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This policy is dedicated to the support, development and promotion of high-quality care and education for the benefit of our children, families and community. We are committed to safeguarding children and promoting their welfare.

Safeguarding and promoting the welfare of children, in relation to this policy, is defined as:

  • Protecting children from maltreatment

  • Preventing the impairment of children’s health and development

  • Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care

  • Taking action to enable all children to have the best outcomes

(Working together to safeguard children, 2018)


Children’s Rights and Entitlements


Our Nursery Schools promote children's right to be strong, resilient and listened to by creating an environment in our settings 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.

Our Nursery Schools promote children's right to be strong, resilient and listened to by encouraging children to develop a sense of autonomy and independence.

Our Nursery Schools 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.

Our Nursery Schools 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;

  • To be 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 to participate and be able to represent themselves in aspects of service delivery that affects them as well as aspects of key decisions that affect their lives.


To be resilient children need to develop their independence and this means they will be able 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 self and others;

  • To develop a sense of responsibility towards self and others; and

  • To be able to represent themselves and others in key decision-making processes.


To be listened to means:

  • Children are empowered to make their own decisions through the guidance of adults in order to contribute to their own learning, develop problem solving skills and overall resilience

  • Adults who are close to children and 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.


Safeguarding children and child protection


At LTNS  we work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life.

Child protection is an integral part of safeguarding children and promoting their overall welfare. In this policy, child protection shall mean:

  • The activity that is undertaken to protect specific children who are suffering, or are at risk of suffering, significant harm

To safeguard children and promote their welfare we will:

  • Develop a safe culture where staff are confident to raise concerns about professional conduct

  • Ensure all staff are able to identify the signs and indicators of abuse, including the softer signs of abuse, and know what actions to take

  • Share information with other agencies as appropriate

We promote:

  • Always listening to children

  • Positive images of children

  • Children developing independence and autonomy as appropriate for their age and stage of development

  • Safe and secure environments for children

  • Tolerance and acceptance of different beliefs, cultures and communities

  • British values

  • Providing intervention and help for children and families in need



At LTNS we aim to:

  • Keep the child at the centre of all we do, providing sensitive interactions that develop and build children’s well-being, confidence and resilience. We will support children to develop an awareness of how to keep themselves safe, healthy and develop positive relationships

  • Be aware of the increased vulnerability of children with Special Educational Needs and Disabilities (SEND), isolated families and vulnerabilities in families, including the impact of the toxic trio on children and Adverse Childhood Experiences (ACEs)

  • Ensure that all staff feel confident and supported to act in the best interest of the child, maintaining professional curiosity around welfare of children, sharing information, and seeking help that a child may need at the earliest opportunity

  • Ensure that all staff are familiar and updated regularly with child protection training and procedures and kept informed of any changes

  • Make any child protection referrals in a timely way, sharing relevant information as necessary in line with the procedures set out by Lambeth and/or Wandsworth Local Authorities

  • Ensure that information is shared only with those people who need to know in order to protect the child and act in their best interest

  • Ensure that staff identify, minimise and manage risks while caring for children

  • Take any appropriate action relating to allegations of serious harm or abuse against any person working with children including reporting such allegations to Ofsted and other relevant authorities

  • Ensure parents are fully aware of our safeguarding and child protection policies and procedures when they register with the nursery and are keep informed of all updated when they occur

We have a duty to act quickly and responsibly in any instance that may come to our attention. If in any doubt what constitutes a safeguarding concern, refer to the DSL. If there is a concern, never do nothing, always do something, including sharing information with any relevant agencies. Safeguarding is everybody’s responsibility.

The Designated Safeguarding Lead (DSL) has overall responsibility for the safeguarding and child protection policy and procedures. It is their role to ensure that the policy and procedures are implemented to safeguard and promote the welfare of children. They are responsible for coordinating safeguarding and child protection training for staff across the organisation.


The Designated Safeguarding Lead (DSL) for Linden Tree Nursery Schools is:

Name: Holli Williams

Job title: Head of Schools

Contact telephone number and email: 020 3900 2737


The  DSL for Linden Tree Nursery Schools is responsible for ensuring all practitioners are trained in safeguarding and child protection annually and they know who to report their concerns to within their individual setting.  The  DSL attends training every two years and refreshes knowledge annually.


There is always at least one designated person on duty during the opening hours of the nursery schools. In the unlikely event of the individual nursery schools DSL or Deputy DSL absence and to ensure immediate action can be taken, contact Holli Williams, the Head of Schools as outlined above.

The role of the DSL:

  • Monitor and update the Safeguarding children and child protection policy and procedures in line with new legislation and to ensure it is effective. This will be done by making sure that everyone understands the correct procedure during their individual appraisals and probation reviews

  • Ensure updates and new legislation are reflected in our procedures as soon as they are known

  • Act as a source of support, advice and expertise for all staff, students, volunteers, children and parents who have child protection concerns

  • Ensure detailed, accurate, secure written records of concerns and referrals

  • Review all written safeguarding reports

  • Assess information provided promptly, carefully and refer as appropriate to external agencies

  • Provide signposting to other organisations

  • Consult with statutory child protection agencies and regulatory bodies where required

  • Make formal referrals to statutory child protection agencies or the police, as required

In addition, the DSL is required to:

  • Keep up-to-date with good practice and national requirements for safeguarding and child protection

  • Provide information on safeguarding and child protection for the setting

  • Rasie awareness of any safeguarding and child protection training needs and implement where necessary

  • Retain up-to-date knowledge of the role of the Local Children’s Safeguarding Board (LCSB) across Lambeth and Wandsworth and the local child protection procedures.

The DSL does not investigate whether or not a child has been abused or investigate an allegation or disclosure. Investigations are for the appropriate authorities, usually the police and social services.


When considering safeguarding in relation staff, volunteers and visitors we:


  • Ensure due consideration is given to the DSL’s suitability in order to prevent any children being at risk or harmed whilst in our care

  • Ensure all staff and parents are made aware of our safeguarding policies and procedures

  • Provide adequate and appropriate staffing resources to meet the needs of children

  • Candidates are informed of the need to carry out 'enhanced disclosure' checks with the Disclosure Barring Service before posts can be confirmed

  • Abide by Ofsted requirements in respect of references and Criminal Record Bureau, Disclosure Barring Service checks for staff and volunteers, to ensure that no disqualified person or unsuitable person works at the setting or has access to the children

  • Allow candidates to  begin working at LTNS as long as their DBS application has been processed. Candidates will then be put on a Risk Assessment, completed by their manager, until their DBS has returned clear. If the DBS is not clear this could result in immediate dismissal In all cases, an enhanced DBS must be in process

  • Ensure that during supervisions and appraisals staff complete a disclosure form which monitors whether there have been any changes to their DBS and overall suitability in working with children

  • Do not let volunteers  work unsupervised

  • Abide by the Safeguarding Vulnerable Groups 2006 requirements in respect of any person who is dismissed from our employment or resigns in circumstances that would otherwise have led to dismissal for reasons of child protection concern

  • Ensure any new visitor to the setting signs in using Touchscreen on the tablewith the correct time they entered and left the building, this will be witnessed by the Manager on duty

  • Ensure each setting is fitted with a camera and speaker intercom to ensure that no unauthorised person has unsupervised access to the children

  • Ensure all staff members store their personal mobile phones in the office and access them at break times only

  • Ensure  all visitors leave their phones in the office


Monitoring Children’s Attendance

As part of our requirements under the statutory framework we are required to monitor children’s attendance patterns to ensure they are consistent and no cause for concern. We ask parents to inform the nursery prior to their children taking holidays or days off, and all incidents of sickness absence should be reported to the nursery on the same day so the manager is able to account for a child’s absence.

If a child has not arrived at nursery by 10am, the parents or carers will be contacted to ensure the child is safe and healthy. If the parents are not contactable then the emergency contact numbers listed will be used to ensure all parties are safe.

If contact cannot be established then we would assess if a home visit is required to establish all parties are safe. If contact is still not established, we would assess if it would be appropriate to contact relevant authorities, including the police, in order for them to investigate further.

Where a child is part of a child protection plan, or during a referral process, any absenses will immediately be reported to the Local Authority children’s social care team to ensure the child remains safe and well.

Informing Parents

Parents are normally the first point of contact. If a suspicion of abuse is recorded, parents are informed at the same time as the report is made, except where the guidance of Local Authority Children’s Social care team, police or LADO does not allow this to happen.

This will usually be the case where the parent of family member is the likely abuser or where a child may be endangered by this disclosure. In these cases the investigating officers will inform parents.


Confidentiality must not override the right of children to be protected from harm. However, every effort will be made to ensure confidentiality is maintained for all concerned if an allegation has been made and is being investigated.

If uncertain about whether sensitive information can be disclosed to a third party, contact the DSL or call the Information Commissioner’s Office (ICO) ON 0303 123 1113. They will provide advice about the particulars relating to each individual case, including information which can cannot be shared.

Staff must not make any comments either publicly or in private about the supposed or actual behaviour of a parents, child or member of staff.

Record keeping and data protection

Confidential records kept on a child are shared with the child's parents or those who have parental responsibility for the child, only if appropriate and in line with guidance of the Local Authority with the proviso that the care and safety of the child is paramount. We will do all in our power to support and work with the child's family.

