- We help young children learn to empathise with others, understanding that they have feelings too and that their actions impact on others’ feelings.
- We support social skills through modelling behaviour, through activities and drama and stories. We build self-esteem and confidence in children, recognising their emotional needs through close and committed relationships with them.
- We help a child to understand the effect that their hurtful behaviour has had on another child.
- When hurtful behaviour becomes problematic, we work with parents to identify the cause and find a solution together. The Pre-School may use behaviour plans and scripts to ensure that a consistent, personalised approach for each individual child, to get the best results possible.
- Where this does not work, we work with the family to make the appropriate referrals to other outside agencies where necessary, this would start with contacting the Advisor (early year’s)
- In extreme/crisis situations, when all the strategies have been tried and exhausted, then the Pre-School will work alongside other professional’s in supporting the family to find a setting best suited to the child and their individual needs.
We take bullying very seriously. Bullying involves the persistent physical or verbal abuse of another child or children. It is characterised by intent to hurt, often planned and accompanied by an awareness of the impact of the bullying behaviour.
If a child bullies another child or children:
- We show the children who have been bullied that we are able to listen to their concerns and act upon them
- We intervene to stop the child who is bullying from harming the other child or children.
- We explain to the child doing the bullying why her/his behaviour is not acceptable
- We give reassurance to the child or children who have been bullied
- We help the child who has done the bullying to recognise the impact of their actions
- We make sure that children who bully receive positive feedback for considerate behaviour and are given opportunities to practise and reflect on considerate behaviour
- We do not label children who bully as ‘bullies’
- We recognise that children who bully may be experiencing bullying themselves, or be subject to abuse or other circumstance causing them to express their anger in negative ways towards others.
- We encourage children to say sorry when they have hurt or upset someone else, however it will be recognised when this is not appropriate.
- We discuss with the parents of the child who has done the bullying what has happened and work out a plan for handling the behaviour.
- We share what has happened with the parents of the child who has been bullied, explaining that the child who did the bullying is being helped to adopt more acceptable ways of behaving.
The Inclusion Policy, the Achieving Positive Behaviour Policy and the Special Educational.
Needs Policy are key elements of Penguin Pre-schools policy framework for supporting the needs of all children and families within our setting.
Inclusion is meant in the widest sense. It incorporates children and young people as well as the rights of parents/carers, students and all staff. It includes individuals with special educational needs and/or a disability, as well as those from minority ethnic groups; Travellers; and any other diverse cultural groups.
It also includes those with English as an additional language and Children in Public Care (Looked after Children). Those with specific medical needs; suffering from low self- esteem; or experiencing mental health difficulties are also included.
It also incorporates the rights of the child and equal opportunities, as well as any other groups at risk of exclusion or social exclusion.
- All children have a right of full access to Early Years Education through the Foundation Stage Curriculum.
- All children have a right to expect to learn in a caring and considerate environment where the staff and the children are all valued for their contribution to pre-school life.
- Penguin pre-school is committed to the early identification of children with Special Educational Needs (SEN) and to adopting clear and open procedures which are outlined in our SEN policy (page ).
- Penguin pre-school is committed to working closely with parents who are fully involved in all decisions that affect their children’s education.
- Penguin Pre-school will provide, within available resources, the highest possible quality support and inclusive education for children with SEN.
- To meet the individual needs of children in our setting.
- To ensure that Inclusion and Equal Opportunities are put into practice.
- To raise quality and standards.
- To recognize the rights of the child.
- To encourage parent/carers to use the provision.
- To increase awareness.
It is our intention to make Penguin Pre-school accessible to children and families from our local community. We aim to ensure that all sections of our community are able to have access to us through open, fair and clearly communicated procedures.
(See our Admissions Policy)
Penguin Pre-school will:
Endeavour to accommodate the needs of staff with any disability and will strive to adapt our facilities where possible.
- Advertise all posts in the local community and all applicants are judged against fair criteria.
- Offer the post to the applicant who best meets the criteria, subject to references and checks by the Disclosure and barring service (DBS). This ensures fairness in the selection process.
