Policies

Scope

This policy applies to everyone connected with the setting — all staff, students, volunteers, visitors and committee or company members — and to every child in our care. Safeguarding is everyone's responsibility.

Roles and Responsibilities

Our Designated Safeguarding Lead (DSL) is Abioseh Gibson and our Deputy DSL is Timara Palmer. The DSL takes lead responsibility for safeguarding and is the first point of contact for staff, parents and external agencies.

Recognising Abuse and Neglect

• Physical abuse — for example unexplained injuries, bruising or marks
• Emotional abuse — for example fearfulness, withdrawal or low self-worth
• Sexual abuse — for example age-inappropriate knowledge or behaviour
• Neglect — for example poor hygiene, hunger, or unmet medical or developmental needs

Reporting a Concern — Step by Step

• Step 1 — Respond: stay calm and listen. Do not ask leading questions, investigate, or promise confidentiality. Reassure the child.
• Step 2 — Record: write down what was seen or heard factually on the same day, using the child's own words where possible, then sign and date it.
• Step 3 — Report: pass the concern to the DSL (or Deputy DSL) immediately. A concern is never held overnight.
• Step 4 — Refer: the DSL decides on next steps and, where the threshold is met, refers to the Waltham Forest MASH. If a child is in immediate danger, call 999.
• Step 5 — Review and follow up: all actions and outcomes are recorded and the DSL follows up referrals.

Key Contacts

• Waltham Forest MASH: 020 8496 2310
• Emergency: 999 | Police non-emergency: 101
• LADO (allegations against staff): 020 8496 4600
• Ofsted: 0300 123 1231 | NSPCC Helpline: 0808 800 5000

Scope

This policy applies to all children, staff, students and volunteers.

Roles and Responsibilities

The named person responsible for behaviour management is the manager. All staff use consistent, positive approaches, and we work in partnership with parents to support each child.

Our Approach

• We set clear, simple, age-appropriate boundaries and explain them positively
• We model kindness, respect and good manners, and we praise positive behaviour
• We help children recognise and name their feelings and develop self-regulation
• We are consistent and fair, responding with empathy and considering the child's age, stage and needs
• Corporal punishment, and the threat of it, is never used; we never use techniques intended to single out, frighten or humiliate a child

Strategies We Use

• Positive reinforcement and specific praise for kind and helpful behaviour
• Clear, consistent routines and simple golden rules, supported by visual cues
• Distraction and redirecting a child towards a positive activity
• Helping children name their feelings and offering a calm, quiet space to settle
• Acknowledging a child's feelings while being clear about which behaviour is not acceptable

Biting

Biting is a common stage for very young children, often linked to teething, frustration or limited language. If a child bites, we comfort and care for the child who was hurt first, then give the child who bit a calm, clear message that biting hurts. We observe to understand the triggers, work in partnership with the parents of both children, and maintain confidentiality — we do not name the child who bit. Persistent biting is reviewed with parents and, where needed, the SENCO.

Physical Intervention

Physical intervention is only ever used to prevent injury to the child or others, or serious damage to property. It is the minimum force necessary, used for the shortest time, recorded fully, and shared with the parents on the same day.

Supporting Children Who Need More Help

• Where a child needs additional support with behaviour, we work with parents and, where appropriate, the SENCO and outside agencies
• We consider whether unmet needs — for example in communication, SEND, or experiences at home — may underlie the behaviour

Scope

This policy applies to everyone on the premises and to all equipment, resources, activities and the daily setting up and packing away of the setting. It is informed by the Health and Safety at Work etc. Act 1974, the Management of Health and Safety at Work Regulations 1999 and the EYFS (September 2025).

