Managing contact between home and the setting

5.1

The admission policy and procedures are effective to ensure safety and welfare of learners when they start at the setting.

Information collated at the admissions processes is done via a form.

There is an admission policy and processes which include actions which support the promotion and safety of learners when they first join the setting.

Appropriate safeguarding information is sought, and support offered – a follow meeting is set up to discuss further.

Information should be sought:

-          Care/contact arrangements.

-          Health/medical needs (new arrivals the question)

-          Familial needs (English as additional language, low income, housing)

-          Are there other existing relationships you already have within the school community.

Parents and families are told explicitly around why and how support can be offered around requests for sensitive information around safeguarding. For example:

-          Young carers

-          Survivor of abuse (FGM)

-          Whether they have (or have had) a social worker

-          Children affected by parental offending.

The setting has allocated and dedicated staff to coordinate the experiences for families (which can include access to the SENDCo /DSL).

A plan is put in place before learners start considering any vulnerabilities or concerns that are identified.

In addition to the conditions in the amber

The setting has evidence of being able to have a forum around asking more sensitive questions that are sensitively explored beyond admissions. Support offer is evidenced.

Pre- visits are encouraged where parents can be supported with transitions.

Where there is suspicion of vulnerability or a safeguarding concern, professional curiosity is exercised (e.g., phone call is made to the previous setting).

5.2

The setting has an effective privacy notice which supports the safety and welfare of learners.

To be completed. 

The Privacy Notice (previously known as a Fair Processing Notice) is signed by parents/carers when they register with the setting. They are reviewed annually by the Data Protection Officer and reviewed and shared when ever a significant change is made as to how you process personal data (E.g., introduction of CPOMS).

To be completed. 

Child-friendly privacy notices for schools (dataprotection.education)

5.3

The setting have an effective number of contacts for each learners.

The setting only seeks to obtain contacts from those with parental responsibilities.

There is evidence that the setting does not have at least one contact for every learner.

The setting has more than 1 emergency contact for each learner.

Emergency contacts are reviewed and updated at least on an annual basis. This can be done through a home school agreement.

Emergency contacts are not limited to those with parental responsibility and extended to those who are close the family (family friends, neighbours)

The setting is complaint with local safeguarding partnership’s expectation of having 3 emergency contacts for learners.

In the case of young carers or for learners in residential settings, learners can contact parents/carers when necessary. This is facilitated in a way which does not prevent the setting from proportionately monitoring and controlling the use of electronic communications.

5.4

There is a home school agreement where expectations are clear about parental duties.

To be completed. 

To be completed. 

To be completed. 

Managing health, safety, and site security:

5.5

The setting has effective policy and practice to uphold healthy safety.

To be completed. 

To be completed. 

To be completed. 

To be completed. 

5.6

The setting has clear safeguarding procedures when there has been a critical incident or sad event.

To be completed. 

To be completed. 

To be completed. 

To be completed. 

5.7

The setting has a safeguarding response to when the suspect a crime has been committed.

To be completed. 

To be completed. 

To be completed. 

To be completed. 

5.8

The setting has effective mechanisms to manage supporting learners with medical conditions and or complex needs

To be completed. 

To be completed. 

To be completed. 

To be completed.