The nursery keeps appropriate records to support the early identification of children and families which would benefit from early help. Factual records are maintained in a chronological order with parental discussions. Records are reviewed regularly by the DSL to look holistically at identifying children’s needs.

Our Data protection and confidentiality policy will be applied with regards to any information received from an individual. Only persons involved in the investigation should handle this information although any investigating body will have access to all information stored in order to support an investigation.


Definition of significant harm

The Children Act 1989 introduced the concept of significant harm as ‘the threshold that justifies compulsory intervention in family life in the best interests of children’. It gives LAs a duty to make enquires to decide whether they should take action to safeguard or promote the welfare of a child who is suffering, or likely to suffer, significant harm.

Whilst there are no absolute criteria to rely on when judging what constitutes significant harm, consideration should be given to:

  • The severity of the ill-treatment, including the degree of harm

  • The extent and frequency of abuse and/or neglect

  • The impact this is likely to have, or is having, on the child involved.


This may be a single traumatic event, such as a violent assault, suffocation or poisoning, or it can be a combination of events (both acute and long-standing) that impairs the physical, intellectual, emotional, social or behavioural development of the child.

Definitions of abuse and neglect

Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused within a family, institution or community setting by those known to them or, more rarely, a stranger. Perpetrators of abuse can be an adult, or adults, another child or children.

(What to do if you’re worried a child is being abused: Advice for practitioners, 2015 and Working together to safeguard children, 2018)

The signs and indicators listed below may not necessarily indicate that a child has been abused, but can help to indicate that something may be wrong, especially if a child shows a number of these symptoms, or any of them to a marked degree.

Indicators of child abuse:

  • Failure to thrive and meet developmental milestones

  • Fearful or withdrawn tendencies

  • Unexplained injuries to a child or conflicting reports from parents or staff

  • Repeated injuries

  • Unaddressed illnesses or injuries

  • Significant changes to behaviour patterns.


Softer signs of abuse as defined by National Institute for Health and Care Excellence (NICE) include:

Emotional states: Fearful, withdrawn, low self-esteem.

Behaviour: Aggressive, habitual body rocking.

Interpersonal behaviours:

  • Indiscriminate contact or affection seeking

  • Over-friendliness to strangers including healthcare professionals

  • Excessive clinginess, persistently resorting to gaining attention

  • Demonstrating excessively 'good' behaviour to prevent parent disapproval

  • Failing to seek or accept appropriate comfort or affection from an appropriate person when significantly distressed

  • Coercive controlling behaviour towards parents

  • Lack of ability to understand and recognise emotions

  • Very young children showing excessive comforting behaviours when witnessing parental or carer distress.


Physical abuse

A form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child.

If physical abuse is suspected, then any concerns must be reported in line with our safeguarding procedures.

Fabricated or induced illness (FII)

This abuse is when a parent fabricates the symptoms of, or deliberately induces, illness in a child. The parent may seek out unnecessary medical treatment or investigation. They may exaggerate a real illness and symptoms, or deliberately induce an illness through poisoning with medication or other substances, or they may interfere with medical treatments. This may also be presented through false allegations of abuse or encouraging the child to appear disabled or ill to obtain unnecessary treatment or specialist support.

FII is a form of physical abuse and any concerns must be reported in line with our safeguarding procedures.

Female genital mutilation (FGM)

FGM is a procedure where the female genital organs are injured or changed with no medical reason. The procedure may be carried out shortly after birth, during childhood or adolescence, just before marriage or during a woman’s first pregnancy, according to the community.

It is frequently a very traumatic and violent act for the victim and can cause harm in many ways. The practice can cause severe pain and there may be immediate and/or long-term health consequences, including mental health problems, difficulties in childbirth, causing danger to the child and mother, and/or death (definition taken from the Multi-agency statutory guidance on female genital mutilation). Other consequences include shock, bleeding, infections (tetanus, HIV and hepatitis B and C) and organ damage.

FGM is a form of physical abuse and any concerns must be reported in line with our safeguarding procedures. In addition, there is a mandatory duty to report to police any case where an act of FGM appears to have been carried out on a girl under the age of 18.

Breast ironing or breast flattening

Breast ironing, also known as breast flattening, is a process where young girls' breasts are ironed, massaged and/or pounded down through the use of hard or heated objects in order for the breasts to disappear or to delay the development of the breasts entirely. It is believed that by carrying out this act, young girls will be protected from harassment, rape, abduction and early forced marriage. These actions can cause serious health issues such as abscesses, cysts, itching, tissue damage, infection, discharge of milk, dissymmetry of the breasts, severe fever.

Breast ironing/flattening is a form of physical abuse and any concerns must be reported in line with our safeguarding procedures.

Emotional abuse

Working together to safeguard children (2018) defines emotional abuse as ‘the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on

the child’s emotional development.’ Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur separately.

Examples of emotional abuse include:

  • Conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person

  • Not giving a child opportunity to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate

  • Age or developmentally inappropriate expectations being imposed, such as interactions that are beyond a child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction

  • Serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children

  • A child seeing or hearing the ill-treatment of another.


A child may also experience emotional abuse through witnessing domestic abuse or alcohol and drug misuse by adults caring for them. In England, The Domestic Abuse Act (2021) recognises in law that children are victims of emotional abuse if they see, hear or otherwise experience the effects of domestic abuse.

Signs and indicators may include delay in physical, mental and/or emotional development, sudden speech disorders, overreaction to mistakes, extreme fear of any new situation, neurotic behaviour (rocking, hair twisting, self-mutilation), extremes of passivity or aggression, appearing to lack confidence or self-assurance.

If emotional abuse is suspected, then any concerns must be reported in line with our safeguarding procedures.

Sexual abuse

Sexual abuse involves forcing, or enticing, a child to take part in sexual activities. Sexual abuse does not necessarily involve a high level of violence and includes whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse.


Sexual abuse can take place online and technology can be used to facilitate offline abuse. Adult males are not the sole perpetrators of sexual abuse; women also commit acts of sexual abuse, as do other children. This policy applies to all children up to the age of 18 years.

Action must be taken if staff witness symptoms of sexual abuse including a child indicating sexual activity through words, play or drawing, having an excessive preoccupation with sexual matters or having an inappropriate knowledge of adult sexual behaviour, or language, for their developmental age. This may include acting out sexual activity on dolls or toys or in the role-play area with their peers, drawing pictures that are inappropriate for a child, talking about sexual activities or using sexual language or words.

Additional signs of emotional and physical symptoms are shown below.

If sexual abuse is suspected, then any concerns must be reported in line with our safeguarding procedures.


Working together to safeguard children (2018) defines neglect as ‘the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development.’

Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve adults involved in the care of the child failing to:

  • Provide adequate food, clothing and shelter (including exclusion from home or abandonment)

  • Protect them from physical harm or danger

  • Ensure adequate supervision (including the use of inadequate caregivers)

  • Ensure access to appropriate medical care or treatment

  • Respond to their basic emotional needs.

An NSPCC briefing (July 2021) found neglect to be the most common form of abuse, with one in ten children in the UK having been neglected. Concerns around neglect have been identified for half of children who are the subject of a child protection plan or on a child protection register in the UK. Younger children are more likely than older children to be the subject of a child protection plan in England because of neglect, although research suggests that the neglect of older children is more likely to go overlooked.

Signs of neglect include a child persistently arriving at nursery unwashed or unkempt, wearing clothes that are too small (especially shoes that may restrict the child’s growth or hurt them), arriving at nursery in the same nappy they went home in, or a child having an illness or identified special educational need or disability that is not being addressed. A child may be persistently hungry if a caregiver is withholding, or not providing enough, food. A child who is not receiving the attention they need at home may crave it from other adults, such as at nursery or school.

If neglect is suspected, then any concerns must be reported in line with our safeguarding procedures.

Domestic abuse

The definition of domestic abuse from the Domestic Abuse Act, 2021 is:

Behaviour of a person (A) towards another person (B) is ‘domestic abuse’ if:

  • A and B are each aged 16 or over and are personally connected to each other

  • The behaviour is abusive.


Behaviour is ‘abusive’ if it consists of any of the following:

  • Physical or sexual abuse

  • Violent or threatening behaviour

  • Controlling or coercive behaviour

  • Economic abuse (any behaviour that has a substantial adverse effect on B’s ability to acquire, use or maintain money or other property and/or obtain goods or services)

  • Psychological, emotional or other abuse.

It does not matter whether the behaviour consists of a single incident or a course of conduct.

Domestic abuse can happen to anyone regardless of gender, age, social background, religion, sexuality or ethnicity and domestic abuse can happen at any stage in a relationship.

Signs and symptoms of domestic abuse include:

  • Changes in behaviour (for example, becoming very quiet, anxious, frightened, tearful, aggressive, distracted, depressed etc.)

  • Visible bruising or single, or repeated, injury with unlikely explanations

  • Change in the manner of dress (for example, clothes to hide injuries that do not suit the weather)

  • Stalking, including excessive phone calls or messages

  • Partner or ex-partner exerting an unusual amount of control or demands over work schedule

  • Frequent lateness or absence from work.


All children can witness and be adversely affected by domestic abuse in the context of their home life. Exposure to domestic abuse and/or violence can have a serious, long lasting emotional and psychological impact on children.