- Recognise and value the skills of all staff. All staff are given status and support and are encouraged to share their knowledge.
- Give individual responsibility to all staff for planning for their key children and carrying out specific task and duties when required (including Special Educational Needs Co-ordinators).
- Ensure all staff have opportunities to enhance and develop their practice by having access to regular training
- Regularly hold staff meetings which take place at various times to accommodate staff needs. These meetings are always recorded on the agenda and circulated.
Our Pre-school is committed to providing equality of opportunity and anti-discriminatory practice for all its children and families. We believe that children benefit most from Pre-school education and care when parents and the Pre-school work together in partnership. (See our Valuing Diversity and Promoting Equality Policy page )
Learning and Development
We at Penguin Pre-school plan to provide the children attending with opportunities that will support and promote their overall development in a safe, stimulating and caring atmosphere, created by appropriately trained, knowledgeable staff with the involvement of all families within our community who are interested in and support our aims.
- Ensure planning incorporates children’s interests and take into account their needs and development.
- Have planning meetings to discuss children’s needs and their progress and plan accordingly. Each key person is responsible for planning for the individual needs of the key children within their group.
- Share information with parents/carers about their child’s learning and development.
- Ensure children receive a planned programme of activities and experiences that are tailed to their stage of development and take account of their individual needs.
- Are aware of the importance of reflecting all members of society not just those who attend Penguin Pre-school but also the local community and society in general in a positive way.
- We follow the principles of the Early Years Foundation
- Make children feel valued by positive feedback and through group activities that allow children to participate and take turns.
- We value the children’s work and much is displayed.
- Vary our approach to planning and delivering the curriculum through staff meetings, feedback from staff members and observation. With all this information in mind we plan activities accordingly.
- Require all staff, volunteers and students to provide a positive model of behaviour by treating children, parents and one another with friendliness, care and courtesy. We encourage children to learn from each other through play.
Policy for charging and payment of fees
Fees will be charged at:
- £3.20 (September 2017) per hour after any eligible funded has been accounted for.
- £3.20 (September 2017) will be charged for each hour or part hour in the event of a late pick-up of your child without prior notice. This will take effect once 15 min has passed.
- Bills are issued for each half term period and sent out at the beginning of each half term.
- All bills should be paid in full by the end of the first week of the half term or date stated on the bill.
- If payment cannot be made in full, weekly payments are acceptable. You will be advised of this amount and payments must be adhered to and kept up to date.
- Failure to complete on time or keep up to date with payments may result in your child’s place being withdrawn until payments up to date payments are received.
- Any difficulties should be discussed in confidence with the manager at an early stage and before arrears mount up.
- Any outstanding balances will be followed up and further action may be taken.
Illness and Holidays
- Payments of fees are still required if your child is absent, including if sick.
- A 50% payment of fees will be charged if there is long term illness and £5.00 will be charged to keep your child’s place open during a stay in hospital of longer than 2 weeks
- Two weeks written notice must be received to terminate your contract with Penguin Pre-School.
When paying your fees, the correct money and original invoice should be put in an envelope marked with your child’s name and the amount enclosed.
Late Payment Policy
Please note that from the 4th September 2014 we will be charging a late payment fee on all arrears at the end of each Half-Term period.
- Any outstanding fees on the last day of each Half-Term period will incur a 10% late payment fee on the outstanding balance.
- The outstanding balance together with the late payment fee must be paid the first session your child attends the following Half-Term.
- Failure to pay the total arrears by then may result in any boked hours that you pay for, being suspended until the arrears are cleared.
- Any booked hours that are suspended will still have to be paid for, so it is in your interest to avoid arrears and late payments.
- Any funded hours will not be affected.
- Please ensure that your bill is paid in full, as requested by the date stated on the back of your bills, or weekly payments kept up to date.
- Any difficulties in paying should be brought to our attention as soon as possible to avoid arrears building up.
- Please see Liesel to discuss any such difficulties.
- Your co-operation would be appreciated as we do not wish to implement these measures.