Our Policies

Admissions Policy

Matters considered in offering of spaces to children

  • Availability of places, considering the staff/child ratios, the age of the child and the registration requirements.
  • Children who have siblings who are already with us.
  • When the application is received (extra weight is given to those who have been on the waiting list the longest)
  • The Olivia Ryan School ability to provide the facilities for the welfare of the child, including appropriate staffing arrangements
  • A child requiring a full-time place may have preference over one requiring a part-time place. This is dependent upon work commitments, occupancy and room availability
  • Extenuating circumstances affecting the child’s welfare or the welfare of his/her family.

We operate an inclusion and equality policy and ensure that all children have access to Olivia Ryan School places and services irrespective of their gender, race, disability, religion or belief or sexual orientation of parent/carer(s).

Prior to a child attending Olivia Ryan School, parent/carer(s) must complete and sign a contract and registration form. These forms provide the Olivia Ryan School with personal details relating to the child. For example, name, date of birth, address, emergency contact details, parental responsibilities, dietary requirements, collection arrangements, fees and sessions, contact details for parent/carer(s), doctor’s contact details, health visitor contact details, allergies, parental consent and vaccinations etc.

ICT & Internet Safety Policy

The internet is an incredible resource for children to access, support for their homework, chatting to friends etc., but it can also be a very dangerous place for them. They can be exposed to inappropriate material, harassment and bullying, viruses and hackers and be conned into giving away financial information. They can also be vulnerable to on- line grooming by pedophiles.

At the Olivia Ryan School the younger children are able to use the computer with age appropriate games and learning tools with adult supervision.

However, we have introduced a range of procedures to ensure their safety.

  • There is a filter on all computers that block out most inappropriate material
  • Children are not allowed to go into chat rooms and staff will talk to the children about what sites they are using.
  • The history on the computer is checked on a regular basis.
  • Any email sent by the children are monitored to ensure that they are not being bullied or sending anything inappropriate

If you would rather your child was not allowed access to the internet then please let a member of Olivia Ryan School staff know.  Staff are also aware of the need to limit the time children spend on computers and will develop strategies to ensure that they spend a balance of time engaged in ICT and other activities.

E-Safety Policy

We believe our staff should be completely attentive during their hours of working to ensure all children in the Olivia Ryan School receive good quality care and education. This is why mobile phones are not to be used during working hours.

We also feel that restrictions need to be placed on staff when they access social networking sites. The Olivia Ryan School has a high reputation to upkeep and comments made on sites such as ‘Facebook’ could have an impact on how parent/carer(s) using the Olivia Ryan School view the staff.

Staff must adhere to the following:

  • Mobile phones can only be used on a designated break and then this must be away from the children
  • Mobile phones should be stored safely in the staff area at all times.
  • During outings, staff will use mobile phones belonging to the Olivia Ryan School. Photographs must not be taken of the children on any phones, either personal or Olivia Ryan School owned
  • Staff must not post anything onto social networking sites such as ‘Facebook’ that could be construed to have any impact on the Olivia Ryan School reputation
  • Staff must not post anything onto social networking sites that would offend any other member of staff or parent using the Olivia Ryan School
  • If staff choose to allow parent/carer(s) to view their page on social networking sites then this relationship must remain professional at all times, we would recommend that security settings on social network sites are at the highest level to prevent anyone whom are not your friends seeing information about you or your line of work.
  • If any of the above points are not followed then the member of staff involved will face disciplinary action, which could result in dismissal.

Parent/carer(s) and visitors use of mobile phones

The Olivia Ryan School operates its own mobile usage policy in relation to staff and visitors to the premises. Whilst we recognize that there may be emergency situations which necessitate the use of a mobile telephone, in order to ensure the safety and welfare of children in our care, parent/carer(s) and visitors are also kindly asked to refrain from using their mobile telephones whilst in the Olivia Ryan School main room.

SEN Policy

Olivia Ryan School is committed to the inclusion of all children. All children have the right to be cared for and educated to develop to their full potential alongside each other through positive experiences, to enable them to share opportunities and experiences and develop and learn from each other. We provide a positive and welcoming environment where children are supported according to their individual needs.