Where incidents of domestic abuse are shared by our own staff, students or volunteers we will respect confidentiality at all times and not share information without their permission. However, we will share this information, without permission, in cases of child protection or where we believe there is an immediate risk of serious harm to the person involved.


If domestic abuse is suspected, then any concerns must be reported in line with our safeguarding procedures.

Contextual safeguarding

As young people grow and develop, they may be vulnerable to abuse or exploitation from outside their family. These extra-familial threats might arise at school and other educational establishments, from within peer groups, or more widely from within the wider community and/or online.

As part of our safeguarding procedures we will work in partnership with parents and other agencies to work together to safeguard children and provide the support around contextual safeguarding concerns.


Child sexual exploitation (CSE) and Child criminal exploitation (CCE)

Both CSE and CCE are forms of abuse that occur where an individual or group takes advantage of an imbalance in power to coerce, manipulate or deceive a child into taking part in sexual or criminal activity, in exchange for something the victim needs or wants, and/or for the financial advantage or increased status of the perpetrator or facilitator and/or through violence or the threat of violence. CSE and CCE can affect children, both male and female and can include children who have been moved (commonly referred to as trafficking) for the purpose of exploitation (Keeping children safe in education, 2022).


Child sexual exploitation (CSE)

CSE is where an individual or group takes advantage of an imbalance of power to coerce, manipulate or deceive a child into sexual activity. The victim may have been sexually exploited even if the sexual activity appears consensual. CSE does not always involve physical contact; it can also occur through the use of technology and may be without the child’s immediate knowledge such as through others copying videos or images they have created and posted on social media.


Signs and symptoms include:

  • Physical injuries such as bruising or bleeding

  • Having money or gifts they are unable to explain

  • Sudden changes in their appearance

  • Becoming involved in drugs or alcohol, particularly if it is suspected they are being supplied by older men or women

  • Becoming emotionally volatile (mood swings are common in all young people, but more severe changes could indicate that something is wrong)

  • Using sexual language beyond that expected for their age or stage of development

  • Engaging less with their usual friends

  • Appearing controlled by their phone

  • Switching to a new screen when you come near the computer

  • Nightmares or sleeping problems

  • Running away, staying out overnight, missing school

  • Changes in eating habits

  • Talk of a new, older friend, boyfriend or girlfriend

  • Losing contact with family and friends or becoming secretive

  • Contracting sexually transmitted diseases.


Child Criminal Exploitation (CCE)

CCE is where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child into any criminal activity. The victim may have been criminally exploited even if the activity appears consensual. CCE does not always involve physical contact; it can also occur through the use of technology.


Other examples include children being forced to work in cannabis factories, being coerced into moving drugs or money across the country forced to shoplift or pickpocket, or to threaten other young people. Signs and symptoms of CCE are similar to those for CSE.


If CSE or CCE is suspected, then any concerns must be reported in line with our safeguarding procedures.

County Lines

The National Crime Agency (NCA) defines county lines as gangs and organised criminal networks involved in exporting illegal drugs from big cities into smaller towns, using dedicated mobile phone lines or other form of ‘deal line.’ Customers live in a different area to the dealers, so drug runners are needed to transport the drugs and collect payment.

Perpetrators often use coercion, intimidation, violence (including sexual violence) and weapons to ensure compliance of victims. A child is targeted and recruited into county lines through schools, further and higher educational institutions, pupil referral units, special educational needs schools, children’s homes and care homes.

Signs and symptoms include:

  • Changes in dress style

  • Unexplained, unaffordable new things (for example, clothes, jewellery, cars etc.)

  • Missing from home or school and/or significant decline in performance

  • New friends with those who don't share any mutual friendships with the victim, gang association or isolation from peers or social networks

  • Increase in anti-social behaviour in the community including weapons

  • Receiving more texts or calls than usual

  • Unexplained injuries

  • Significant changes in emotional well-being

  • Being seen in different cars or taxis driven by unknown adults

  • A child being unfamiliar with where they are.



Cuckooing is a form of county lines crime. In this instance, the drug dealers take over the home of a vulnerable person in order to criminally exploit them by using their home as a base for drug dealing, often in multi-occupancy or social housing properties.

Signs and symptoms include:

  • An increase in people, particularly unknown people, entering or leaving a home or taking up residence

  • An increase in cars or bikes outside a home

  • A neighbour who hasn't been seen for an extended period

  • Windows covered or curtains closed for a long period

  • Change in resident's mood and/or demeanour (for example, secretive, withdrawn, aggressive or emotional)

  • Substance misuse and/or drug paraphernalia

  • Increased anti-social behaviour.


If cuckooing is suspected, then any concerns must be reported in line with our safeguarding procedures.

Child trafficking and modern slavery

Child trafficking and modern slavery is when children are recruited, moved, transported and then exploited, forced to work or are sold.

If involvement in county lines is suspected, then any concerns must be reported in line with our safeguarding procedures.

For a child to have been a victim of trafficking there must have been:

  • Action: recruitment, transportation, transfer, harbouring or receipt of a child for the purpose of exploitation

  • Purpose: sexual exploitation, forced labour or domestic servitude, slavery, financial exploitation, illegal adoption, removal of organs.


Modern slavery includes slavery, servitude and forced or compulsory labour and child trafficking. Victims of modern slavery are also likely to be subjected to other types of abuse such as physical, sexual and emotional abuse.

Signs and symptoms for children include:

  • Being under control and reluctant to interact with others

  • Having few personal belongings, wearing the same clothes every day or wearing unsuitable clothes

  • Being unable to move around freely

  • Appearing frightened, withdrawn, or showing signs of physical or emotional abuse.


If child trafficking or modern slavery are suspected, then any concerns must be reported in line with our safeguarding procedures.

Forced marriage

A forced marriage is defined as ‘a marriage in which one, or both spouses, do not consent to the marriage but are coerced into it. Duress can include physical, psychological, financial, sexual and emotional pressure.’

Where incidents of forced marriage are shared by our own staff, students or volunteers, we will respect confidentiality at all times and not share information without their permission. However, we will share this information without permission in cases of child protection, or where we believe there is an immediate risk of serious harm to the person involved.

If it is suspected that a forced marriage is being planned, then any concerns must be reported in line with our safeguarding procedures.

Honour based abuse (HBA)

HBA is described as ‘incidents or crimes which have been committed to protect or defend the honour of the family and/or the community, including female genital mutilation (FGM), forced marriage, and practices such as breast ironing.’ (Keeping children safe in education, 2022). Such abuse can occur when perpetrators perceive that a relative has shamed the family and/or community by breaking their ‘honour’ code. It is a violation of human rights and may be domestic, emotional and/or sexual abuse such as being held against their will, threats of violence or actual assault. It often involves wider family networks or community pressure and so can include multiple perpetrators.


Signs and symptoms of HBA include:

  • Changes in how the child dresses or acts, such as not ‘western’ clothing or make-up

  • Visible injuries, or repeated injury, with unlikely explanations

  • Signs of depression, anxiety or self-harm

  • Frequent absences

  • Restrictions on friends or attending events.


Where incidents of HBA are shared by our own staff, students or volunteers, we will respect confidentiality at all times and not share information without their permission. However, we will share this information without permission in cases of child protection, or where we believe there is an immediate risk of serious harm to the person involved.


If honour based abuse is suspected, then any concerns must be reported in line with our safeguarding procedures.

Child abuse linked to faith or belief (CALFB)

Child abuse linked to faith or belief (CALFB) can happen in families when there is a concept of belief in:

  • Witchcraft and spirit possession, demons or the devil acting through children or leading them astray (traditionally seen in some Christian beliefs)

  • The evil eye or djinns (traditionally known in some Islamic faith contexts) and dakini (in the Hindu context)

  • Ritual or multi-murders where the killing of children is believed to bring supernatural benefits, or the use of their body parts is believed to produce potent magical remedies

  • Use of belief in magic or witchcraft to create fear in children to make them more compliant when they are being trafficked for domestic slavery or sexual exploitation

  • Children’s actions are believed to have brought bad fortune to the family or community.


If CALFB is suspected, then any concerns must be reported in line with our safeguarding procedures.


Extremism and radicalisation

Under the Counter-Terrorism and Security Act 2015, there is a duty to safeguard vulnerable and at risk children by preventing them from being drawn into terrorism. This is known as the Prevent Duty.


Children can be exposed to different views and receive information from various sources and some of these views may be considered radical or extreme. Radicalisation is the way a person comes to support or be involved in extremism and terrorism; usually it’s a gradual process so those who are affected may not realise what’s happening. Radicalisation is a form of harm.  The process may involve:

  • Being groomed online or in person

  • Exploitation, including sexual exploitation

  • Psychological manipulation

  • Exposure to violent material and other inappropriate information

  • The risk of physical harm or death through extremist acts.


For further information visit The Prevent Duty website.

If radicalisation or extremism is suspected, then any concerns must be reported in line with our safeguarding procedures. This includes reporting concerns to the police.

Online safety

While the growth of internet and mobile device use brings many advantages, the use of technology has become a significant component of many safeguarding issues such as child sexual exploitation and radicalisation.


