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Policies and Procedures

To ensure that the Nursery School and Childcare Centre runs smoothly and effectively we have a clear set of policies and procedures.

  • Accident Procedure and Sun Policy

    1. All accidents must be recorded in the accident/injury record sheet book and on head injury form if applicable.


    2. All recording of accidents must be done immediately after the child has had the accident.

  • Anti-Bullying Policy

    Our Philosophy

    At Ellergreen Nursery School and Childcare Centre we believe that everyone has the right to feel, welcome, secure and happy. We believe that there should be clear boundaries and expectations of acceptable behaviour in our setting in order to support children's personal, social and emotional development.

  • Behaviour Management Policy


    To establish an enabling learning environment that promotes positive behaviours and relationships, where children and adults treat each other with care and respect.


    The developmental expectations for behaviour taken from the EYFS guidance are:

  • Admissions Policy



    Ellergreen Nursery School and Childcare Centre is committed to providing a fair and open admission system that offers a competitively priced and high quality education with care for all children and families.

  • Complaints Policy

    'Providers must put in place a written procedure for dealing with concerns and complaints from parents and/or carers, and must keep a written record of any complaints, and their outcome. All providers must investigate written complaints relating to their fulfillment of the EYFS requirements and notify complainants of the outcome of the investigation within 28 days of having received the complaint. The record of complaints must be made available to Ofsted on request'. (Statutory Framework for the EYFS)

  • Educational Visit Policy

    'Children must be kept safe while on outings, and providers must obtain written parental permission for children to take part in outings. Providers must assess the risks or hazards which may arise for the children, and must identify the steps to be taken to remove, minimise and manage those risks and hazards. The assessment must include consideration of adult to child ratios. The risk assessment does not necessarily need to be in writing; this is for providers to judge'. (Statutory Framework for the EYFS)

  • Digital Technology Policies


    What is e-safety?

    'We use e-safety, and related terms such as 'online', 'communication technologies', and 'digital technologies' to refer to all fixed and mobile technologies that children may encounter , now and in the future, which might pose e-safety risks.'

  • Equality of Opportunities Policy

    'Providers must have and implement a policy, and procedures, to promote equality of opportunity for children in their care, including support for children with special educational needs or disabilities. The policy should cover: how the individual needs of all children will be met (including how those children who are disabled or have special educational needs, will be included, valued and supported, and how reasonable adjustments will be made for them); the name of the Special Educational Needs Co-ordinator (in group provision); arrangements for reviewing, monitoring and evaluating the effectiveness of inclusive practices that promote and value diversity and difference; how inappropriate attitudes and practices will be challenged; and how the provision will encourage children to value and respect others'. (Statutory Framework for the EYFS)

  • Fire Safety Policy

    'Providers must take reasonable steps to ensure the safety of children, staff and others on the premises in the case of fire or any other emergency, and must have an emergency evacuation procedure. Providers must have appropriate fire detection and control equipment (for example, fire alarms, smoke detectors, and fire extinguishers) which is in working order. Fire exits must be clearly identifiable, and fire doors must be free of obstruction and easily opened from the inside'. (Statutory framework for the EYFS)

  • Food and Drink Policy

    'Where children are provided with meals, snacks and drinks, they must be healthy, balanced and nutritious. Before a child is admitted to the setting the provider must also obtain information about any special dietary requirements, preferences and food allergies that the child has, and any special health requirements. Fresh drinking water must be available and accessible at all times. Providers must record and act on information from parents and carers about a child's dietary needs'. (Statutory Framework for the EYFS)

  • Safer Working Practices Code of Conduct for Adults

    Our school is committed to safeguarding children and promoting children's welfare and expects all staff, governors, volunteers and visitors to share this commitment and maintain a vigilant and safe environment. It is our willingness to work in a safe manner and challenge inappropriate behaviour that underpins this commitment.

