Staff, volunteers and students policy

Aim

Staff are deployed to meet the care and learning needs of children and ensure their safety and well-being. There are effective systems in place to ensure that adults looking after children are suitable to do so.

Objectives

• All staff and volunteers who work more than occasionally with the children have enhanced DBS disclosure checks.
• All staff and volunteers working with children have appropriate training, skills, and knowledge.
• All staff, students and volunteers are deployed in accordance with the procedures.
• There is a complaints procedure and staff, and volunteers know how to complain and who they complain to.
• Ofsted are notified of staff changes or changes to the setting’s name or address.
• Parents are involved with their children’s learning and their views are considered.

Student placement

Qualifications and training make an important contribution to the quality of care and education. As part of our commitment, we may offer placements to students undertaking relevant qualifications/training. We aim to provide students experiences that will contribute to the successful completion of their studies and provide examples of quality practice in early years care and education.

• The setting manager ensures that students meet the ‘suitable person’ requirements.
• The setting manager discusses the aim of the placement with the student’s tutor prior to the placement commencing. The expectations of both parties are agreed at this point.
• The good character of students under 17 years old is vouched for by the establishment that places them, the setting manager must be satisfied that all relevant checks have been made.
• Students do not have unsupervised access to children.
• Students and apprentices who are undertaking L3 or above may be counted in ratios if the setting manager is convinced that they are suitably experienced.
• Employed trainee staff over the age of 17 may be included in staffing ratios if deemed competent.
• Staff working as apprentices (aged 16 or over) may be included in staffing ratios if deemed competent.
• Public liability and employer’s liability insurance is in place that covers students and voluntary helpers.
• Students are aware of confidentiality.
• Student induction includes how the setting and sessions are managed, and policies and procedures, in particular safeguarding, confidentiality and health and safety.
• Appropriate members of staff co-operate with students’ tutors to assist them in fulfilling the requirements of their course of study.
• The setting communicates a positive message to students about the value of qualifications and training.
• The needs of the children and their families remain paramount at all times and students are only admitted in numbers that do not hinder the work of the setting.
• The setting manager ensures that students and trainees on placement are engaged in bona fide early years training, which provides the necessary background understanding of children’s development and activities.

Prime times – The role of the key person

‘Each child must be assigned a key person’ (EYFS 2023)

Young children need to form a secure attachment to key person when they join the setting to feel safe, happy, and eager to participate and learn.

The key person role

• A key person builds an on-going relationship with the child and his/her parents and is committed to that child’s well-being while in the setting.
• Every child that attends is allocated a key person before they begin settling in - it is not the responsibility of the child to choose their own key person.

• The key person conducts the progress check at age two for their key children.

• The role is fully explained to parents on induction and the name of the child’s key person is recorded on the child’s registration form.

• The key person is central to settling a child into the setting.
• Photographs of key persons and their key groups are displayed clearly.
• The key person spends time daily with his or her key group to ensure their well-being.

Parents

• Key persons are the first point of contact for parents with regard to matters concerning their child and any concerns parents may have are addressed with the key person in the first instance.
• Key persons support parents in their role as the child’s first and most enduring educators.
• The key person is responsible for the child’s developmental records, completing the progress check at age two, and for sharing information about progress with the child’s parents.

Learning and development

• The key person helps to ensure that every child’s learning and care is tailored to meet their individual needs. This is achieved through regular observation and assessment of children, using information gathered about their achievements, interests and learning styles to plan for each individual child’s learning and development.
• If a child’s progress in any of the prime areas gives cause for concern, the key person must discuss this with the setting manager or SENCO and the child’s parents.

Safeguarding children

• The key person has a responsibility towards their key children to report any concern about their development, welfare or child protection matter to the setting manager and to follow the procedures in this respect.
• Regular supervision with the setting manager provides further opportunities to discuss the progress and welfare of key children.