There are four main areas of risk associated with online safety:

  • Content - being exposed to illegal, inappropriate or harmful material such as pornography, fake news, racist or radical and extremist views

  • Contact - being subjected to harmful online interaction with other users such as commercial advertising or adults posing as children or young adults

  • Conduct - personal online behaviour that increases the likelihood of, or causes, harm, such as making, sending and receiving explicit images and online bullying

  • Commerce - risks such as online gambling, inappropriate advertising, phishing and or financial scams.


Report online safety concerns to the DSL and to the Child Exploitation and Online Protection Centre (CEOP):

Inappropriate content received via email must be reported to the DSL and to the Internet Watch Foundation (IWF):


Public interest disclosure (whistleblowing)

Whistleblowing is the term used when a worker passes on information concerning wrongdoing. All safeguarding allegations, internal or external, current or historical, must be passed on the DSL. We will cooperate fully with the authorities involved and follow any guidance given.

We believe keeping children safe is the highest priority and if, for whatever reason, concerns cannot be reported to the DSL or deputy DSL, concerns can be reported anonymously to the NSPCC, the police or the LA social services safeguarding children team.

Allegation against our staff

An allegation against our staff may relate to a person who has:

  • Behaved in a way that has harmed a child, or may have harmed a child

  • Possibly committed a criminal offence against or related to a child

  • Behaved towards a child or children in a way that indicates he or she may pose a risk of harm to children, or

  • Behaved or may have behaved in a way that indicates they may not be suitable to work with children.


We will make every effort to maintain the confidentiality of all parties while an allegation or concern is being investigated. Dealing with an allegation can be a stressful experience and, to support the staff member, a named person (usually the DSL or Deputy DSL) to liaise with will be offered. The timeframes for an investigation will follow the guidelines of other involved authorities.

We reserve the right to suspend a staff member until the investigation is concluded. Further action will be determined by the outcome of the investigation.

Founded allegations are considered gross misconduct, in accordance with our disciplinary procedures, and may result in the termination of employment. DBS will be informed to ensure their records are updated and Ofsted will be informed. We retain the right to dismiss any member of staff in connection with founded allegations following an inquiry.

All safeguarding records are kept until the person reaches normal retirement age or for 21 years and 3 months, if that is longer. This will ensure accurate information is available for references and future DBS checks and avoids unnecessary reinvestigation.

Unfounded allegations will result in all rights being reinstated. A return to work plan will be put in place for any member of staff returning to work after an allegation has been deemed unfounded. Individual support will be offered to meet the needs of the staff member and the nature of the incident such as more frequent supervisions, coaching and mentoring or external support services.

If the member of staff resigns during the investigation, we will inform DBS, Ofsted and the police, where appropriate.

Support for staff during safeguarding incidents

The DSL will support staff throughout any of the processes listed above and will organise appropriate counselling should this be required.

Any member of staff who has concerns about the content of this policy and its procedures, should speak to the DSL as soon as possible. If any member of staff wishes to talk confidentially about any safeguarding concern or any other issue relating to child protection or personal circumstance, it is important to do this as soon as possible.

Reporting procedure

We will always act on behalf of the child and will do everything possible to ensure the safety and welfare of any child and so will take all allegations of potential abuse seriously. All concerns reported to staff will be pursued, regardless of the nature of the concern and to whom the allegation relates.


All staff have a responsibility to report safeguarding and child protection concerns and suspicions of abuse. These concerns will be discussed with the DSL as soon as possible, as follows:

Missing Child


All precautions are taken to ensure children are safe and secure on the premises during Nursery hours. Precautions are also taken if children are taken outside.

To maintain security we endeavour to:

  • make sure the register is updated as soon as children arrive or leave the Nursery

  • make regular checks throughout the session to ensure all children are accounted for

  • make sure all staff know how many children are present

  • ensure the children are within sight and sound of staff at all times

  • all security measures are adhered to (e.g. child locks on doors gates etc)


In the event of a child being lost the following procedures would take effect;

  • Staff to remain calm and do not panic

  • Inform the Nursery Management team and explain the facts of the situation, e.g. what the child is wearing and where the child was last seen.

  • All areas of Nursery building are to be checked thoroughly.

  • Management team or Staff are to contact the Police explaining that a child has been lost giving them the child’s full Name and description.

  • Management team or Staff members are to search all outside areas.

  •     If the child has not been found within half an hour then the Management team will then inform Parents or Carers and have regular contact with them.

  • Once the child has been found then all staff members must be informed together with the parents. We will also inform the police.

All details of the incident are to be recorded and signed by those first involved and counter signed by a member of the management team.

An investigation would take place which would include advising the local authority in addition to the involvement of Ofsted and the Police.


Police, Social Services and Ofsted

If the police are required to be called in order to conduct a thorough search as swiftly as possible. If the police (999) are contacted, Local Authority, as well as Ofsted (0300 123 1231) to inform them of the following:

  • What systems are in place for preventing such occurrences

  • What happened

  • What the staff did, at what time and in what order

  • Whom the staff informed, and when


Social Services will want to conduct their own investigation.

Accident and Incident forms

  • A record of the event will be made as soon as an adult has time to do so, and even if the child is found safe within a few minutes.

  • This will include the last definite sighting of the child and anything unusual that day about the behaviour of that child or any other children.


When the child is found

  • A members of staff will care for and talk with the child, bearing in mind that he or she may be unaware of having done anything wrong, or alternatively may also have been afraid and may now be in need of comfort.

  • Other adults present will take the opportunity to speak to all the children to ensure they understand what has happened.


After the incident

  • A member of staff will be available to discuss with the child’s parents the events surrounding the disappearance of the child.

  • The parents will need care and support

  • All staff should be asked to refer any enquires from the media about the incident to the Head Office Team for a response.



  • Whilst it is the responsibility of the nursery to ensure the children’s safety during the session, it is the responsibility of the parent or carer to ensure the children’s safety before the start of the session and after the child has been given back to the parent or carer at the end of the session.



Supervision of children on outings and visits


Children benefit from being taken out of the setting to go on visits or trips to local parks or other suitable venues for activities which enhance their learning experiences.

Staff in our setting ensure that there are procedures to keep children safe on outings; all staff and volunteers are aware of and follow the procedures below.



  • Parents sign a general consent on registration for their children to be taken out as a part of the daily activities of the setting.

  • This general consent details the venues used for daily activities.

  • There is a risk assessment for each venue carried out, which is reviewed appropriately.

  • Parents are always asked to sign specific consent forms before major outings.

  • A risk assessment is carried out before a new outing takes place.

  • All venue risk assessments are made available for parents to see.

  • Our adult to child ratio is high, for best practice we ensure one spare person on top of ratio requirements is available for new outings and trips.

  • Named children are assigned to individual staff to ensure each child is individually supervised, to ensure no child goes astray, and that there is no unauthorised access to children.

  • Staff take the nursery mobile phone on outings (a pay as you go model with no camera or access to the internet) and supplies of tissues, wipes, etc as well as a mini first aid pack. The amount of equipment will vary and be consistent with the venue and the number of children as well as how long they will be out for.

  • Staff take a list of children with them with contact numbers of parents or carers.

  • Records are kept of vehicles used to transport children, with named drivers and appropriate insurance cover.

  • A minimum of two staff should accompany children on outings and a minimum of two should remain behind with the rest of the children.

  • At least one member of staff will have a valid Paediatric First Aid Certificate

  • All staff going on the outing must read 5.10 ‘Missing Child’ policy and in the event of a child going missing on an outing the same steps must be followed

  • All staff must be aware of the safeguarding procedures that need to be taken if they encounter a terrorist situation or come into contact with any dangerous people


Maintaining children’s safety and security on premises


We maintain the highest possible security of our premises to ensure that each child is safely cared for during their time with us.


Children's personal safety

  • We ensure all employed staff have been checked for criminal records by an enhanced disclosure from the Criminal Records Bureau and DBS.

  • Adults will not supervise children on their own.

  • All children are supervised by adults at all times.

  • Whenever children are on the premises at least two adults are present.

  • We carry out risk assessment to ensure children are not made vulnerable within any part of our premises, nor by any activity.

  • When children and adults leave the building for a walk or trip they will all wear high visibility jackets with the company logo on



  • Systems are in place for the safe arrival and departure of children.

  • The times of the children's arrival and departure are recorded.

  • The arrival and departure times of adults - staff, volunteers and visitors - are recorded.

  • Identification of any external visitors entering the nursery is checked by the manager on duty. These could be, but are not limited to, visitors from the Local Authority, OFSTED, pest control, meter readers, food delivery people.

  • Visits from external visitors are pre-arranged with the manager beforehand.   

  • Our systems prevent unauthorised access to our premises.

  • Our systems prevent children from leaving our premises unnoticed.

  • We may implement the use CCTV

  • Staff deployment will be around the setting and garden where a staff member is by or has visual of entry and exit points.

  • Frequent headcounts are taken.

Deliveries and Visitors

  • Due diligence will be made by the Manager on duty to ensure that after entry and exit of the delivery person that doors and gates are closed.

  • All visitors are to ring the entry phone buzzer with camera. If the visitor is not known or expected the Manager will not allow them on site until it has been clarified as to who they are and the reason for their visit.