Olivia Ryan School believes that all children have a right to experience and develop alongside their peers no matter what their individual needs. Each child’s needs are unique, therefore any attempt to categorize children is inappropriate.

Olivia Ryan School is committed to working alongside parent/carer(s) in the provision for their child’s individual needs to enable us to help the child to develop to their full potential. Olivia Ryan School is committed to working with any child who has a specific need and/or disability and making reasonable adjustments to enable every child to make full use of Olivia Ryan School facilities. All children have a right to a broad and well-balanced early learning environment.

We feel it is paramount to find out as much as possible about a particular child’s condition and the way that may affect his/her early learning or care needs by:

  • Liaising with the child’s parent/carer(s)
  • Liaising with any professional agencies
  • Reading any reports that have been prepared
  • Attending any review meetings with the local authority/professionals
  • Regularly monitoring observations carried out on the child’s development.

All children will be given a full settling in period when joining Olivia Ryan School according to their individual needs.


We will:

  • Recognize each child’s individual needs and ensure all staff are aware of, and have regard for, the Special Educational Needs Code of Practice (Nigeria) on identification and assessment of any needs not being met by the universal service provided by Olivia Ryan School
  • Include all children and their families in our provision
  • Provide well informed and suitably trained practitioners to help support parent/carer(s) and children with learning difficulties and/or disabilities
  • Develop and maintain a core team of staff who are experienced in the care of children with additional needs and employ a Special Educational Needs Co-ordinator (SENCO) who is experienced in the care and assessment of children with additional needs. Staff will be provided with specific training relating to Special Educational Needs (SEN) and the SEN Code of Practice
  • Identify the specific needs of children with learning difficulties and/or disabilities and meet those needs through a range of strategies
  • Ensure that children who learn quicker, e.g. gifted and talented children are also supported
  • Work in partnership with parent/carer(s) and other agencies in order to meet individual children’s needs, including the health and education authorities, and seek advice, support and training where required
  • Monitor and review our practice and provision and, if necessary, make adjustments, and seek specialist equipment and services if needed
  • Ensure that all children are treated as equals and are encouraged to take part in every aspect of Olivia Ryan School day according to their individual needs and abilities
  • Promote positive images and role models during play experiences of those with additional needs wherever possible
  • Celebrate diversity in all aspects of play and learning.

Our Olivia Ryan School Special Education Needs Co-ordinator’s (SENCO) are.

 Working closely with all staff to make sure there are systems in place to plan, implement, monitor, review and

evaluate the special educational needs policy of Olivia Ryan School, always making sure plans and records are shared

with parent/carer (s).


We will:

  • Designate a member of staff to be Special Educational Needs Co-ordinator (SENCO) and share his/her name with parent/carer(s)
  • Provide a statement showing how we provide for children with learning difficulties and/or disabilities and share this with staff, parent/carer(s) and other professionals
  • Ensure that the provision for children with learning difficulties and/or disabilities is the responsibility of all members of staff in Olivia Ryan School
  • Ensure that our inclusive admissions practice includes equality of access and opportunity
  • Ensure that our physical environment is as far as possible suitable for children and adults with disabilities
  • Work closely with parent/carer(s) to create and maintain a positive partnership which supports their child(ren)
  • Ensure that parent/carer(s) are informed at all stages of the assessment, planning, provision and review of their child’s education
  • Provide parent/carer(s) with information on sources of independent advice and support
  • Liaise with other professionals involved with children with learning difficulties and/or disabilities and their families, including transfer arrangements to other settings and schools. We work closely with the next care setting and meet with them to discuss the child’s needs to ensure information exchange and continuity of care
  • Use the graduated response system for identifying, assessing and responding to children’s special educational needs
  • Provide a broad and balanced early learning environment for all children with learning difficulties and/or disabilities
  • Provide differentiated activities to meet all individual needs and abilities
  • Use a system of planning, implementing, monitoring, evaluating and reviewing Individual Educational Plans (IEPs) for children with special educational needs (SEN)
  • Review IEPs regularly and hold review meetings with parent/carer(s) at this time
  • Ensure that children with learning difficulties and/or disabilities are consulted at all stages of the graduated response, taking into account their levels of ability
  • Use a system for keeping records of the assessment, planning, provision and review for children with learning difficulties and/or disabilities
  • Ensure the privacy of children with learning difficulties and/or disabilities when intimate care is being provided
  • Provide in-service training for practitioners and volunteers
  • Raise awareness of any specialism the setting has to offer, e.g. Makaton trained staff
  • Ensure the effectiveness of our SEN/disability provision by collecting information from a range of sources e.g. Individual Education Plan (IEP) reviews, staff and management meetings, parental and external agencies’ views, inspections and complaints. This information is collated, evaluated and reviewed annually
  • Provide a complaints procedure and make available to all parent/carer(s) in a format that meets their needs e.g. Braille, audio, large print, additional languages
  • Monitor and review our policy annually.

