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Thorpe Acre Pre-school Playgroup

C/O Thorpe Acre Infant School

Alan Moss Road
Loughborough

LE11 4SQ

Tel: 07803 054757
E-mail: playgroup@tais.leics.sch.uk

 

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Working Together to Safeguard Children
            Working Together to Safeguard Children

4.1 The role of the key person and settling-in

 

Policy statement

 

At Thorpe Acre Preschool Playgroup, we believe that children settle best when they have a key person to relate to, who knows them and their parents well, and who can meet their individual needs. We are committed to the key person approach which benefits the child, the parents, the staff and the setting by providing secure relationships in which children thrive, parents have confidence, our staff are committed and the setting is a happy and dedicated place to attend or work in.

 

We want children to feel safe, stimulated and happy in the setting and to feel secure and comfortable with our staff. We also want parents to have confidence in both their children's well-being and their role as active partners with our setting.

 

We aim to make our setting a welcoming place where children settle quickly and easily because consideration has been given to the individual needs and circumstances of children and their families.

 

The key person role is set out in the Safeguarding and Welfare Requirements of the Early Years Foundation Stage. Each child must have a keyperson.

 

These procedures set out a model for developing a key person approach that promotes effective and positive relationships for children.

 

Procedures

 

  • We allocate children a key person from their start date.
  • The key person and all staff are responsible for settling the child into our setting.
  • Staff complete relevant forms with parents, including consent forms.
  • Explaining our policies and procedures to parents with particular focus on policies such as safeguarding and our responsibilities under the Prevent Duty.
  • The key person offers unconditional regard for the child and is non-judgemental.
  • The key person works with the parent to plan and deliver a personalised plan for the child’s well-being, care and learning.
  • The key person acts as the key contact for the parents and has links with other carers involved with the child, such as a childminder, and co-ordinates the sharing of appropriate information about the child’s development with those carers.
  • The key person is responsible for developmental records and for sharing information on a regular basis with the child’s parents to keep those records up-to-date, reflecting the full picture of the child in our setting and at home.
  • The key person encourages positive relationships between all children, spending time with them in a small group each day.
  • We believe that all children benefit from having good relationships with all keyperson’s in the setting, to ensure that all children receive the care and attention they need, fostering good relationships between all staff and children.
  • We promote the role of the key person as the child’s primary carers in our setting and as the basis for establishing relationships with other adults and children.

 

Settling-in

  • Before a child starts to attend our setting, we use a variety of ways to provide his/her parents with information. These include written information (including our prospectus and policies), displays about activities available within the setting, information days and individual meetings with parents.
  • We offer a ‘stay and play’ session to children prior to their start date, to help them to become familiar with the setting, staff and environment, accompanied by their parent/carer.
  • We allocate a key person to each child and his/her family upon starting at the setting; the key person welcomes and looks after the child and his/her parents at the child's first session and during the settling-in process.
  • We use pre-start visits and the first session at which a child attends to explain and complete, with his/her parents, the child's registration records.
  • When a child starts to attend, we explain the process of settling-in with his/her parents and jointly decide on the best way to help the child to settle into the setting.
  • Parents, carer or close relatives are encouraged to stay for some/most of the session during the first few days, gradually taking time away from their child, increasing this as and when the child is able to cope.
  • Younger children will take longer to settle in, as will children who have not previously spent time away from home. Children who have had a period of absence may also need their parent to be on hand to re-settle them.
  • We judge a child to be settled when they have formed a relationship with their key person; for example, the child looks for the key person when he/she arrives, goes to them for comfort and seems pleased to be with them. The child is also familiar with where things are and is pleased to see other children and participate in activities.
  • When parents leave, we ask them to say goodbye to their child and explain that they will be coming back, and when.
  • We recognise that some children will settle more readily than others but that some children who appear to settle rapidly are not ready to be left. We encourage parents to stay for at least the first few sessions, or possibly longer, until their child can stay happily without them.
  • We do not believe that leaving a child to cry will help them to settle any quicker. We believe that a child's distress will prevent them from learning and gaining the best from the setting.  We encourage parents to bring any comforters a child may use if this will help the child to settle more quickly.
  • We reserve the right not to accept a child into the setting without a parent or carer if the child finds it distressing to be left. This is especially the case with very young children.
  • Within the first four to six weeks of starting we discuss and work with the child's parents to begin to create their child's record of achievement.

 

The progress check at age two

  • The key person carries out the progress check at age two in accordance with any local procedures that are in place and referring to the supporting guidance to the EYFS A Know How Guide: The EYFS progress check at age two.
  • The progress check aims to review the child’s progress and ensures that parents have a clear picture of their child’s development.
  • Within the progress check, the key person will note areas where the child is progressing well and identify areas where progress is less than expected.
  • The progress check will describe the actions that will be taken by the setting to address any developmental concerns (including working with other professionals where appropriate) as agreed with the parent(s).
  • The key person will plan activities to meet the child’s needs within the setting and will support parents to understand the child’s needs in order to enhance their development at home.

 

This policy was adopted at a meeting of

Thorpe Acre Playgroup

(name of provider)

Held on

September 2018

(date)

Date to be reviewed

September 2020

(date)

Signed on behalf of the management committee

 

Name of signatory

 

Role of signatory (e.g. chair/owner)

 

 

Other useful Pre-school Learning Alliance publications

  • Being a Key Person in an Early Years Setting (2015)
  • Creating a Learning Environment in the Home (2015)
  • Statutory Framework for the Early Years Foundation Stage (2014) With supporting documentation

 

UPDATED SEPTEMBER 2019

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