  • Visitors will be met and welcomed at the gate/door

  • Visitors at no time are to be left to walk around the nursery unaccompanied. Visitors are to sign the Visitor’s book

Acceptable use of Camera’s, Mobile Phone & Social Networking


Camera and Video Cameras


It is our intention to provide an environment in which children, parents, and staff are safe from images being recorded and inappropriately used.


Photographs are used extensively throughout the nursery schools for a variety of purposes but generally to capture a particular experience or something that the child has achieved.

Additional photographs or images may be taken of children as part of the work of the nursery and may be taken by an outside photographer or other parents (during the Christmas production or any other events the nursery may have) In the case of outside agencies taking photographs for marketing purposes, the nursery will seek written, parental permission from families that they agree for their child to be included. Should a parent prefer their child not to take part then any images taken will be deleted. Individual children will not be included if written permission is not given by the child's family.

In addition, we may use photographs for the following.


  1. Displays of children’s work a record of ideas and references for future use.

  2. Examples of children’s play as part of the child’s learning journey and for parents to see.

  3. To develop areas within a room to demonstrate the range of activities provided.

  4. For room photo albums for the children to look at and talk about.

  5. For family albums for the children to look at and talk about, to aid with the settling in period.

  6. Special events and festivals as a record and to show parents children a range of diversity or cultures.

  7. For development records or learning journeys.

  8. Evidence to go in development files.

  9. For Evidence Books and Talking and Thinking Books

  10. Children’s own photographs e.g. coat peg, birthday board.

  11. General photographs throughout a day to develop language and form positive relationships with parents.

  12. If printed photos are not to be used, they will be otherwise destroyed.



Only the nursery camera is used for taking photos, and photos are printed out in the office.

All images taken must be deemed suitable without putting the child in any compromising positions that could cause embarrassment or distress. Staff should ensure that only the child’s first name is to be used for displays.


Under no circumstances will a camera be allowed into the bathroom areas unless a member of the management team is present. For example if you would like photos of the children washing their hands a member of the management team must be present.

Parent's use of cameras or videos in nursery

Parents or carers will be invited to record their child's inclusion in group events at Christmas and other celebrations through the use of photographs or video on the understanding that they will not publish any material on the internet as the nursery has no control over these images once they are in the public domain.

We will ensure that the children of parents or carers who do not wish their child to be photographed or videoed are provided with other activities. At no time are staff permitted to bring in a camera from home, nor use their mobile phones in the Nursery rooms.

Mobile phones and Smart Watches

The nursery allows staff to bring in personal mobile phones for their own use on their lunch breaks. All staff must ensure that their mobile phone is switched off and left in the managers’ offices during working hours, only to be checked at lunch time. They must be signed in and out as required so the Manager can ensure all phones are not accessed outside of designated times.


Personal mobile phones are only to be used in the staff rooms while staff are on their lunch breaks and must NEVER be used to take photographs of parents or children. Parents and visitors must be reminded that they are not to use their phones whilst in the nursery, however they are able to take photos of their own children using their phone at events such as Graduation or Christmas gatherings. It is the decision of the manager to say when it is appropriate for parents to use their phones for this purpose.


Staff under no circumstances are permitted to have their mobile phones in the rooms whilst working or bathrooms where children are present. This will be deemed gross-misconduct.


Whilst on an outing with the children mobile phones must stay at work in the Managers Office, the nursery provides an outings phone which has the contact numbers for management.


Smart watches such as Fit Bits, Apple Watches or similar can only be worn whilst working in the rooms with children if they are to tell the time or count steps. If the watch is paired to a mobile phone which rings/vibrates to alert the wearer of notifications such as phone calls or messages then it must be taken off or unpaired with the device. These alerts can distract the staff member which could have repercussions for both the children and other members of their team.


Failure not to adhere to any off the above will be taken very seriously, logged and investigated appropriately and disciplinary action may occur.



Social Networks


Staff are not to advertise on any social networking site that they work for Linden Tree Nursery Schools. Staff are not to add or befriend parents, family or friends of children who attend the nursery. Once a child has left the nursery, staff are not to befriend parents, family or friends of children who attended the nursery for at least 12 months after.


Linden Tree Nursery School use both Instagram and Facebook as platforms to promote Froebelian education and showcase best practice. We ensure no children or staff appear on social media who have explicitly been exempt from doing so. The social media sites are governed by the Senior Management Team. 



Touchscreen, Tapestry and other forms of recording children’s records digitally


At LTNS we use two different forms of software to support the effective running of the nursery, the first is Touchscreen. This is a part of Octopus365 which is our nursery management software. We use this app on the tablets to support the operational day to day running which includes signing children and staff in and out, logging food, nappy and sleep records and completing accident forms and risk assessments. All staff have an individual pin number which allows them to log events on the tablet under their username.

The second software is Tapestry which is used to log observations and summative reports for each child. Each staff member has a log in and is responsible for their key children. On Tapestry staff write observations, take photos and videos and share these with parents. Parents give consent for photos to be shared and these lists are updated by the manager.

Both Touchscreen and Tapestry hold information and data about children which must be kept secure and confidential. Any mishandling of information may result in a disciplinary action.

The following must be complied with whilst using the software:

  • Any staff who have left must have their account deleted from Tapestry, Touchscreen and Octopus365 by their line manager

  • Staff must not access Tapestry, Touchscreen or Octopus365 outside the nursery, unless a working from home arrangement has been agreed by the SMT

  • The main password to Tapestry must be changed every 6 months (calendar reminder to be set) unless there is reason to change it sooner e.g. if there has been a data breach

  • Staff must only access Tapestry, Touchscreen or Octopus365 on LTNS devices

  • Staff who leave LTNS must destroy any passwords and agree not to access Tapestry, Touchscreen or Octopus365 after the end of their contract

  • Staff must report any improper use of software or concerns to their Designated Safeguarding Lead or Head of Schools as soon as possible


 Alongside this an ‘Acceptable Use of Technology’ agreement is read and signed by each staff member who uses both hardware and software provided by LTNS.


Staff After-Hours Babysitting Policy


Linden Tree Nursery Schools operates a no babysitting policy. By operating a no babysitting policy we are following best practice to actively safeguard our staff and children in our care.

Staff members, volunteers or others affiliated with the facility are not allowed to babysit/home care enrolled children outside the nursery premises and off shift.


We adopt this policy because it crosses from the professional to the personal and has far reaching consequences in terms of Safeguarding, Public liability and confidentiality. This policy enables us to;

  • Ensure that our team cannot be subject to any complaints and/or allegations against a child and/or their family.

  • Safeguard the staff working within the nursery, to reduce the risk of a conflict of interest.

  • Safeguard confidentiality of our children, colleagues and other parents/ carers in the setting.

  •  Ensure that there is no conflict in our staffs working hours or compromise within the setting.

  • Ensure that there is no compromise in the care of the child.

  • Ensure that staff and families personal and parenting beliefs and/or cultural preferences are not challenged, disputed or defied.

  • That parent/carer relationships are kept professional and supportive and restricted to the nursery setting.

  • That we cannot take any responsibility for the health and safety of a child in their own home whilst being cared for by a member of our staff.

  • To ensure children are treated equally and no favouritism is shown.

Should any staff member be found to be in breach of this policy and procedure, we will initiate the disciplinary process as set out in our policies and procedures manual, in accordance to gross misconduct.




Employees are often the first to realise that there may be something wrong within a setting. However, they may not express their growing concerns because they feel that speaking up would be disloyal to their colleagues. They may also fear harassment or victimisation. In these circumstances, it may be easier to ignore the concern rather than report what may be just suspicion of malpractice and wrongdoing at work.

We are committed to the highest possible standards of openness, probity and accountability. In line with this commitment, we encourage employees and others with genuine concerns about any person linked with the setting and or others (e.g. parents or carers) to come forward and voice those concerns.

This policy document makes it clear that employees, parents or carers and others can do so without fear or reprisal. The Whistleblowing Policy is intended to encourage and enable employees and others to raise concerns within our nursery schools rather than overlooking the problem.

This procedure allows staff to raise concerns about the practices of Management or other staff within our nursery schools.

Aims and scope of this policy

This policy aims to:

Provide avenues for you to raise genuine concerns and receive feedback on any action taken;

• Allow you to take the matter further if you are dissatisfied with the outcome or response;

• Reassure you that steps will be taken to protect you from reprisals or victimisation for whistleblowing in good faith.

There are existing procedures in place to enable you to lodge a grievance relating to staff’s own employment, parent or carer concerns or complaints, and issues raised by outside agencies. This Whistleblowing policy is intended to cover genuine concerns that fall outside the scope of other procedures.

That concern may be about something that:

• Is against the policies and procedures of our Nursery Schools

• Falls below established standards of practice;

• Amounts to improper conduct;

• Is a Health and Safety risk, including risks to the public as well as children, other colleagues, Parents or carers and others;

• Contributes to a safeguarding risk involving children in the care of our Nursery Schools.

Harassment or Victimisation

We recognise that the decision to report a concern can be a difficult one to make, not least because of the fear of reprisal.  We will not tolerate harassment or victimisation and will take action to protect you when you raise a concern in good faith. However, should you feel that you have suffered harassment, either directly or indirectly as a result of raising a concern, you should refer to the Employees Contractual Manual, or Complaints Policy.

