We at The Ark Children Centre agree that to meet the needs of all children and Parents that we come into contact with we endeavours to uphold their confidentiality. 

We make sure that all Parents/Carers have ready access, by request, to their child’s file at all times but do not have access to any other child’s file. Practitioners will not discuss individual children, other than with their parents.                                           

It may be necessary to seek help from outside professionals. If this action is taken the Parents/Carers permission will be sought first unless this puts the child in extreme danger when dealing with safeguarding children issues. Information given to practitioners regarding the child will be on a need to know basis in order to undertake their role.

We will endeavour to ensure that the data held will be as accurate and up to date as reasonably possible. The data we hold will be adequate, relevant and not excessive in relation to the purpose for which it is being held. Data held about individuals is kept securely and for no longer than necessary for the purposes registered, in accordance with Data Protection guidelines. We are required by law to hold data for the relevant retention periods and once this has expired, all personally identifiable information will be erased or destroyed appropriately.

At The Ark Children Centre, we are concerned about the welfare and safety of all our children and strive to create an ethos in which children feel secure, valued and listened to. Safeguarding is everyone’s responsibility and everyone should play their full part. Any concerns or queries handled by the Designated Safeguarding Lead. 

We follow the procedures for protecting children from abuse which are established by the Local Authority Safeguarding Children Board. 

Practitioners are alert to signs and follow procedures of handling suspected cases of abuse and should report any concerns or suspicions to the Designated Safeguarding Lead/Nursery Manager or member of the senior team who has received appropriate training.

At The Ark Children Centre, we recognise our responsibilities under the Race Relations Act, The Sex Discriminations Act and the Disability Discrimination Act to eliminate discrimination and to promote good relations between children, practitioners, parents and the local community. 

The promotion of equal opportunities is the responsibility of the whole setting and is reflected throughout our organisation and is addressed in the EYFS curriculum and in areas beyond the curriculum.  Through the implementation of the equal opportunities policy we aim to:  Create an environment in which each individual feels valued, irrespective of ethnic origin, language, belief, grounds of race, nationality, gender, sexual preference, ability, social background or age

Ensure equal access to all areas of the curriculum for all the children in our care;  Promote the belief that all can and should achieve to their highest potential in all areas of the taught and “hidden” curriculum;  Provide materials to promote learning that are appropriate and reflect diversity. 

General principle

All parents and guardians, regardless of ethnic background, disability, gender or socioeconomic background are welcome and will be encouraged to participate as fully as possible in the life of the Nursery. We encourage the participation of all parents and guardians and have a commitment to keeping them as widely informed as possible about the Nursery.   We foster a positive atmosphere of mutual respect and trust among children and staff and aim to create an environment in which all children, their families and staff feel safe and unthreatened. 

Children who are ill, it is the manager’s discretion whether to accept a child into the nursery if they are showing signs of illness, they will be taking into account the demeanour of the child and whether they are well enough to participate in nursery activities. If a child should become unwell during the nursery session the staff will do their best to comfort children and will keep you informed. We will observe the children carefully, taking appropriate measures to record and control their temperature. However, managers will use their discretion and parents may be contacted and asked to collect their child if the manager feels it is 

Minimum Periods of Exclusion from The Ark Children Centre for Common Childhood illness

Administering Medication.      

At The Ark Children Centre, we work with parents/carers for the health and safety of all children in our care. We promote good health and healthy living.                                                                                             

Our Policy is that we DO NOT administer medication or medical treatment UNLESS it has been prescribed by a doctor, dentist, nurse or pharmacist. In this case, it is in the best interests of the child’s health and well being. Prescribed Medication WILL ONLY be administered following the procedure and AFTER written permission has been given from the parent for each prescribed medication. 

For non-prescription but recommended medication by a doctor, pharmacist, dentist or nurse without a written prescription (e.g. Calpol or a generic equivalent, teething gel, cough syrup, etc) administration is based on parental request in writing through a medication administration slip. The nursery cannot be held liable for any reaction following the administration of medicine. The nursery may not agree to give this medication for prolonged periods of time, and may suggest that further medical advice be sought if symptoms persist. We follow the guidelines of notifying Ofsted of any serious accident, illness or death of a child in our care.    

We ensure every child in the nursery is given the appropriate level of attention and care and if they are to develop to their full potential, their parents/carers need a trusted person. The key person has special responsibilities for working with their small number of children, monitor and record their development and learning under the EYFS and ensures their learning are updated regularly. 

They act as the key point of contact with that child’s parents/carers to ensure a smooth           settling-in procedure both into the nursery, to their next room and ultimately onto school. The key person ensures their key children feel safe, secure and confident and help build a positive relationship between parents/carers by being the child’s initial (but not exclusive) point of contact with the nursery. Other staff will also maintain contact as it is unlikely that the key person will not always be on duty every time a child is brought to or collected from the nursery, if a key person is away ill or on annual leave, their key children will be observed by other staff in the room to maintain development. 

We know the first five years of a child’s life are the most crucial and we believe the environment they are in must be saturated with a wealth of experiences, to offer them the best opportunities to grow and develop to their full potential.

There are seven areas of learning and development that shape educational programmes in early years settings. These are divided into three Prime areas and four Specific areas. All areas of learning and development are important and inter-connected. These areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive.

The three Prime areas are:

• Communication and language

• Physical development

• Personal, social and emotional development

We also support children in four specific areas, through which the three prime areas are strengthened and applied.

The four Specific areas are:

• Literacy

• Mathematics

• Understanding the world

• Expressive arts and design

Our educational programmes must involve activities and experiences for children, as follows:

Communication & language

We give children opportunities to experience a rich language environment; to develop their confidence and skills and values all forms of communication and expression of themselves. We support them to speak and listen in a range of situations and activities such as music, role play, dance, rhymes and rhyming songs. We help every child to develop the skills to become a successful communicator.

Physical development

We support every child to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.

Personal, social & emotional development

By establishing secure relationships with every child through our key person policy, we ensure that every child is valued and cared for within a safe and stimulating environment where they develop their confidence, gain a sense of belonging, form positive relationships and develop respect for others, develop social skills and learn how to manage their feelings and understand appropriate behaviour in groups.

Literacy development

Early writing and mark-making opportunities are available in all age groups. 

All children are given access to a wide range of reading materials (books, poems, and other written materials) to explore and ignite their interest.  In preparation for school, our older children are encouraged to link sounds and letters and to begin to read and write. 

Mathematics

We foster, through play, opportunities to develop concepts and improve mathematical skills in matching, counting, understanding and using numbers, sorting, simple addition and subtraction problems; and to describe shapes, spaces, and measures. Linking it to their experiences and other areas of learning.

Understanding the world

We support and guide the children in developing their knowledge, skills and understanding, helping them to make sense of their world and their community through various opportunities to explore, observe and find out about people, places, technology and the environment.

Expressive arts & design

We provide exploration, curiosity and play with a wide range of media and materials, as well as opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.