Policy statement

While it is not our policy to care for sick children, who should be at home until they are well enough to return to the setting, we will agree to administer medication as part of maintaining their health and well-being or when they are recovering from an illness.

In many cases, it is possible for children’s GPs to prescribe medicine that can be taken at home in the morning and evening. As far as possible, administering medicines will only be done where it would be detrimental to the child’s health if not given in the setting. If a child has not had a medication before, it is advised that the parent keeps the child at home for the first 48 hours to ensure there are no adverse effects, as well as to give time for the medication to take effect.

These procedures are written in line with guidance in Managing Medicines in Schools and Early Years Settings; the manager is responsible for ensuring all staff understand and follow these procedures.

The key person is responsible for the correct administration of medication to children for whom they are the key person. This includes ensuring that parent consent forms have been completed, that medicines are stored correctly and that records are kept according to procedures. In the absence of the key person, the manager is responsible for the overseeing of administering medication.


  • Children taking prescribed medication must be well enough to attend the setting.
  • Prescribed medicines must have the child’s name clearly on original labels.
  • Over the counter (OTC) medicines can be administered with explicit parental authorisation.   (see addendum) Parents must give written permission for administration of an OTC and must provide the OTC medication in original packages with recommended dosage instructions clearly visible. In addition,  a telephone call to the parent will be made before an OTC is administered – this is to avoid the risk of ‘double dosing’ if a parent has administered the OTC before the child comes to preschool.  The call will be noted in the Administration of Medicines file, which will be signed by the parent at the end of the day. The preschool reserves the right to send children home if they are deemed not well enough to attend preschool.
  • Children's prescribed medicines are stored in their original containers, are clearly labelled and are inaccessible to the children.
  • Parents give prior written permission for the administration of medication. The staff receiving the medication must ask the parent to sign a consent form stating the following information. No medication may be given without these details being provided:
  • - the full name of child and date of birth;
  • - the name of medication and strength;
  •  - who prescribed it;
  • - the dosage to be given in the setting;
  • - how the medication should be stored and its expiry date;
  • - any possible side effects that may be expected; and
  • - the signature of the parent, their printed name and the date.

Parents need to give their child’s medicine to the Manager or the Deputy in her absence, who will check the medicine is clearly labelled with name and dosage and will ask the parent to fill in our Medicine Form. The manager will inform the child’s key person of the medicine and dosage and write it on the board so all staff are aware.

If we feel a child is too unwell to attend pre-school we will contact the parent to collect them

  • The administration of medicine is recorded accurately in our medication record book each time it is given and is signed by the key person/manager. Parents are shown the record at the end of the day and asked to sign the record book to acknowledge the administration of the medicine. The medication record book records the:
  • name of the child;
  • name and strength of the medication;
  • date and time of the dose;
  • dose given and method;
  • signature of the key person/manager; and
  • parent’s signature.
  • We use the Pre-school Learning Alliance’s Medication Record book for recording the administration of medicine and comply with the detailed procedures set out in that publication.

Storage of medicines

  • All medication is stored safely in a locked cupboard or refrigerated as required. Where the cupboard or refrigerator is not used solely for storing medicines, they are kept in a marked plastic box.
  • The child’s key person is responsible for ensuring medicine is handed back at the end of the day to the parent.
  • For some conditions, medication may be kept in the setting to be administered on a regular or as-and-when- required basis. Key persons check that any medication held in the setting, is in date and return any out-of-date medication back to the parent.

All medicine is stored either in the fridge if needed, or the medicine cupboard in the kitchen, in an individually named bag. All staff are aware of this storage in the their staff induction

  • If the administration of prescribed medication requires medical knowledge, individual training is provided for the relevant member of staff by a health professional.
  • If rectal diazepam is given, another member of staff must be present and co-signs the record book.
  • No child may self-administer. Where children are capable of understanding when they need medication, for example with asthma, they should be encouraged to tell their key person what they need. However, this does not replace staff vigilance in knowing and responding when a child requires medication.