This does not mean that if you are already the subject of disciplinary or redundancy procedures, that those procedures will be halted as a result of your whistleblowing.


We will do our best to protect your identity when you raise a concern. However, it must be appreciated that, in the interests of natural justice, any investigation process may reveal the source of the information and a statement by you may be required as part of the evidence.

Allegations against staff

If an allegation with regard to safeguarding has been made against a staff member the appropriate course of action will be followed as highlighted above in section 1.2.

The staff member may be suspended with full pay. The Manager will then contact Ofsted and Local Authority team to report the allegation and allow them to carry out an investigation. The staff member will not be allowed on the premises or to be in contact with staff members if suspended until the investigation has come to a close.

Anonymous allegations

You are strongly encouraged to put your name to any allegation. Concerns expressed anonymously are much less powerful. Anonymous allegations will be considered and any action taken at the discretion of us and in conjunction with the relevant agencies where appropriate.

 In exercising this discretion, the following factors will be taken into account when considering how to deal with any allegations:

• The seriousness of the issues raised;

• The credibility of the allegation;

• The likelihood of confirming the allegation from attributable sources.

Malicious or vexatious allegations -staff

If you make an allegation in good faith, but it is not confirmed by the investigation, no action will be taken against you. If, however, you make a malicious or vexatious allegation, disciplinary action may be taken against you or reported to the police as defamation.


British Values and The Prevent Duty


British Values & the Prevent Duty September 2015 and The Statutory Framework for the Early Year Foundation Stage (2014) links with the expectation that early years practitioners will promote fundamental British values and comply with the Prevent Duty.

The extracts below show what the expectations are and how practitioners will meet the requirements in our Nursery Schools. We have the responsibility to meet the following:

· Provide staff with sufficient training to be able to recognise this vulnerability (Radicalisation) and be aware of what action to take in response

 · Understand when to make referrals to the Channel programme and where to get additional advice and support. (Report concerns to Local Authority)

· Keep children safe and promote their welfare

· Be alert to any safeguarding and child protection issues in the child’s life at home or elsewhere (paragraph 3.4 EYFS)

· Take action to protect children from harm and be alert to harmful behaviour by other adults in the child’s life.

· Focus on children’s personal, social and emotional development

· Ensure children learn right from wrong, mix and share with other children and value other’s views, know about similarities and differences between themselves and others, and challenge negative attitudes and stereotypes (in an age appropriate way)


To do this practitioners will:

 · Listen to children

· Share appropriate information with parents

· Listen to parents

· Report concerns

· Challenge negative behaviour

· Focus on what children need

· Support children’s Personal, social and emotional development by helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

Extracts to explain the meaning of British Values Early Education and Childcare Statutory guidance for local authorities.


We will actively promote fundamental British values and not promote views or theories as fact which are contrary to established scientific or historical evidence and explanations. These include:

· Democracy

· The rule of law

· Individual liberty

 · Mutual respect

 · Tolerance of different faiths and beliefs

 Extracts from the Prevent Duty Guidance 2015 for Early Years


Prevent Duty


The Counter Terrorism and Security Act 2015. One of its provisions was to place a duty on certain specified authorities and organisations to prevent people from being drawn into terrorism.

This duty is known as the 'Prevent Duty' .The Prevent Duty came into force on 1 July 2015 and is included in Ofsted inspections from September this year.

The Prevent Duty Guidance defines extremism as “vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas.” Such staff should have sufficient training to be able to recognise this vulnerability and be aware of what action to take in response. This will include an understanding of when to make referrals to the Channel programme and where to get additional advice and support. (Report concerns FRT in Lambeth or IPOC in Wandsworth).

Early years providers serve arguably the most vulnerable and impressionable members of society. The Early Years Foundation Stage (EYFS) accordingly places clear duties on providers to keep children safe and promote their welfare. It makes clear that to protect children in their care, providers must be alert to any safeguarding and child protection issues in the child’s life at home or elsewhere (paragraph 3.4 EYFS). Early years providers must take action to protect children from harm and should be alert to harmful behaviour by other adults in the child’s life.

 Early years providers already focus on children’s personal, social and emotional development The Early Years Foundation Stage framework supports early years providers to do this in an age appropriate way, through ensuring children learn right from wrong, mix and share with other children and value other’s views, know about similarities and differences between themselves and others, and challenge negative attitudes and stereotypes.

This guidance should be read in conjunction with other relevant guidance. In England, this includes Working Together to Safeguard Children 2018, Keeping Children Safe in Education 2018 and Information Sharing: Her Majesty’s Government advice for professionals providing safeguarding services to children, young people, parents and carers.


Education and childcare specified authorities

The education and childcare specified authorities in Schedule 6 to the Act are as follows:

 • The proprietors of maintained schools, non-maintained, special schools, maintained nursery schools, independent schools (including academies and free schools) and alternative provision academies

• Pupil referral units

• Registered early years childcare providers5

• Registered later years childcare providers6

• Providers of holiday schemes for disabled children

• Persons exercising local authority functions under a direction of the Secretary of State when the local authority is performing inadequately; and

• Persons authorised by virtue of an order made under section 70 of the Deregulation and Contracting Out Act 1994 to exercise a function specified in Schedule 36A to the Education Act 1996.

In fulfilling the new duty, we would expect the specified authorities listed above to demonstrate activity in the following areas.

Risk assessment

Specified authorities are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This should be based on an understanding, shared with partners, of the potential risk in the local area.

Specified authorities will need to demonstrate that they are protecting children and young people from being drawn into terrorism by having robust safeguarding policies in place to identify children at risk, and intervening as appropriate. Institutions will need to consider the level of risk to identify the most appropriate referral, which could include Channel or Children’s Social Care, for example. These policies should set out clear protocols for ensuring that any visiting speakers – whether invited by staff or by children themselves – are suitable and appropriately supervised.


Working in partnership

In England, governing bodies and proprietors of all schools and registered childcare providers should ensure that their safeguarding arrangements take into account the policies and procedures of the Local Safeguarding Children Board (LSCB).

Early education funding regulations in England have been amended to ensure that providers who fail to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance for those with different faiths and beliefs do not receive funding from local authorities for the free early years entitlement.

Ofsted’s current inspection framework for early years provision reflects the requirements in the Statutory Framework for the Early Years Foundation Stage


Equalities Act 2010

The British Values and Prevent duty relate to the Equality Act 2010, as the Organisations that perform ‘public functions’ (such as a PVI setting offering the Free Entitlement) are also covered by these duties to:

· eliminate unlawful discrimination, harassment or victimisation

· advance equality of opportunity between people who share a protected characteristic, and those who do not

· foster good relations between people who share a protected characteristic, and those who do not.

Our practitioners will be diligent in ensuring the above duties are practiced daily

Protected Characteristics

The Equality Act covers the following ‘protected characteristics’:

 • race/ethnicity

• gender

• gender reassignment/gender identity

• disability

• religion and belief

• pregnancy/maternity

• sexual orientation

• (age and marriage/civil partnerships are also protected under ‘employment’ within the Act).

As a staff team we aim to recognise and examine our own beliefs and prejudices, being conscious of the effect they have on our practice and seek to overcome them. We aim to challenge any prejudices or discriminations when it occurs in a way that is sensitive and constructive. Addressing equality is an ongoing process not a one-off activity.

The table shows the expectations of Ofsted September 2015 Early Years Inspection guidance on Equality British Values and Radicalisation


Making a Complaint


We encourage children, parents and staff to inform us of their concerns while they are still minor ones which can more easily be resolved. It is hoped that most concerns and complaints will be resolved quickly and informally

Policy Statement

  • Linden Tree Nursery Schools believes that children and parents are entitled to expect courtesy and appropriate attention to their needs and wishes.

  • We welcome suggestions on how to improve our Nursery Schools and will give prompt and serious attention to any concerns about the running of the setting.

  • We anticipate that most concerns will be resolved quickly by an informal approach to the appropriate member of staff. If this does not achieve the desired result, we have a set of procedures for dealing with concerns.

  • We aim to bring all concerns about the running of our setting to a satisfactory conclusion for all of the parties involved.


All settings are required to keep a 'summary log' of all complaints that reach stages two or beyond. This is to be made available to parents as well as to Ofsted inspectors. A summary log is completed on regular basis, and all complaints recorded.

Complaints procedure

We believe children and parents are entitled to expect courtesy and prompt, careful attention to their needs and wishes in line with the requirements, Ofsted or the Local Authority Early Years Team, dependent on the nature of the complaint.

Our intention is to work in partnership with parents and the community generally and we welcome suggestions on how to improve our setting at any time. We will not discriminate against a parent who chooses to complain.

A record of complaints against our nursery and or children or adults working in our setting is kept, including date and the circumstances of the complaint and how the complaint was managed. Complaints will be written up and necessary action taken within 20 days of receiving a complaint.

We believe that most complaints are made constructively and can be sorted out at the early stage. We also believe that it is in the best interests of the nursery and parents that complaints should be taken seriously and dealt with fairly and in a way, which respects confidentiality.



Stage 1- Informal Resolution

  • Parents who have any concerns or complaints should normally contact the Manager in the first instance, either by email or by telephone or in person. Staff will always liaise closely with the Room Leader, Manager or Senior Management when dealing with parental concerns and complaints.

