Toileting and Intimate Care
Expectation is that young children should have achieved continence when they are admitted to Thornton; however, we recognise that young children vary widely in their levels of maturity and in achieving continence. No child of any age is excluded from participating in our setting who may, for any reason, not yet be toilet trained and who may still be wearing nappies or equivalent. We work with parents towards toilet training, unless there are medical or other developmental reasons why this may not be appropriate at the time. We also recognise that children of any age may have a lapse in their continence because of trauma, onset of sudden disability, emotional upset or health problems. We make necessary adjustments to our bathroom provision and hygiene practice in order to accommodate children who are not yet toilet trained or who may need special provision.
Health and Safety
In our setting staff are able to take action to apply first aid treatment in the event of an accident involving a child or adult. At least one member of staff with current first aid training is on the premises at any time. The first aid qualification includes first aid training for infants and young children. Additional training has been undertaken to allow access for children with particular conditions.
The nominated person for First Aid is Helen Durham. First Aid provision complies with guidelines within school.
We recognise children’s right to play as contained in Article 31 of the UN Convention on the Rights of the Child 1991.
Advocate playing as integral to children’s enjoyment of their lives, their health and their development. Children – disabled and non-disabled – whatever their age, culture, ethnicity or social and economic background, need and want to play, indoors and out, in whatever way they can. Through playing, children are creating their own culture, developing their abilities, exploring their creativity and learning about themselves, other people and the world around them. We recognise the importance of all children playing together, whatever their age or circumstances.
We aim to create a varied and interesting environment that stimulates social, physical, creative, emotional and intellectual play. The setting includes the provision of open space, music and a range of objects and materials that children can select to develop their own play.
Staff will plan activities and provide resources that are based on children’s interests and supports individual children’s needs to ensure all children enjoy themselves. Staff recognise the importance of free play with minimal intervention whilst keeping children safe from harm.
Children are given the opportunity to use communication, creativity, imagination, exploration, role play, rough and tumble and socialisation.
By following play objectives the setting aims to:
The setting will consult with children and parents about the provision in a variety of ways on a regular basis. Consultation methods include discussions, suggestions and observations of children.
The setting will regularly evaluate practice and resources and will keep an inventory which is updated when required.
Employment and staffing
Our staff are appropriately qualified and we carry out checks for criminal and other records through the Disclosure and Barring Service in accordance with statutory requirements. Staff recruitment follows guidelines laid out in the school policy. Staff have regular performance management reviews.
At Thornton Primary School, we actively seek to encourage equity and equality through our teaching. As such, we seek to advance the equality of opportunity between people who share any of the following characteristics:
The use of stereotypes under any of the above headings will always be challenged.
Our school is an inclusive school. We aim to make all pupils feel included in all our activities. We try to make all our teaching fully inclusive. We recognise the entitlement of all pupils to a balanced, broadly-based curriculum. We have systems in place for early identification of barriers to their learning and participation so that they can engage in school activities with all other pupils. We acknowledge the need for high expectations and suitable targets for all children.