Children who have long term medical conditions and who may require ongoing medication

  • A risk assessment is carried out for each child with long term medical conditions that require ongoing medication. This is the responsibility of the manager alongside the key person. Other medical or social care personnel may need to be involved in the risk assessment.
  • Parents will also contribute to a risk assessment. They should be shown around the setting, understand the routines and activities and point out anything which they think may be a risk factor for their child.
  • For some medical conditions, key staff will need to have training in a basic understanding of the condition, as well as how the medication is to be administered correctly. The training needs for staff form part of the risk assessment.
  • The risk assessment includes vigorous activities and any other activity that may give cause for concern regarding an individual child’s health needs.
  • The risk assessment includes arrangements for taking medicines on outings and advice is sought from the child’s GP if necessary where there are concerns.
  • A health care plan for the child is drawn up with the parent; outlining the key person’s role and what information must be shared with other staff who care for the child.
  • The health care plan should include the measures to be taken in an emergency.
  • The health care plan is reviewed every six months, or more frequently if necessary. This includes reviewing the medication, e.g. changes to the medication or the dosage, any side effects noted etc.
  • Parents receive a copy of the health care plan and each contributor, including the parent, signs it.


Managing medicines on trips and outings

  • If children are going on outings, staff accompanying the children must include the key person for the child with a risk assessment, or another member of staff who is fully informed about the child’s needs and/or medication.
  • Medication for a child is taken in a sealed plastic box clearly labelled with the child’s name and the name of the medication. Inside the box is a copy of the consent form and a card to record when it has been given, including all the details that need to be recorded in the medication record as stated above.
  • On returning to the setting the card is stapled to the medicine record book and the parent signs it.
  • If a child on medication has to be taken to hospital, the child’s medication is taken in a sealed plastic box clearly labelled with the child’s name and the name of the medication. Inside the box is a copy of the consent form signed by the parent.
  • As a precaution, children should not eat when travelling in vehicles.
  • This procedure is read alongside the outings procedure.

Legal framework

  • The Human Medicines Regulations (2012)

Further guidance

  • Managing Medicines in Schools and Early Years Settings (DfES 2005)

Document ID-


Policy adopted at meeting – Oct 2007

Reviewed by : Ladybirds Directors


Date reviewed


January 2019


Sept 2017




February 2018





Addendum to policy


Information provided by




Non-prescription (OTC) medication does not need a GP signature/authorisation in order for the school/nursery/childminder to give it. It has been brought to the attention of the GPC Clinical and Prescribing Subcommittee that the revised 'The Early Years Foundation Stage Statutory Framework', which governs the standards of institutions looking after and educating children, includes a paragraph under specific legal requirements - medicines, that states: 'Medicines should only be taken to a setting when this is essential and settings should only accept medicines that have been prescribed by a doctor, dentist, nurse or pharmacist.' We are aware that in some areas this is resulting in parents making unnecessary appointments to seek a prescription for an OTC medicine, just so it can be taken in nurseries or schools. The Clinical and Prescribing Subcommittee wishes to remind GPs that the MHRA licenses medicines and classifies them when appropriate as OTC (P or GSL). This is to enable access to those medicines without recourse to a GP. It is appropriate for OTC medicines to be given by parents, as they consider necessary, in the home or nursery environment. It is a misuse of GP time to take up an appointment just to acquire a prescription for a medicine, wholly to satisfy the needs of a nursery/school. The Clinical and Prescribing Subcommittee wrote to the Department of Children, Schools and Families seeking an amendment to this paragraph in the Statutory Framework and we have now heard from that Department. They will amend their guidance to stay consistent with current national standards for day care and childminding, whereby non-prescription medication can be administered where there is parents' prior written consent. Should any practice find that this continues to be a problem in their area we have produced a template letter which can be downloaded and sent to the Nursery/School. The Statutory Framework for the EYFS (Early Years Foundation Stage) outlines the policy for administering medicines to children in nurseries/preschools 0-5 years “The provider must promote the good health of children attending the setting. They must have a procedure, discussed with parents and/or carers, for responding to children who are ill or infectious, take necessary steps to prevent the spread of infection, and take appropriate action if children are ill. Providers must have and implement a policy, and procedures, for administering medicines. It must include systems for obtaining information about a child’s needs for medicines, and for keeping this information up-to-date. Training must be provided for staff where the administration of medicine requires medical or technical knowledge. Medicines must not usually be administered unless they have been prescribed for a child by a doctor, dentist, nurse or pharmacist (medicines containing aspirin should only be given if prescribed by a doctor). Medicine (both prescription and non-prescription) must only be administered to a child where written permission for that particular medicine has been obtained from the child’s parent and/or carer. Providers must keep a written record each time a medicine is administered to a child, and inform the child’s parents and/or carers on the same day, or as soon as reasonably practicable”.