  • We will endeavour to acknowledge such letters or telephone calls within 48 hours (excluding weekends and holidays) of their receipt and to inform parents of how we intend to investigate the matter.

  • A written record will be kept of all concerns and complaints, the date on which they were received and the details of the subsequent investigation.

  • In the event of a failure to reach a satisfactory resolution parents will be advised to pursue their complaint in accordance with the Stage 2 procedure set out below.

Stage 2 – Formal Resolution

  • Parents whose complaint has not been resolved by the Stage 1 process, should put their complaint formally in writing to the Manager or Senior Management.

  • The Room Leader, Manager or Senior Management will decide, after considering the complaint, the appropriate course of action to take.

  • Normally there will be a meeting with the parents concerned to discuss the complaint within 7 days of receiving it.

  • The Room Leader, Manager or Senior Management will then carry out any necessary further investigations.

  • Written records of all meetings and interviews held in relation to the complaint will be maintained.

  • Once the Room Leader, Manager or Senior Management is satisfied that, so far as is practicable, all of the relevant facts have been established, a decision will be made and parents will be informed of this decision in writing. The Room Leader, Manager or Senior Management will also give reasons for the decision.

Parents can be assured that all concerns and complaints will be treated seriously and confidentially.




Linden Tree Nursery School aims to be a listening and responsive Nursery School. We encourage staff, volunteers and parents to inform us of their concerns while they are still minor ones which can more easily be resolved. It is hoped that most concerns and complaints will be resolved quickly and informally.

Updated July 2023

Making a referral to the local authority social care team

  • Our settings are situated across two separate boroughs, Lambeth and Wandsworth and children can go to nursery in one borough but live in another. It is important that the Designated Safeguarding Leads across LTNS understand the procedures for both boroughs

  • The Designated Safeguarding Lead and Deputy of the setting must have a good understanding of the Threshold documents supplied by both boroughs (a copy of this guidance can be found on the H Drive). These documents provide guidance on thresholds for different levels of need or intervention needed to meet the needs of all children in both boroughs

  • Clapham Old Town is located in Lambeth. If there is a concern about a child the Designated Lead must contact Lambeth Children’s Social Care (CSC) for advice by calling:

020 7926 5555 or 0207 926 3100  

If a referral is needed the Designated Lead must complete a Multi-Agency Referral Form (MARF) which can be downloaded from the H Drive or from and emailed to

  • Webbs Road and Lavender Hill are located in Wandsworth. If there is a concern about a child the Designated Lead must contact Wandsworth MASH for advice by calling:

020 8871 6622 or if out of hours; 020 8871 6000

You can also email

  • Local Authority Safeguarding details can also be found in the office, or on display in the staff room.


Staff should also refer to the ‘Brook Traffic Light Tool’ when concerned about a child’s sexual behaviours. This includes if a child reports they have been sexually abused by another child.

As stated in ‘Working Together to Safeguard Children 2018’ practitioners should always follow up their concerns if they are not satisfied with the local authority children’s social care response and should escalate their concerns if they remain dissatisfied.

Responding to and recording disclosures

Staff, volunteers or students may receive a safeguarding disclosure. See the guidance below for responding to and reporting disclosures of abuse.


Responding to a child’s disclosure of abuse - what to do and say

  • Stay calm and listen carefully

  • Try not to look shocked and reassure them that this is not their fault

  • Find an appropriate opportunity to say that the information will need to be shared and do not promise to keep the information shared a secret

  • Allow the child to continue at their own pace

  • Only ask questions for clarification and avoid asking any questions that may suggest a particular answer

  • Reassure the child that they have done the right thing, let them know what you will do next and with whom the information will be shared

  • Record the disclosure in writing using the child’s own words as soon as possible, but not while the child is talking

  • Includes the date and time, any names mentioned and to whom the information was given

  • Sign and date the record, store it securely and refer the disclosure to the setting DSL and/or manager.


Recording a case of disclosure or suspicions of abuse in the community

If you observe a concern or receive a disclosure, make an objective record. Where possible include:

  • Child's name and address

  • Age of the child and date of birth

  • Setting name and address

  • Date and time of the observation or disclosure

  • Details of the concern using factual information, including the exact words, if relevant

  • Accurate details of the observation, including actions of the child or adult involved

  • Accurate details of an injury or wound seen, including position and size

  • The names of any other person present at the time

  • Name of the person completing the report

  • Name of the person to whom the concern was shared, with date and time.

Discuss the record with the setting DSL or manager and follow the procedures. We expect all members of staff and stakeholders to co-operate with relevant agencies to ensure the safety of children.


Early Help

As stated in Department for Education (DfE) 2018 early help, also known as early intervention, is support given as soon as a problem emerges, at any stage in a child or young person’s life. It can be delivered to parents, children or whole families, services may help parents who are living in challenging circumstances provide a safe and loving environment for their child. Or, if a child is displaying risk-taking behaviour, an early help practitioner might work with the child and their parents to find out the reasons for the child’s behaviour and put strategies in place to help keep them safe.

It is more effective to provide early help when problems first arise than to intervene later.

Signs that a child or young person may benefit from early help include:

  • displaying disruptive or anti-social behaviour

  • being bullied or bullying others

  • having poor attendance at nursery/school

  • being involved in, or at risk of, offending

  • having poor general health

  • having anxiety, depression or other mental health issues

  • misusing drugs or alcohol

  • having a particularly challenging relationship with parents or appearing to be unusually independent from their parents

  • experiencing difficulties at home, such as domestic abuse, parental substance abuse or parental mental health problems

(Department for Education (DfE), 2018).

Some groups of children may be more likely to need early help than their peers. These include children who:

  • have been excluded from school

  • have special educational needs

  • are disabled

  • are in care

  • are leaving or preparing to leave care

  • are young carers

  • are young parents (or about to become young parents)

  • are experiencing housing issues

It is important to record any concerns you may have about a child, to build up an overview of the child's lived experience so patterns of potentially abusive behaviour can be identified. These records should be shared with your Designated Lead who will consider all the available information and decide whether a referral to the local child protection services is necessary.

The designated lead will then liaise with the local services and be involved with any interventions. The lead may also be required to attend meetings which discuss whether individual cases need to be escalated to a ‘Child in Need’ or a ‘Child Protection’ case.

Allegations against a staff member or volunteer

If you are concerned about a staff member or volunteer this should be reported to your Safeguarding Designated Lead immediately (please section 1.15 for the Whistleblowing Policy).

Once an allegation has been reported the Designated Lead of the setting will contact the Local Authority Designated Officer (LADO) for further advice on one of the following:

You can download an ‘Allegation Referral Form LAMBETH’ from the H Drive or from


Designated Safeguarding Leads must always follow the advice of the LADO and inform Head Office after they have been notified of the appropriate procedures to follow.

If you have reported a concern about a staff member or volunteer to your Designated Safeguarding Lead and they have not taken your concern seriously then you should contact the appropriate LADO using the contact information provided above.

Useful contacts


Head office: 0203 900 2737 etx 0


DSL: Holli Williams

Deputy DSL: Dora Rizmayer


Ofsted (England): 0300 123 1231


Police and related contacts


Emergency police: 999


Non-emergency police: 101

Child exploitation and online protection (CEOP)

Online contact only

DfE counter-extremism helpline

020 7340 7264

Other useful contacts

NSPCC Child Protection Helpline

0808 800 5000


0800 1111


020 7823 5430

National Domestic Abuse helpline

0808 2000 247

Modern slavery helpline

08000 121 700


0800 555 111

Internet Watch Foundation (IWF)

01223 20 30 30

Information Commissioners Office (ICO)

0303 123 1113


Security ‘Lockdown’ Procedure


A security incident is a warning that there may be a threat.

When the Manager on duty becomes aware of a security incident whether it’s on the premises or in the surrounding vicinity, the named person will use the phone to call the police and the Deputy will call Head Office.

An AMBER alert will be issued as a warning that there is a possible threat to the nursery, children and staff

A RED alert will be issued if there is an actual threat to the nursery, children and staff

The Manager on duty will inform the staff of the AMBER alert by following these steps:

  1. Inform staff that there is a security incident on the premises of the nursery schools or in surrounding grounds and inform that is an ‘Amber alert’.

  2. All staff and children are to stay in their rooms and carry on as normal. No one must go outside.

  3. Staff in the staff room must return to the classrooms.

  4. Any children playing outside must return inside as quickly as possible shutting the doors behind them.

  5. Close all windows.

  6. Close all blinds.

  7. To wait for further instruction from the Manager on duty

The Manager on duty will inform the staff of the RED alert by the following steps:

  1. All staff and children are to remain in their rooms and move to the furthest point away from the door, preferably out of sight of the door.

  2. All windows are to be closed, where possible.

  3. All blinds are to be closed, where possible.

  4. Staff are to keep the children calm and quiet as much as possible as not to alert any intruders on the nursery premises.

  5. Staff in the staff room, must return to their working areas immediately.

  6. Children playing outside must come inside at once shutting all doors behind them.

  7. No one is to enter or leave the nursery schools unless it is the emergency services.

  8. The staff are to wait for further instruction from senior management or emergency services.

  9. The Manager on duty will stay in contact with a senior manager for further instructions.


If it is necessary to evacuate, the Manager on duty will:

Come to each room with evacuation instructions

Sound the fire alarm and make way to assembly point

Bomb Threat

Most bomb threats are made over the phone and the overwhelming majority are hoaxes, made with the intention of causing alarm and disruption.

