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Is your setting fulfilling its commitments to parents? Use another in our series of checklists by Laura Henry About this series
Is your setting fulfilling its commitments to parents? Use another in our series of checklists by Laura Henry

About this series

Registration requires settings to have certain key policies and procedures.

In addition to these, there are other documents that need to be in place that reflect good practice. This series aims to:

* explain what needs to be included within these policies and procedures

* show providers how to link their policies and procedures to the Every Child Matters outcomes and to relevant legislation and guidance

* show how to include staff in the development of the policies and procedures

* demonstrate the importance of sharing the policies and procedures with parents and stakeholders.

Partnership with parents policy

Links to Every Child Matters

* Helping children to be healthy

* Protecting children from harm or neglect and helping them stay safe

* Helping children to achieve well and enjoy what they do

* Helping children make a positive contribution

* Organisation Links to National Standards

* National Standard 12 - Working in partnership with parents

Links to legislation and key guidance

* Children Act (CA) 1989 and 2004

* Convention on the Rights of the Child, UNICEF, 1989

* Data Protection Act (DPA) 1998

* Every Child Matters - Change for Children (ECM) 2004

* Freedom of Information Act (FoIA) 2000

* Race Relations Act (RRA) 1976

* Race Relations Amendment Act (RRAA) 2000

* Sex Discrimination Acts (SDA) 1975 and 1986

* Sex Discrimination (Gender Reassignment) Regulations 1999

* The Human Rights Act (HRA) 2000

* Birth to Three Matters - A framework to support children in their earliest years

* Curriculum Guidance for the Foundation Stage

Useful contacts

* www.fathersdirect.com

* www.parenting-forum.org.uk

* www.parenting.org.uk

* www.parentinguk.org

* www.parentlineplus.org.uk

* www.parentscentre.gov.uk

* www.surestart.gov.uk

A good policy includes:

* How you inform parents about your philosophy of working in partnership with parents

* How you maintain confidentiality

* How you explain to parents and how they have access to the setting's policies and procedures

* How you provide and explain to parents your fee structure (procedure)

* How you discuss the contents of any contracts between parent and setting

* How you empower parents and listen to their views and concerns

* How you respect and accommodate parents' wishes

* How you provide regular information to parents regarding their child's learning and care

* How parents are able to be involved practically within the setting

* How often you meet with parents to exchange information

* How you seek to gain information from parents regarding their views and how their child learns at home

* How you provide information to parents regarding the setting's curriculum

* How parents can access information about activities within the setting and within the local community

* How you work with other agencies and professionals to support children and their families.

In practice this means:

Parents feel welcomed within the setting and have a professional relationship with staff. The setting has an open-door policy and parents take advantage of this. If staff are unable to support or assist parents with issues, they are able to direct parents to another agency or professional. Parents are given a copy of the setting's main policies and procedures, and staff take time to discuss with parents how these policies and procedures work in practice. The fees and the contents of contracts are explained in full to parents.

Parents are able to contribute to the setting's curriculum, and provide examples of how their child learns at home. Staff use this information to plan for children's next steps of learning. Staff regularly update the parents' noticeboard, with information regarding the setting's curriculum and other activities. Staff keep records on how they have attended to children's individual needs and their educational achievements. This is shared with parents on a daily basis.

Parents know that they should never be left alone with any children, and parents who volunteer on a regular basis are asked to apply for a CRB. The setting uses an annual questionnaire to seek parents' views regarding the care and educational opportunities that their child receives. Parents feel empowered, as concerns and ideas are listened to and actioned. There is an active parents' association, enabling parents to have a positive role in the setting.

Waiting list and admissions policy

* Children Act (CA) 1989 and 2004

* Convention on the Rights of the Child, UNICEF, 1989

* Data Protection Act DPA 1998

* Every Child Matters - Change for Children (ECM) 2004

* Freedom of Information Act (FoIA) 2000

* Race Relations Act (RRA) 1976

* Race Relations Amendment Act (RRAA) 2000

* Sex Discrimination Acts (SDA) 1975 and 1986

* Sex Discrimination (Gender Reassignment) Regulations 1999

* The Human Rights Act (HRA) 2000

Links to Every Child Matters

* Helping children make a positive contribution

* Organisation Links to National Standards

* National Standard 12 - Working in partnership with parents A good policy includes:

* How you state your commitment to equality and inclusion issues

* How you make reference to your mission statement

* How you state how your policy admits children. For example, first to register, siblings, any additional needs (albeit social or medical), and if there is a catchment area

* How you work with other professionals and agencies on admission issues

* How you consider each applicant, depending on current vacancies

* How you state how long your waiting list is

* How you ascertain the age of all the children prior to admission.

In practice this means: Parents are free to make pre- and post-natal queries about admissions into the setting. No child, or members of their family, is discriminated against on the basis of race, gender, ability or socio-economic background. Parents are provided with literature about the setting and are able to tour the nursery and ask questions.

Staff are honest with parents and give a realistic view of how long waiting lists are. The setting has a few places available for families who move into the area and/or need childcare in an emergency. Parents are encouraged to visit different types of childcare to ascertain which one will best meet the needs of their child. Parents are asked for evidence of their child's age, to make sure that the setting does not breach the requirements of registration.

Settling-in policy

Links to Every Child Matters

* Helping children to be healthy

* Protecting children from harm or neglect and helping them stay safe

* Helping children to achieve well and enjoy what they do

* Helping children make a positive contribution

* Organisation

Links to National Standards

* National Standard 12 - Working in partnership with parents

Links to legislation and key guidance

* Children Act (CA) 1989 and 2004

* Convention on the Rights of the Child, UNICEF, 1989

* Data Protection Act DPA 1998

* Every Child Matters - Change for Children (ECM) 2004

* Freedom of Information Act (FoIA) 2000

* Race Relations Act (RRA) 1976

* Race Relations Amendment Act (RRAA) 2000

* Sex Discrimination Acts (SDA) 1975 and 1986

* Sex Discrimination (Gender Reassignment) Regulations 1999

* The Human Rights Act (HRA) 2000

* Birth to Three Matters - A framework to support children in their earliest years

* Curriculum Guidance for the Foundation Stage

A good policy includes:

* How you make sure you consider the child's individual needs

* How you inform parents about the benefits of a gradual settling in period

* How you give parents adequate time to organise work, study and other commitments

* How you document the process of the settling period (procedure)

* How you carry out home visits (procedure) if appropriate.

In practice this means:

Staff carry out home visits, informing parents how the settling-in process works in practice. Staff are mindful to treat every child as an individual and reiterate to parents that every child is different and will, therefore, settle at different rates. Staff are aware of how to accommodate children's needs and the settling-in period is organised around children's home routines. Parents are kept informed about how their child is settling and are given adequate notice if the settling in period is to be extended.

Points to remember:

Policies and procedures should:

* reflect the practice on offer

* be reviewed and monitored on a regular basis

* be updated in accordance to legislation and guidance

* be accessible and available at all times