Statement of intent:

It is our intention to make our preschool accessible to children and families from all sections of the local community.

In order to achieve this, we operate the following admissions policy:

  • We describe our preschool and its practises in terms of how it treats individuals, regardless of their gender, special educational needs, disabilities, background, religion, ethnicity or competence in spoken English, and make it clear that it welcomes fathers, mothers, other relations and carers including childminders.


  • We make our equal opportunities policy   widely known and available.


  • We consult with families about the opening times of the preschool to avoid excluding anyone.


  • We are flexible about attendance patterns to accommodate the needs of individual children and families.


  • Application forms are required in every instance. Assistance is available to complete the form if required.


Allocation of spaces


  • Spaces are offered firstly to the cohort of children due to start the next reception year.  Parents/carers will be contacted in order of when we received the application form and available spaces allocated.  Whilst we endeavour to contact parents/carers before allocating the next space, if this is not possible we may allocate space and move on to the next person.  Where possible we will try to accommodate request of days and spaces.  However, if this is not possible (when available spaces have been allocated) we will allocate as near as possible to the requested sessions.
  • Once the next reception year cohort waiting list has been exhausted we will allocate remaining spaces to children remaining on our waiting list in date of birth order, oldest first, regardless of when we received the application form or how long they have been on the waiting list.


  • We may take into account siblings who already attend the setting, where financially viable.


  • Children residing in the Southampton Local Authority area at point of admission will be allocated spaces before children in other Local Authorities.


  • Older Children Ladybirds Preschools are registered to take children up to the age of 5. We do not guarantee spaces for children to continue in preschool when they have been given a due date for starting the school reception year.  However, in exceptional circumstances we may accept a child who could otherwise start Reception in September for up to a full-time position until their 5th birthday. This is entirely at the management’s discretion in consultation with parents and supporting professionals where appropriate. 


  • We have an open door policy for parents/carers wishing to visit the preschool, meaning that they are invited to visit at any time during a session, without prior appointment.  Upon visiting, to ensure our children’s security and safeguarding we require visitors to provide ID upon arrival. In addition we require that mobile phones and recording devices are stored in the preschool office during the visit, or not brought into the setting.




Document ID-


Policy adopted at meeting – Oct 2017

Reviewed by : Ladybirds Directors


Date reviewed




Oct 2017













Our organisations appointed person (s) to be responsible for dealing with allegations or suspicions of abuse are; Zoe Marler-Hausen (Porchester) Theresa Quartermaine (Porchester) and Diana Buckell (Ludlow).


Statement of Intent:

We believe that the health and safety of all our children and staff is of paramount importance and will take the necessary steps to ensure that procedures are in place to protect all our children and staff.


This policy should be read in conjunction with our Safe Guarding Children Policy, Ladybirds Staff Disciplinary and Grievance Procedures and Confidentiality Policy.


Confidentiality must be adhered to by all staff and Management throughout the entire process.


Procedures should an allegation be made against a member of staff:

We have adopted the Working Together to Safeguard Children Government guidance procedures and the Local Safeguarding Children’s Boards (LSCB) child protection procedure, which aim to ensure that all agencies working with children adopt processes and achieve outcomes which are consistent in terms of natural justice for staff against whom allegations are made and for the child concerned.


Reporting Concerns

Any allegation of abuse must be reported to the setting’s Manager.

If the Manager is implicated in the allegation, the concern must be reported to a senior staff member and a Director.

In either case a record of an allegation must not unilaterally determine its validity and failure to report it in accordance with procedures is a potential disciplinary matter.