If a bomb threat is received, the call recipient should:

Stay calm and listen carefully

  • If practical, keep the caller talking and alert a colleague to dial 999

  • Once off the phone, dial 1471 to obtain the number

  • If the threat is recorded message, write down as much detail as possible

  • Follow police advice

  • Alert the Head Office and confirm that the police have been notified

  • Close all windows

  • Close all blinds

The Head Office will make an assessment of the threat and seek further advice from the emergency services where appropriate.

If the threat is deemed plausible then the management/Head Office will order the activation of the fire alarm and evacuation of the building.


If there is not enough time to follow these procedures and in an act of emergency, then: (please try and take responsibility of a number of children according to the normal ratios)


  • Escape if you can

  • Consider the safest options

  • Is there a safe route? RUN if not HIDE

  • Can you get there without exposing yourself to greater danger?

  • Insist others leave with you

  • Leave belongings behind


  • If you cannot RUN, HIDE

  • Find cover from gunfire

  • If you see the attacker, they may be able to see you

  • Cover from view does not mean you are safe, bullets can go through glass, brick, wood and metal

  • Be aware of your exits

  • Try not to get trapped

  • Be quiet

  • Lock/barricade yourself in

  • Move away from the door



  • Call 999 – What do the police need to know? If you cannot speak or make a noise listen to the instructions given to you by the call taker

  • If the caller doesn't reply, the assistant will ask for them to 'cough', or make some other noise in the case of a police emergency.

  • If even making any sound is dangerous the call will be put through to an automated system which asks the caller to press '55' if they're in trouble.

  • Location – where are the suspects?

  • Direction – Where did you last see the suspects?

  • Descriptions – Describe the attacker

  • Further information – Casualties, types of injuries, entrances, exits, hostages

  • Stop other people entering the building unless safe to do so.


If you find that you need to run, please where possible take charge of the number of children according to the normal ratios.

Use the closest exit to you.

Tell the older children to follow you while you are running down to the outside assembly point.

Staff to carry the non-walking children

Knock on some neighbour’s doors to seek shelter.

If possible, grab the folder with the children’s contact details and a mobile phone.

Do not worry about other staff, get yourself and the children out!


Looked after children


Early years settings are committed to providing quality provision based on equality of opportunity for all children and their families. All staff are committed to doing all they can to enable ‘looked after’ children in their care to achieve and reach their full potential.

Definition of ‘Looked after Children’ (LAC): Children and young people become ‘looked after’ if they have either been taken into care by the local authority, or have been accommodated by the local authority (a voluntary care arrangement). Most LAC will be living in foster homes, but a smaller number may be in a children’s home, living with a relative or even placed back home with their natural parent(s).

We recognise that children who are being looked after have often experienced traumatic situations; physical, emotional or sexual abuse or neglect. However, we also recognise that not all looked after children have experienced abuse and that there are a range of reasons for children to be taken in to the care of the local authority. Whatever the reason, a child’s separation from their home and family signifies a disruption in their lives that has impact on their emotional well-being.

In our setting, we place emphasis on promoting children’s right to be strong, resilient and listened to. Our policy and practice guidelines for looked after children are based on these two important concepts, attachment and resilience. The basis of this is to promote secure attachments in children’s lives as the basis for resilience. These aspects of well-being underpin the child’s responsiveness to learning and are the basis in developing positive dispositions for learning. For young children to get the most out of educational opportunities they need to be settled enough with their carer to be able to cope with further separation, a new environment and new expectations made upon them.



The term ‘looked after child’ denotes a child’s current legal status; this term is never used to categorise a child as standing out from others. We do not refer to such a child using acronyms such as LAC.


The designated person for looked after children is the Nursery Manager.

Every child is allocated a key person before they start and this is no different for a looked after child. The designated person ensures the key person has the information, support and training necessary to meet the looked after child’s needs.

The designated person and the key person liaise with agencies, professionals and practitioners involved with the child and his or her family and ensures appropriate information is gained and shared.

The setting recognises the role of the local authority social care department as the child’s ‘corporate parent’ and the key agency in determining what takes place with the child. Nothing changes, especially with regard to the birth parents or foster carer’s role in relation to the setting without prior discussion and agreement with the child’s social worker.

At the start of a placement there is a professionals meeting that will determine the objectives of the placement and draw up a care plan that incorporates and the child’s learning needs. This plan is reviewed after two weeks, six weeks and three months. Thereafter at three to six monthly intervals.

The care plan needs to consider such issues for the child as:

  • The child’s emotional needs and how they are to be met;

  • How any emotional issues and problems that affect behaviour are to be managed;

  • The child’s sense of self, culture, language or languages  and identity – how this is to be supported;

  • The child’s need for sociability and friendship;

  • The child’s interests and abilities and possible learning journey pathway; and

  • How any special needs will be supported.


In addition the care plan will also consider:


  • How information will be shared with the foster carer and local authority (as the ‘corporate parent’) as well as what information is shared with whom and how it will be recorded and stored;

  • What contact the child has with his or her birth parent(s) and what arrangements will be in place for supervised contact. If this is to be the setting, when, where and what form the contact will take will be discussed and agreed;

  • Who is allowed to collect the child and who has parental responsibility

  • What written reporting is required;

  • Wherever possible, and where the plan is for the child’s return home, the birth parent(s) should be involved in planning; and

  • With the social worker’s agreement, and as part of the plan, the birth parent(s) should be involved in the setting’s activities that include parents, such as outings, fun-days etc alongside the foster carer.


The settling-in process for the child is agreed. It should be the same as for any other child, with the foster carer taking the place of the parent, unless otherwise agreed. It is even more important that the ‘proximity’ stage is followed until it is visible that the child has formed a relationship with his or her key person sufficient to act as a ‘secure base’ to allow the gradual separation from the foster carer. This process may take longer in some cases, so time needs to be allowed for it to take place without causing further distress or anxiety to the child.

In the first two weeks after settling-in, the child’s well-being is the focus of observation, their sociability and their ability to manage their feelings with or without support.

Further observations about communication, interests and abilities will be noted to firm a picture of the whole child in relation to the Early Years Foundation Stage 7 areas of learning.

Concerns about the child will be noted in the child’s file and discussed with the foster carer.

If the concerns are about the foster carer’s treatment of the child, or if abuse is suspected, these are recorded in the child’s file and reported to the child’s social care worker according to the setting’s safeguarding children procedure.

Regular contact should be maintained with the social worker through planned meetings that will include the foster carer.

Transition to school will be handled sensitively and the designated person and or the child’s key person will liaise with the school, passing on relevant information and documentation with the agreement of the looked after child’s birth parents.


Uncollected Child


In the event that a child is not collected by an authorised adult at the end of a Nursery session or day, Management will put into practice agreed procedures.  These ensure the child is cared for safely by an experienced and qualified practitioner who is known to the child.  We will ensure that the child receives a high standard of care in order to cause as little distress as possible.  We inform parents or carers of our procedures so that, if they are unavoidably delayed, they will be reassured that their children will be properly cared for.

Parents of children starting at the Nursery are asked to provide specific information, which is recorded on our forms, including:

  • Home address and telephone number -

  • Place of work, address and telephone number (if applicable);

  • Mobile telephone number (if applicable);

  • Names, addresses, telephone numbers of adults who are authorised by the parents to collect their child from nursery, for example a childminder or grandparent;

  • Information about any person who does not have legal access to the child.


On occasions when parents are aware that they will not be at home or in their usual place of work, they are required to inform the Nursery Manager and Room Leaders of who will be collecting.

On occasions when parents or the persons normally authorised to collect the child are not able to collect the child, they record the name, address and telephone number of the person who will be collecting their child via telephone and email.  We agree with parents how the identification of the person who is to collect their child will be verified.

Parents are informed that if they are not able to collect the child as planned, they must inform us so that we can begin to take back-up procedures.  We provide parents with our contact telephone number.  We also inform parents that - in the event that their children are not collected from Nursery by an authorised adult and the staff can no longer supervise the child in our premises - we apply our child protection procedures.

If a child is not collected at the end of the session or day, we follow the following procedures:

  • If no information is available, parents or carers are contacted at home or at work;

  • If this is unsuccessful, all the adults who are authorised by the parents to collect their child from nursery - and whose telephone numbers are recorded on the Registration Form - are contacted; in turn.

  • All reasonable attempts are made to contact the parents or carers

  • The child stays at Nursery in the care of two members of staff until the child is safely collected.

  • The child does not leave the premises with anyone other than those named on the Registration Form and Authorised to Collect form.;

  • If someone were to try to collect a child who was not named on the form or was not given prior consent to collect by a parent or guardian, this would be reported to the parents and in circumstances where that person is not allowed access to the child, the police and social services will be contacted

  • If no-one collects the child and the premises are closing, or staff are no longer available to care for the child, we first contact our Local Authority Safeguarding team and inform Ofsted.

  • A full written report of the incident is recorded;

  • We reserve the right to charge parents for the additional hours worked by our staff



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