Administration of medicine policy

We promote the good health of the children in our care by taking positive steps to prevent the spread of infection and take appropriate measures when they are ill.

Consent for Medical Treatment: To enable access to medical advice or treatment in an emergency for children parental permission in writing is required. This is obtained from the parents at the time of placement.

Medicines: will usually only be administered if prescribed by a doctor, dentist, nurse or pharmacist, although some forms of pain and fever relief or teething gel, may be provided by the parent. We never give a child any form of medication without the parents’ prior written permission, and would never give aspirin to any child under 16 unless prescribed by a doctor.

We check the “Use by” dates on medicines provided by parents, and inform parents in order to give them time to replace the medicine. We ask parents to fill in a Child Record Form before the child attends the setting. This includes any specific requirements a child may have, particularly in regard to learning difficulties and disabilities. We may need to arrange support or training to help to support a child with specific needs such as invasive medical procedures but this would not be a barrier to accepting a child.

Should the use of any medicines or long term treatment or therapy be required, the details will be recorded in our Accident, Incident and Medication folder, and the parents sign the record, and if necessary instruct on their use. Parents are asked to inform of any changes to prescriptions or support a child may need. Medicines are always stored in their original container, properly labelled and out of reach of children. We would never give a child prescribed medicine with someone else’s name on it. We would never exceed the dosage on the label (unless we receive written instructions from the child’s doctor). Medicines needing refrigeration are kept in a secure plastic box labelled with the child’s name. We do not have a lock on the fridge, however, there is a gate across the kitchen doorway.

As well as having written permission from the parent to administer medicines we also request information about:

· Why the medicine is being taken

· What effects it may have on the child eg, make them sleepy

· What to do if it does not seem to be working

· What to do if I forget at dose

If we are asked by parents to administer medicine prescribed by a doctor to children in our care, it is a requirement of the Children Act (1989) that all information relating to the administration of medicines is kept for a period of two years from the last date of entry. After administrating the medicine we complete an administrating medicines form and this is signed by the practitioner and then by the parent on collection.


Alcohol/other substances policy

It is our policy to keep children safe when they are in our care.

In order to do this we will ensure that none of the practitioners nor anyone who has contact with the children whilst at our setting, is under the influence of alcohol or any other substance which may affect their ability to care for children.

We will ensure that anyone who has contact with the children in our care, whilst at our setting, who may be taking medication that could affect their ability to care for children will seek medical advice and only work directly with children if it is confirmed that their ability to look after the children will not be impaired.


The Key Person Approach

The nursery operates a key person approach in order to provide the best possible working relationship for each child and their family and to ensure that individual needs are recognised and supported. For more information on how the nursery operates the key person approach please speak to a practitioner


Sharing of Information

The nursery encourages the sharing of information both on a daily basis and setting aside regular times to discuss each child’s developmental progress with their nominated key person. Each key person is responsible for collecting a portfolio of evidence for their key child’s developmental profile. This is looked upon as being a shared document and parents and carers are encouraged to provide information through their own observations and photos to also be included We rely on parents to keep us updated on their child’s progress at home and concerning any changes to routine, diet and general health and well-being. Each child’s individual planning sheet has a parents’ contribution box so that information regarding the child’s current interests and learning at home is taken into account to help inform the planning choices made by staff. We strongly believe that the more information shared between the nursery and parents regarding the child’s learning leads to improved outcomes for the children. The nursery regularly provides parents with information regarding the nursery through newsletters, posters, profile meetings, Childcare Forum meetings and information evenings.


Parents as Partners

The nursery recognises that parents are the child’s first carers and educators and therefore their views and knowledge of their children are paramount in ensuring that we are able to provide the best possible care. It is most important that we communicate with parents on a daily basis regarding their children’s care and what is happening within the setting. We communicate by weekly emails inc meal planner and important information. This can also be found on the nursery door and is available by letter. We believe that a parent’s involvement in nursery life enriches a child’s experience and we therefore invite and encourage parents and carers to become actively involved from sharing particular talents, reading a story (particularly in a different home language) to simply joining us on our different fun days and events. Mother’s are welcome to visit the nursery during the day to breastfeed their child.


Families who have English as an additional language

The nursery is committed to ensuring all families feel welcome and included in the setting and we have adopted certain practices to help support families with EAL. We also support children within the setting by using lots of visual aids, signing, props and puppets, labels and signs in home languages, multi-language books and tapes and finding out key words to help with communication to name but a few.


Induction and Transitions

From settling new children to sending them on to school, the combination of an outstanding key person system and detailed record-keeping at Little Rascals Daycare confirm that all transitions are smooth and children are confident and well-prepared when they move on to the next stage in their learning. Before starting Before children start at the nursery, at whichever stage the child is at, parents and carers are given a welcome pack full of information on the setting and are requested to complete ‘All about Ourselves’ and return it. The information includes:

• details about the child's family, their position in the family and important celebrations and events in family life

• information about the child's physical development – milk feeds, mealtimes, sleep, things they can do for themselves, behaviour, moods and feelings, sensitivities, speech and language and use of English

• favourite animals, objects or games, books, food, and groups attended such as ‘stay and play’.

All of this information is used by the key person as the basis for planning to support the child’s development and learning.