Any member of staff who believes that allegations or concerns, which have been reported to the appropriate manager, are not being investigated properly has a responsibility to report it to a higher level at either pre-school setting (Ludlow or Porchester) or directly to the Local Authority Designated Officer (LADO).


In the first instance the staff member/s implicated will be removed from ratio within the setting, the (LADO) will be contacted for advice. Under this guidance the (LADO) must be notified of all allegations within 24 hours of a complaint being received where it is alleged that a person who works with children has:


  • Behaved in a way that has harmed or may have harmed a child or children
  • Possibly committed a criminal offence against or related to a child or children
  • Behaved towards a child or children in a way that indicated that she/he is unsuitable to work with children








This process does not replace our Safe Guarding Children policy nor the Ladybirds Staff Disciplinary and Grievance Procedures and will be used in conjunction with them.


Management of an allegation of abuse may involve one or all of the following:


  • A police investigation of a possible criminal offence
  • Enquiries and assessment by children’s social care about whether a child is in need of protection or in need of services
  • Consideration by an employer of disciplinary action in respect of the individual


Any allegation that an employee/volunteer has behaved in a way that has harmed, or may have harmed, a child must be taken seriously and dealt with sensitively and promptly.


Suspension should not be automatic, but must be considered (normally at the first strategy discussion) if:


  • There is cause to suspect a child is at risk of significant harm; or
  • The allegation warrants investigation by the Police; or
  • The allegation is so serious that it might be grounds for dismissal.


If an urgent consideration of the option of suspension is required prior to that discussion, the LADO should canvass the views of police and children’s social care on suspension and inform the employer.


A decision to suspend or temporarily re-deploy staff rests exclusively with the employer (The manager and Directors) who should consider:


  • The safety of the children;
  • Any impact on the enquiry;
  • If suspended the staff member must under no circumstances make contact with the any of the staff team at either of the Pre-School settings (Ludlow or Porchester) or the family of the child concerned with the allegation.
  • If a suspended person is to return to work, appropriate help/ support should be given e.g. a phased return and/or provision of a mentor and plan of how to manage contact with any child/children who made the allegation.



The child’s interests are paramount and their views and wishes must be given careful consideration at all times.


Important aspects to consider throughout this process

  • Supporting those involved: children/parents involved, who must be informed throughout the investigation and be informed of the outcome of the disciplinary. Also supporting the person who is the subject of the allegation
  • Maintaining confidentiality
  • Accurate and detailed record keeping
  • The setting to look at the learning lessons from the allegation and revisit their policies and procedure to see how and why an allegation happened and put in new or more measures of safeguarding.




Further Guidance


NSPCC factsheet “Managing allegations of abuse”

Working Together to Safeguard Children document



Document ID-

Policy adopted at meeting – Oct 2007

Reviewed by : Ladybirds Directors


Date reviewed




Sept 2017














Statement of intent


This sets out the procedures to be followed in the event that a child is absent from pre-school. We have this policy because we believe that attendance in the Early Years is important because:


  • It improves outcomes for children
  • It fosters healthy habits for future attendance
  • It helps children settle and form good relationships
  • It helps to develop positive self esteem
  • Under achievement is often linked to poor attendance
  • Early identification of more serious concerns


Even though attendance is not compulsory we are aware of the impacts of non-attendance and note what is written In the Early Years Inspection Handbook;


‘Although attendance at the setting is not mandatory, providers should be alert to patterns of absence that may indicate wider safeguarding concerns. Inspectors will explore how well providers work with parents to promote children’s good attendance, especially the attendance of children for whom the provider receives the early years pupil premium’        Pg41, bullet point 160




  • The Manager and/or Deputy Lead are responsible for monitoring absence and following up and concerns raised by the team


  • It is the responsibility of all staff to report to the Manager/Deputy each day regrading lateness/absence or if a child leaves our setting unexpectedly.


  • If your child is sick or cannot attend for some reason, you must call us before 9.30am that day to let us know.


  • If we have not heard from you by 10.00am we may call you to establish why your child is absent.


  • If we cannot get hold of you after several missed sessions we may contact other professionals (Health Visitor/Siblings schools/ family social worker, particularly in the cases of our more vulnerable families) to ensure you and your child are safe.