Roles and Responsibilities

• The Owner and Director hold overall responsibility for health and safety and ensure it is properly resourced
• The manager is responsible for day-to-day health and safety and for ensuring procedures are followed
• All staff follow safe working practices, carry out daily checks and report hazards immediately

Daily Set-Up and Pack-Away

• Equipment and resources are set out at the start of each session and safely stored away at the end
• A daily opening safety check of the hall, outdoor and garden area, toilets and equipment is completed before children arrive
• Heavy or awkward items are moved using safe manual-handling techniques, with team lifting where needed
• Trip hazards, trailing cables and wet floors are managed throughout the session
• At the end of the session, equipment is checked, cleaned as needed and stored securely, leaving the space safe

General Health and Safety

• Equipment is suitable, age-appropriate, checked regularly and kept in good repair
• Cleaning materials and hazardous substances are stored securely and out of children's reach (COSHH)
• The premises are kept clean and hygienic, with controlled entry and exit
• The setting is entirely smoke-free
• Visitors sign in and are managed in line with our Visitors Policy

First Aid and Paediatric First Aid

• At least one member of staff with a current paediatric first aid (PFA) certificate is on the premises and available at all times children are present, and accompanies children on outings
• PFA certificates are renewed every three years and a record of certificate dates is maintained
• A first-aid box is accessible and checked regularly

Reporting Hazards and Incidents

Staff report hazards and near-misses immediately so they can be recorded and acted upon. Serious accidents and dangerous occurrences are reported to Ofsted and, where applicable, to the Health and Safety Executive under RIDDOR.

Scope

This policy applies to any child who has, or may have, special educational needs or a disability. It is informed by the SEND Code of Practice (2015), the Equality Act 2010 and the EYFS (September 2025).

Roles and Responsibilities

Our setting has a designated Special Educational Needs Coordinator (SENCO) who leads on SEND. Each key person supports the children in their care day to day, and we draw on the Waltham Forest Local Offer and the local authority area SENCO.

The Graduated Approach — Step by Step

• Step 1 — Assess: we observe and gather information to understand the child's needs, working closely with parents.
• Step 2 — Plan: with parents and the SENCO, we agree targeted support and any adjustments, recorded in a SEND support plan.
• Step 3 — Do: the key person delivers the agreed support day to day, with guidance from the SENCO.
• Step 4 — Review: we review progress regularly with parents, adjust the plan, and seek advice from external specialists where needed.

Working with Others and Additional Support

• We work with the area SENCO, health and education professionals and the Waltham Forest Local Offer
• Where a child may need more support than is available through SEND support, we work with parents and the local authority towards an Education, Health and Care (EHC) needs assessment
• We access additional funding, such as SEN inclusion funding and the Disability Access Fund, where applicable

Working with Parents and Transitions

• We work in close partnership with parents at every stage, valuing their knowledge of their child and keeping them fully involved in decisions
• We support children with SEND through transitions — settling in, moving groups and moving on to school — sharing information with receiving settings, with consent
• Information about a child's needs is kept confidential and shared only with those who need it

Scope

This policy applies to complaints from parents and carers about the way the setting meets the EYFS requirements.

Complaints Procedure — Step by Step

• Step 1 — Informal: raise the concern with the key person or manager, who will aim to resolve it quickly.
• Step 2 — Formal: if it remains unresolved, put the complaint in writing to the manager, who acknowledges it and investigates.
• Step 3 — Response: we investigate and provide a written response within 28 days, in line with the EYFS, explaining the outcome and any action taken.
• Step 4 — Records: we keep a written record of complaints relating to EYFS requirements and their outcome for at least three years, available to Ofsted on request.
• Step 5 — Ofsted: parents may contact Ofsted at any time on 0300 123 1231, or in writing to Ofsted, Piccadilly Gate, Store Street, Manchester M1 2WD.

What We Collect

• Children's and families' details, including contact and emergency contact information
• Health, medical and dietary information
• Attendance and learning and development records
• Images, where consent has been given

Why We Collect It and Our Lawful Basis

• To provide care and education and keep children safe
• To meet our legal duties under the EYFS, safeguarding law and funding rules
• To claim funded entitlements
• Our lawful bases include legal obligation, public task, legitimate interests and, where relevant, consent

Sharing and Your Rights

• We share information with the local authority (for funding), Ofsted, health and education professionals, and receiving schools (with consent)
• We share safeguarding information with partner agencies where a child is, or may be, at risk
• Families have the right to be informed, to access their data, to rectification and, where applicable, erasure, and to complain to the ICO