  • Health and Safety Policy

    'Providers must ensure that their premises, including outdoor spaces, are fit for purpose. Spaces, furniture, equipment and toys, must be safe for children to use and premises must be secure. Providers must keep premises and equipment clean, and be aware of, and comply with, requirements of health and safety legislation (including hygiene requirements). Providers must have, and implement, a health and safety policy, and procedures, which cover identifying, reporting and dealing with accidents, hazards and faulty equipment'. (Statutory Framework for the EYFS)

  • Equality Statement

    At Ellergreen Nursery School & Childcare Centre, we believe that diversity is a strength which should be respected and celebrated by all those who learn, teach and visit us.

  • Illnesses and Injuries Policy

    'Providers must ensure there is a first aid box accessible at all times with appropriate content for use with children. Providers must keep a written record of accidents or injuries and first aid treatment. Providers must inform parents and/or carers of any accident or injury sustained by the child on the same day, or as soon as reasonably practicable, of any first aid treatment given'. (Statutory framework for the EYFS)

  • Learning and Development Policy

    'Practitioners must consider the individual needs, interests, and stage of development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all of the areas of learning and development'.
    (Statutory Framework for the EYFS)

  • Medication Policy

    'The provider must promote the good health of children attending the setting. They must have a procedure, discussed with parents and/or carers, for responding to children who are ill or infectious, take necessary steps to prevent the spread of infection, and take appropriate action if children are ill'. (Statutory Framework for the EYFS)

  • Missing Child Policy

    Aim of the policy:

    To ensure, in the event of a child going missing from the Nursery School and Childcare Centre, the correct procedure is in place and that the requirements for doing so are known, understood and implemented by the staff and parents/carers

  • Open Door Policy

    We at Ellergreen Nursery School and Childcare Centre will endeavour to make you feel welcome and will actively encourage you to become involved in all aspects of nursery life.  

    As part of a committed partnership between Parents/Carers and staff we welcome any skills, ideas and knowledge that you wish to share with us.

  • Outdoor Play Policy

    Learning through Landscapes states, "Through outdoor play, young children can learn the skills of social interaction and friendship, care for living things and their environment, be curious and fascinated, experience awe, wonder and joy and become 'lost in the experience'.

  • Dealing with Racial Harassment Policy

    Aim of Policy

    Ellergreen Nursery School and Childcare Centre setting is committed to promoting tolerance and fairness towards all members of staff, students, volunteers, children and parents/carers. We fully and wholeheartedly adhere to both the spirit and detail of both the Race Relations Act 1976 and the Race Relations (Amendment) Act 2000, which outlaw discrimination against anyone on grounds of race, colour, nationality or ethnicity.

  • Safeguarding Policy

    Ellergreen Nursery School and Childcare Centre is fully committed to the promotion of children's well being and safeguarding them from significant harm. Where there are concerns that a child is, or may be at risk, the needs of the child are paramount. We believe that all children have the right to feel safe and protected from harm in an environment, which values and respects each child as an individual. We have in place a number of policies, procedures and good practice guidelines which demonstrate clearly what steps are taken to protect children in our care.

  • Special Educational Needs Policy

    Ellergreen Nursery School and Childcare Centre is committed to the social and educational inclusion of all children. We aim to work in partnership with parent/s and carers to identify the uniqueness of each child and recognise each child's particular abilities, strengths and level of development.

  • Transition Policy

    Forming Emotional attachments takes time. Care needs to be taken when parents/carers & children are going through their first experience of separation.

    Transition through the setting from babies to Foundation Stage will happen for many of the  children attending our Nursery School and Childcare Centre.
    It is important for a child's emotional development that transitions are carried out sensitively, at the child's pace, according to their stage of development as well as their age and parents / carers must be included in the process.

  • Welcome and Settling In Policy

    Aim of the Policy

    To ensure children and parents/carers are welcomed into the setting and given opportunities to settle in their own time working with their Key Person to ensure the transition from home or Childcare setting meets the individual need of each child.

  • Partnership with Parents and Carers

    Positive Relationships: Parents as Partners

    Parents are children's first and most enduring educators. When parents and practitioners work together in early years settings the results have a positive impact on children's learning and development.

  • Accessibility Plan

    Accessibility Plan September 2017-2020

  • SEN Information Report

    High quality first teaching and additional interventions are defined through our person-centred planning approach across the school contributing to our provision management arrangements.