  • If your child is absent for more than 2 sessions and we have not heard from the parents/carers the Manager and/or Deputy will try and make phone contact with you to establish how/where your child is.


  • If there is a Safeguarding concern the Manager and/or Deputy, would follow our Safeguarding procedure and phone MASH (see our Safeguarding Policy)


  • If you are planning holidays during term time you must let us know in advance so we can record this in our register.


  • Fees remain payable during periods of absence, unless alternative arrangements have been agreed.


  • We must notify Southampton City Council where children in receipt of Early Years Free Entitlement are absent for more than 2 weeks in a term




Maintaining good attendance


  • We provide a welcoming atmosphere on arrival and the children are encouraged to look at books and self-register and say “good morning/afternoon” to their friends and staff whilst we confirm the register. We then move onto small group time activities. Being on time/attending pre-school allows your child to partake in these activities, and ensures they have a calm start to their session.
  • If a child is missing a significant amount of sessions across the term or half term (e.g. if a child attends 5 sessions per week and is missing 2 or more sessions, or if patterns of missed sessions arise), we will either raise this at end of term parent consultation or, if more appropriate to the timescale of the absence we will invite parents to meet informally to discuss working together to improve attendance.


Document ID-


Policy adopted at meeting – Apr 2016

Reviewed by : Ladybirds Directors


Date reviewed




Sept 2017




Dec 2018






Statement of intent:


We believe that children flourish best when they know how they are expected to behave and should be free to play and learn without fear of being hurt or unfairly restricted by anyone else.


  • We require all staff, volunteers and students to:
    • Provide a positive model of behaviour by treating all children, parents/carers and one another with friendliness, care and courtesy.
    • Use positive strategies for handling any conflict by helping children find solutions in ways which are appropriate for the child’s age and stages of development.


  • We praise, endorse and encourage desirable behaviour such as kindness and willingness to share.


  • We support children on resolving conflicts ( using the high scope approach as guidance)


  • We avoid creating situations in which children receive adult attention only in return for undesirable behaviour.


  • We never send children out of the room by themselves.


  • We never use physical punishment, such as smacking or shaking.  Children are never threatened with these, nor do we shout or raise our voices.  We do not use techniques intended to single out or humiliate individual children and support the children in finding solutions to conflicts.


  • We never use physical restraints (such as holding) or physically remove a child from a situation unless it is to prevent physical injury to the child, other children or adults and/or serious damage to property.  Details are bought to the attention of the parent and are recorded in our Incident log..


  • In cases of serious misbehaviour, such as racial or other abuse, we make clear immediately the unacceptability of the behaviour and attitudes by means of explanation rather than personal blame.


  • We work in partnership with children’s parents/carers keeping them regularly informed about behaviour and working with them to address unacceptable behaviour.  In detail specific observations (ABCC sheets – Antecedents, Behaviour, Consequence and Communication) Incidents books are kept to help us understand the cause and jointly decide how to respond appropriately.


  • At this point we may involve the setting SENDCo / Behaviour Management Officer to jointly create an Individual Behaviour Plan (IBP) to ensure we are all working together towards set targets. These will be reviewed every six weeks to monitor progress.



  • We recognise that young children require help in understanding the range of feelings experienced and help them recognise their feelings by naming them and helping them express them in a non-aggressive way.




Rough and tumble play, and fantasy aggression


We recognise that teasing and rough and tumble play are normal for young children and acceptable within limits.


We develop strategies that are agreed with the children and understood by them to contain this type of play so it does not become hurtful or inconsiderate. We use opportunities of fantasy play to explore the concepts of right and wrong. Where children are engaged in rough and tumble or fantasy play we have a strict no contact rule.




Bullying involves the persistent physical or verbal abuse of another child (ren) and is taken very seriously.


  • We intervene to stop the child harming the other child.
  • We explain to the child doing the bullying why this behaviour is unacceptable and help them say sorry for their actions and encourage them to find solutions.
  • We give reassurance to the child being bullied.
  • We ensure that the child doing the bullying is praised and encouraged when they display acceptable behaviour.


  • We do not label children who bully.
  • We discuss what has happened with the parents/carers of all the children involved and work out an action plan to stop the bullying re-occurring.

