About this series
Registration requires settings to have certain key policies and procedures.
In addition to these, there are other documents that need to be in place that reflect good practice. This series aims to:
* Explain what needs to be included within these policies and procedures
* Show providers how to link their policies and procedures to the Every Child Matters outcomes and to relevant legislation and guidance
* Show how to include staff in the development of the policies and procedures
* Demonstrate the importance of sharing the policies and procedures with parents and stakeholders
Confidentiality policy
Links to Every Child Matters
* Helping children to be healthy
* Protecting children from harm and neglect and keeping them safe
* Helping children make a positive contribution
* Organisation Links to National Standards
* All of the National Standards Links to legislation and key guidance
* Children Act 1989, 2004
* United Nations Convention on the Rights of the Child 1989
* International Children's Emergency Fund (UNICEF) 1989
* Data Protection Act 1998
* Every Child Matters: Change for Children 2004
* Human Rights Act 1998
* Freedom of Information Act 2000 Further information
* www.direct.gov.uk
A good policy includes:
* How staff are informed about the principles of confidentiality
* How parents are made aware that confidentiality is in place
* How you inform parents that they can have access to the information held on their child by the setting
* How documents relating to children are kept in a confidential location
* How verbal and documented information relating to children and staff is not shared with a third party unless it relates to situations where the duty of care overrides confidentiality
* How information is shared with other professionals and how you pass it to other settings once children leave yours
What this means in practice
* During induction staff are given clear examples of what information is kept confidential. They are informed that if in doubt about who to share information with, they consult their line manager. Staff never share information with first-time callers. For example, a first call purporting to be from social services must be checked out thoroughly and counter-checked taking the name and job role of the person and then calling back on their office telephone to confirm their identity, before releasing or confirming any information.
* Confidential information relating to children and their families is kept in a secure place. Under no circumstances do staff discuss individual children and their families with other parents/carers.
* Children's profiles are kept in the rooms for parents to access. Parents are told that profiles are passed to other settings and that these relate to the child's development and achievements.
Arrival and departure policy
Links to Every Child Matters
* Helping children to be healthy
* Protecting children from harm and neglect and keeping them safe
* Helping children to achieve well and enjoy what they do
* Helping children make a positive contribution
* Organisation Links to National Standards
* All of the National Standards Links to legislation and key guidance
* Children Act 1989, 2004
* United Nations Convention on the Rights of the Child 1989
* International Children's Emergency Fund (UNICEF) 1989
* Data Protection Act 1998
* Every Child Matters: Change for Children 2004
* Human Rights Act 1998
* Freedom of Information Act 2000
* The Health and Safety at Work Act 1974
* The Safety Representatives and Safety Committees Regulations 1977
* The Management of Health and Safety Regulations 1992
* The Health and Safety (Consultation with Employees) Regulations 1996
Further information
* Health and Safety Executive - www.hse.gov.uk
A good policy includes:
* How you register children's arrival and departure times (procedure)
* How you inform staff and parents where the register is kept
* How all visitors details are recorded
* How you inform visitors where the visitors' book is kept
* How you make parents aware that only authorised persons (as stated by the parent) can collect their child
* How staff check all registers at the end of the day
* How staff meet and greet children
* How staff record their arrival and departure times
What this means in practice
* Staff acknowledge every child in the morning and register the time that they arrive in the register. Pens are always used to record the arrival and departure times. During busy times staff are extremely vigilant in monitoring the arrival and departure of children. After the last child has left the setting, the senior member of staff on duty will check all the registers and all areas of the setting. Staff will telephone parents if they have not been informed about the person collecting their child.
* Staff consistently record their own arrival and departure times.
* Visitors are always asked to sign the visitors' book and record: name, organisation, address, purpose of visit, arrival and departure times.
* The senior management inspects the children's and staff register and visitors' book once a week, to check that the correct information has been recorded Students, volunteers and temporary staff policy
Links to Every Child Matters
* Helping children to be healthy
* Protecting children from harm and neglect and keeping them safe
* Helping children to achieve well and enjoy what they do
* Helping children make a positive contribution
* Organisation
Links to National Standards
* All of the National Standards Links to legislation and key guidance
* The Employment Equality (Age) Regulations 2006
* Children Act 1989 and 2004
* Disability Discrimination Act 1995
* Data Protection Act 1998
* Every Child Matters: Change for Children 2004
* Human Rights Act 1998
* Freedom of Information Act 2000
* Employment Agencies Act 1973
* Employment Act 2002
* The Sex Discrimination Act 1975, 1986
* Employment Equality (Religion or Belief) Regulations 2003
* Employment Equality (Sexual Orientation) Regulations 2003
* Race Relations Act 1976
* Race Relations Amendment Act 2000
* Sex Discrimination Acts1975, 1986
* Sex Discrimination (Gender Reassignment) Regulations 1999
* The Health and Safety at Work Act 1974
* The Safety Representatives and Safety Committees Regulations 1977
* The Management of Health and Safety Regulations 1992
* The Health and Safety (Consultation with Employees) Regulations 1996
* Special Educational Needs Disability Discrimination Act 2001
Further information
* Health and Safety Executive - www.hse.gov.uk
* National Association of Student Employment Services - www.nases.org.uk
* National Union of Students - www.nusonline.co.uk
* The Recruitment and Employment Confederation - www.rec.uk.com
* Volunteering England - www.volunteering.org.uk
A good policy includes:
* How students, volunteers and temporary staff (SVT) are inducted into the setting
* How you inform SVTs of their roles and what is expected of them
* How you ensure that they adhere to the setting's policies and procedures
* How you ascertain that they have had an enhanced Criminal Records Bureau (CRB) check
* How students and volunteers are not counted in the ratio
* How the setting is made aware of the students' and volunteers' course requirements
* How the setting liaises with the course provider
* How the setting offers support to students and volunteers
* How you state how many students and volunteers you have at any one time What this means in practice
* All SVTs are given a full induction, are shown around the building on their first day and know they can access the setting's policies and procedures at any time to clarify information and protocol. The senior management team is responsible to ensure that all SVTs have had an up-to-date enhanced CRB check.
* Depending on their length of stay SVTs' photograph and role within the setting is displayed on the staff board.
* Students and volunteers are assigned a mentor, who ensures that their placement is fulfilling and regular meetings are in place to exchange information and monitor progress. The mentor acts as a link between the training provider and setting and ensures any issues are dealt with as soon as they arise. Training providers are aware of the ethos and culture of the setting and the mentor communicates with the named person to support students whilst they are in the setting.
* In terms of good practice and quality assurance there is only one student or volunteer in each room at any given time. This helps to maintain a consistent approach and makes sure that there are not too many additional people for children to relate to.
* The setting has different arrangements for long- and short-term temporary staff. The manager makes a decision on their roles and responsibilities - for example, will the temporary member of staff take on a key group and/or be responsible for planning?
Points to remember
Policies and procedures should:
* reflect the practice on offer
* be reviewed and monitored on a regular basis
* be updated in accordance to legislation and guidance
* be accessible and available at all times