The setting provides information about the child's named key person during the settling in period, as well as an explanation of the key person role. This helps families to understand why the setting and the Statutory Framework for the Early Years Foundation Stage place such an emphasis upon this way of working. 


Settling new children

When children start at Little Rascals, the first session is about an hour long. Both the parent or carer and child attend the setting together. The second day, staff encourage parents and carers to leave their child with the key person, giving them the opportunity go offsite for a few hours.

A review of individual child’s needs with parents and carers then leads to an agreed settling-in period, which is completely flexible depending upon their preference and the child’s needs. This emphasis on valuing parents and carers’ knowledge of their children reflects the deep understanding that both the nursery manager and key worker have of high-quality provision for babies and toddlers. Both qualified and experienced in working with the youngest children.


Initial and on-going assessment

• An 'initial assessment' is completed by the key person within six weeks of the child starting at nursery and shared with the parents and carers.

• It is then reviewed and updated at six-monthly intervals and shared with primary schools at transfer from the nursery.

• The key person records children's learning across all seven areas of learning through making observations of children’s play, talk and activities.

• The record gives a clear overview of the child and celebrates what children can do.

• Importantly, it identifies next steps for their learning.

• The key person decides which age band of the Early Years Foundation Stage that the child is working within. This is confirmed and monitored by either of the nursery managers.

• All children’s development is then recorded in the EvidenceMe allowing management to keep an overview of the progress that children make while at the setting. Evidence.me is accessible by the parents where they can contribute observations from home which will be added to the child's learning journey.


Support for families and children during transition within the setting

Key to successful transition within the setting is the nursery’s focus on building good relationships between staff and children through their ‘positive attachment approach’. Children remain with their key worker throughout their time at the setting. Children in the setting demonstrate they are extremely confident and self-assured.’ The setting benefits from a small intimate environment where children can free flow between areas. All practitioners are aware of all the children’s needs that attend the setting, but the key worker system allows parents to have a constant link to one practitioner. 


Support for transition to nursery within main stream school

The setting offers shared nursery placement with local schools locally. This allows parents to split the Government funded 3year old placement between ourselves and a school setting. The setting offers support with this transition to a more formal setting by offering communication between the school and setting. Sharing information is encouraged to allow the settings to work towards standardised goals for the individual child. The setting completes termly reviews of all funded places and feeds this information to the schools involved. The setting will inform parents when their children will become eligible for the free entitlement the term before they turn 3. As the children are coming to the send of their official nursery year practitioners will begin discussing transitions to school.


Support for transition to school

During March and early April each year, staff begin to check with parents and carers which school their child will be going to. They send a letter to parents and carers about transition, detailing what staff do in nursery to support their child and what they can do at home, for example read stories to their child about school and talk to their child about their future teacher.

Contact is made with all local schools regarding open days and the setting displays this information and supports parents when visiting the schools. In May, staff provide more information for children and families about the move to school. Changes are made such as turning the role play area into a school classroom. Staff share books with children about going to school. Parents and carers are invited to take these home and staff suggest what they might discuss with their child, for example the journey to school and who will take them, the look of the new classroom, their teacher’s name and the school uniform. Each child's Learning journey with Early Years Profile is given to parents including a final review of the child’s progress. The review includes comments upon the seven areas of learning, what stage they are at and their likes and dislikes. For children with any additional or special educational needs, the setting ensures that they speak directly to the feeder school.


Open-door Policy

The nursery operates an ‘open-door’ policy with regard to discussing any concerns with parents and we are committed to working together to resolve any problems or worries about a child or the care that they receive. If a parent has a concern about their child they are encourage to speak to their child’s key person. Any other issues regarding the nursery should be taken to the nursery manager who can organise a meeting, if appropriate, to discuss them. If the parent is unhappy with the outcome and feels it has not been successfully resolved, they should follow the nursery’s complaints procedure.


The use of Mobile Phones and Cameras by Staff, Volunteers and Non- Staff, and the Sharing of Images Policy

Little Rascals recognises that staff, students and volunteers may wish to have their personal mobile phones at work for use in case of emergency. However, safeguarding of children within the setting is paramount and it is recognised that personal mobile phones have the potential to be used inappropriately and therefore Little Rascals has implemented the following policy:

• Personal mobile phones and cameras should never be used whilst working with the children; only in break times and away from children. With the exception of Manager whos phone is used for business use.

• Personal mobile phones and cameras should be left in the sealed box in the staff cupboard..

• Staff can use their personal mobile phones during breaks and lunchtime away from the children.

• If any staff member needs to be contacted during the day for an emergency, the nursery landline can be used. (01539444618)

• If a staff member, student or volunteer must use their mobile phone (see above) this should be away from the children and ensuring that staff supervision levels are not compromised.

• Staff, students or volunteers who ignore this policy without permission may face disciplinary action.

• In circumstances such as outings and off site visits, staff will be given permission to use a business mobile phone to make an emergency call only and a setting IPad /ipod will be supplied to photograph the children

• Where there is a suspicion that the material on a mobile phone may be unsuitable and may constitute evidence relating to a criminal offence, the ‘Allegations of Abuse’ process will be followed (please refer to the setting’s procedures to take when making an allegation of abuse against adults who work or volunteer at LR)

Staff, students or volunteers remain responsible for their own property and will bear the responsibility of any losses