Document ID-

Policy adopted at meeting – Oct 2007

Reviewed by : Ladybirds Directors


Date reviewed




Sept 2017




Mar 2018






Policy statement


  • We promote children's right to be strong, resilient and listened to by creating an environment in our setting that encourages children to develop a positive self image, which includes their heritage arising from their colour and ethnicity, their languages spoken at home, their religious beliefs, cultural traditions and home background.
  • We promote children's right to be strong, resilient and listened to by encouraging children to develop a sense of autonomy and independence.
  • We promote children's right to be strong, resilient and listened to by enabling children to have the self-confidence and the vocabulary to resist inappropriate approaches.
  • We help children to establish and sustain satisfying relationships within their families, with peers, and with other adults.
  • We work with parents to build their understanding of, and commitment to, the principles of safeguarding all our children.



What it means to promote children’s rights and entitlements to be ‘strong, resilient and listened to’.


To be strong means to be:

  • secure in their foremost attachment relationships, where they are loved and cared for by at least one person who is able to offer consistent, positive and unconditional regard and who can be relied on;
  • safe and valued as individuals in their families and in relationships beyond the family, such as day care or school; self assured and form a positive sense of themselves – including all aspects of their identity and heritage;
  • included equally and belong in early years settings and in community life;
  • confident in abilities and proud of their achievements;
  • progressing optimally in all aspects of their development and learning;
  • part of a peer group in which to learn to negotiate, develop social skills and identity as global citizens, respecting the rights of others in a diverse world; and
  • able to represent themselves and participate in aspects of service delivery that affects them, as well as aspects of key decisions that affect their lives.



To be resilient means to:

  • be sure of their self worth and dignity;
  • be able to be assertive and state their needs effectively;
  • be able to overcome difficulties and problems;
  • be positive in their outlook on life;
  • be able to cope with challenge and change;
  • have a sense of justice towards themselves and others;
  • develop a sense of responsibility towards themselves and others; and
  • be able to represent themselves and others in key decision making processes.



To be listened to means:

  • adults who are close to children recognise their need and right to express and communicate their thoughts, feelings and ideas;
  • adults who are close to children are able to tune in to their verbal, sign and body language in order to understand and interpret what is being expressed and communicated;
  • adults who are close to children are able to respond appropriately and, when required, act upon their understanding of what children express and communicate; and
  • adults respect children’s rights and facilitate children’s participation and representation in imaginative and child centred ways in all aspects of core services.



Document ID-


Policy adopted at meeting – Oct 2017

Reviewed by : Ladybirds Directors


Date reviewed




Oct 2017












Statement of Intent:

At Ladybirds Pre-School we aim to provide high quality, affordable and accessible care and education for all children in a happy and safe environment through play, both indoors and outdoors, and by working in partnership with parents/carers and the local community.


We believe that:

            ‘Playing is children’s work; it is their learning for life’



  • Our routine and curriculum are planned using the Early Years Foundation Stage Guidance and High Scope educational approach to learning.


The Session:

As a team we are committed to an active learning environment so that children are able to follow their interests.  We provide this through:


  • Careful planning of the environment, materials and experiences with the children’s interests and stages of development in mind. 
  • Organising space both in and out of doors into interest areas
  • Plentiful materials, clearly labelled and accessible for the children to use and return
  • Adults interacting supportively throughout the session, focusing on children’s strengths as children work on age appropriate experiences.
  • Consistent daily routine ensuring the children have time to follow through their plans and ideas in a secure, caring and supportive environment


We operate a key person system.  This means a member of staff has a group of children for whom they are particularly responsible. Each key person’s observations and record keeping provides the information required to plan appropriate activities to develop the individual child.


We, as a staff team, have created and adopted a ‘Code of Practice’ which is designed to reflect how we treat each other, the children and parents/carers whilst ensuring best practice is shared and areas of weakness identified and addressed


Parental/carer Involvement:

  • Parents/carers are recognised as the children’s primary educators
  • We regularly consult with parents/carers and work with them in partnership to ensure the best pre-school experience for the individual child.
  • We welcome participation from parents/carers in our sessions (without prior appointment), planning and management of the pre-school
  • In cases where the child may have special needs, regular meetings are held with the parent/carer to access progress and discuss concerns


Through careful planning and organisation of our routine, environment and curriculum we implement the principles of The Early Years Foundation Stage – Every Child Matters Dfes 2007.


Document ID-


Policy adopted at meeting – Nov 2007

Reviewed by : Ladybirds Directors


Date reviewed




Sept 2017












Statement of intent


It is our intention to gather and share information (e.g. observations) with parents and carers of children to best meet the needs of the child.  This may include child minders, nannies and other settings and carers.


In order to achieve this, we operate the following policy;


  • We will find out if there are other settings/carers through the completion of our admissions form.
  • Our ‘permission to observe’ form will include permission to exchange observations, ‘next steps’ and plans with settings and carers.
  • We offer visits to the child’s home to complete the ‘my unique child’ booklet with the parent, which forms a basis for initial planning for that child in the pre-school setting.  This information remains with the pre-school but can be accessed by other carers with relevant parental permissions.
  • Termly consultations between parents and key workers are offered and encouraged; other carers can attend with, or in place of parents with the relevant parental permissions. 
  • Copies of information can be shared between settings with relevant parental permissions.
  • Carers are encouraged to share significant observations with pre-school to present a full picture of the child’s development. 
  • Plans are shared with parents and carers and we encourage the communication of plans made in other setting for us to consider.
  • ‘Next steps’ are shared during consultations and can be copied to carers with relevant parental permissions. 
  • Daily care-givers e g. Childminders will receive copies of all relevant parent communications e.g. newsletters


Document ID-


Policy adopted at meeting – Oct 2017

Reviewed by : Ladybirds Directors


Date reviewed




Oct 2017











Statement of intent:


At Ladybirds Pre-school we aim for excellence and believe that children and parents/carers are entitled to expect and receive courtesy and prompt careful attention to their needs and wishes. 


We welcome (and where possible implement) suggestions on how to improve our pre-school and make all parents/carers aware of our ‘Complaints/Compliments folder’ which they can log complaints/compliments in and review at any time without prior arrangement. Parents/carers can also use these logs to log anything which they wish to log but do not wish to speak to the Manager or member of staff regarding the issue. We also periodically issue feedback questionnaires to parents/carers.  Where allowed without breaching confidentiality, feedback is shared at staff meetings and/or training days, discussed and the way forward agreed as a staff team.


We anticipate that most concerns can be resolved quickly, however if this is not so, the following procedures will be adopted:



Making a complaint

Stage 1

  • Any parent who has a concern about an aspect of the setting's provision talks over, first of all, his/her concerns with the setting Manager.
  • Most complaints should be resolved amicably and informally at this stage.

Stage 2

  • If this does not have a satisfactory outcome, or if the problem recurs, the parent moves to this stage of the procedure by putting the concerns or complaint in writing to the setting Manager and the owner or chair of the management committee.
  • For parents who are not comfortable with making written complaints, there is a template form for recording complaints in the above-mentioned publication; the form may be completed with the person in charge and signed by the parent.
  • The setting stores written complaints from parents in the child's personal file. However, if the complaint involves a detailed investigation, the setting Manager may wish to store all information relating to the investigation in a separate file designated for this complaint.
  • When the investigation into the complaint is completed, the setting Manager meets with the parent to discuss the outcome.
  • Parents must be informed of the outcome of the investigation within 28 days of making the complaint.
  • When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record.


Stage 3

  • If the parent is not satisfied with the outcome of the investigation, he or she requests a meeting with the setting manager and chair of the management committee. The parent should have a friend or partner present if required and the manager should have the support of the chairperson of the management committee, or manager from our other site present.
  • An agreed written record of the discussion is made as well as any decision or action to take as a result. All of the parties present at the meeting sign the record and receive a copy of it.
  • This signed record signifies that the procedure has concluded. When the complaint is resolved at this stage, the summative points are logged in the Complaints Summary Record.

Stage 4

  • If at the stage three meeting the parent and setting cannot reach agreement, an external mediator is invited to help to settle the complaint. This person should be acceptable to both parties, listen to both sides and offer advice.  A mediator has no legal powers but can help to define the problem, review the action so far and suggest further ways in which it might be resolved.
  • Staff or volunteers within the Pre-school Learning Alliance are appropriate persons to be invited to act as mediators.
  • The mediator keeps all discussions confidential. S/he can hold separate meetings with the setting personnel (setting manager/chair of the management committee) and the parent, if this is decided to be helpful. The mediator keeps an agreed written record of any meetings that are held and of any advice s/he gives.

Stage 5

  • When the mediator has concluded her/his investigations, a final meeting between the parent, the setting manger and the owner/chair of the management committee is held. The purpose of this meeting is to reach a decision on the action to be taken to deal with the complaint. The mediator's advice is used to reach this conclusion. The mediator is present at the meeting if all parties think this will help a decision to be reached.
  • A record of this meeting, including the decision on the action to be taken, is made.  Everyone present at the meeting signs the record and receives a copy of it.  This signed record signifies that the procedure has concluded.


The role of the Office for Standards in Education, Children’s Services and Skills (Ofsted) and the Local Safeguarding Children Board

  • Parents may approach Ofsted directly at any stage of this complaints procedure. In addition, where there seems to be a possible breach of the setting's registration requirements, it is essential to involve Ofsted as the registering and inspection body with a duty to ensure the Welfare Requirements of the Early Years Foundation Stage are adhered to.
  • The number to call Ofsted with regard to a complaint is:  0300 123 4666
  • These details are displayed on our setting's notice board.
  • If a child appears to be at risk, our setting follows the procedures of the Local Safeguarding Children Board in our local authority.
  • In these cases, both the parent and setting are informed and the setting manager works with Ofsted or the Local Safeguarding Children Board to ensure a proper investigation of the complaint, followed by appropriate action.



  • A record of complaints against our setting and/or the children and/or the adults working in our setting is kept, including the date, the circumstances of the complaint and how the complaint was managed.
  • The outcome of all complaints is recorded in the Summary Complaints Record which is available for parents and Ofsted inspectors on request.


Document ID-


Policy adopted at meeting – Oct 2007

Reviewed by : Ladybirds Directors


Date reviewed




Sept 2017










Statement of Intent:


It is our intention to respect the privacy of children, their parents/carers and carers, while ensuring they access high quality pre-school care and education and the Data Protection Act is adhered to at all times.


We keep two types of records on children attending our setting. 


  1. Developmental records – includes observations of children, samples of work, and Learning Stories.
  2. Personal records – includes admission forms, signed consent forms, correspondence, reports and minutes from meetings.


All records are stored in a secure office to which only staff has access.  Parents/carers are welcome to view their child’s records at any time without prior appointment but at no time will be allowed or given access to information regarding any other children, their families or staff.  All documentation are held and disposed of as set out in the Data Protection Act.


To ensure that all those using – and working in – the pre-school can do so with confidence, the following policy has been put in place:


  • Parents/carers have ready access to the files and records of their own children but do not have access to information on any other child.
  • Any concerns/evidence relating to a child’s personal safety and personal information regarding a child are kept in a secure, confidential file and are only shared on a need to know basis. 
  • Issues to do with the employment of staff remain confidential to the people directly involved with making personnel decisions.
  • To keep completely confidential all information regarding the children, their families or other members of staff, that maybe learned as part of the job. Information must not be discussed with anyone other than those directly involved and must always discussed in an appropriate place and in an appropriate way e.g. information should never be discussed using sources such as the Internet, Facebook etc
  • The staff team will keep all mobile phones in their locker or the pre-school office during session times.  Mobile phones will never be used to take photographs of the children.
  • Visitors to the pre-school will be reminded that they are not to use mobile phones at any time whilst in our setting and phones will be stored in our office for the duration of their visit.



All parents/carers are requested to give their permission for us to take photographs of their children and their work at the pre-school and for these photographs to be used in pre-school displays.  No photographs will be taken or displayed without the parents/carers permission. We routinely delete photographs stored on our computer systems.

Document ID-

Policy adopted at meeting – Jun 2007

Reviewed by : Ladybirds Directors


Date reviewed




Sep 17



Feb 18





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