Special educational needs code of practice

It is the duty of Olivia Ryan School to carry out our statutory duties to identify, assess and make provision for children’s special educational needs. The Code of Practice recommends that our Olivia Ryan School should adopt a graduated approach to assessment through Early Years Action and Early Years Action Plus. Good practice of working together with parent/carer(s), and the observation and monitoring of children’s individual progress, will help identify any child with special educational needs. Our Olivia Ryan School has identified members of staff as SENCO who will work alongside parent/carer(s) to assess the child’s strengths and plan for future support. The SENCO’s will ensure that appropriate records are kept according to the Code of Practice.

Early Years Action

The child is identified with special educational needs. The SENCO, working alongside colleagues and parent/carer(s), will assess and record the child’s needs and provide an Individual Education Plan (IEP) providing future support. This plan will be continually under review in consultation with the child and his/her parent(s).

Early Years Action Plus

Is characterised by the involvement of external support services, usually requested by the SENCO and colleagues in consultation with the child’s parent/carer(s). If the help given through Early Years Action Plus is not sufficient to enable the child to progress satisfactorily, it may be necessary for Olivia Ryan School, in consultation with the parent/carer(s) and any external agencies already involved in an education, health and social care plan (EHC PLAN).

Settling in

We aim for children to feel safe, stimulated and happy in Olivia Ryan School and to feel secure and comfortable with all staff. We also want parent/carer(s) to have confidence in both their children’s well-being and their role as active partners, with the child being able to benefit from what Olivia Ryan School has to offer.

We aim to support parent/carer(s) and other carers to help their children settle quickly and easily by giving consideration to the individual needs and circumstances of each child and their families.

Olivia Ryan School’ staff will work in partnership with parent/carer(s) to settle their child into Olivia Ryan School’s environment by:

  • Providing parent/carer(s) with relevant information regarding the policies and procedures of Olivia Ryan School
  • Encouraging the parent/carer(s) and children to visit Olivia Ryan School during the weeks before an admission is


  • Planning settling in visits and introductory sessions (lasting approximately 1-2 hours).
  • Reassuring parent/carer(s) whose children seem to be taking a long time settling into Olivia Ryan School
  • Encouraging parent/carer(s), where appropriate, to separate themselves from their children for brief periods

    at first, gradually building up to longer absences

  • Allocating a key person to each child and his/her family, before he/she starts to attend. The key person

    welcomes and initially looks after the child. He/she offers a settled relationship for the child and builds a

    relationship with his/her parent/carer(s) during the settling in period and to ensure the family has a familiar

    contact person to assist with the settling in process

  • Reviewing the nominated key person if the child is bonding with another member of staff to ensure the child’s

    needs are supported

  • Respecting the circumstances of all families, including those who are unable to stay for long periods of time in

    Olivia Ryan School and reassure them of their child’s progress towards settling in


Children experience many transitions in their early years, some of these planned and some unplanned. Olivia Ryan School staff are sensitive to the difficulties children may have whilst going through these transitions.

Some examples of transitions that young children may experience are:

  • Starting Olivia Ryan School
  • Moving between different rooms within Olivia Ryan School
  • Starting school or moving nurseries
  • Family breakdowns
  • New siblings
  • Moving home
  • Death of a family member
  • Death of a family pet.

Staff are trained to observe their key children and as such will be sensitive to any changes in their behaviour and personality. We respectfully ask that parent/carer(s) inform us of any changes in the home environment that may impact on their child so staff can be aware of the reasons behind any potential changes in the child’s character.

Supporting transitions in Olivia Ryan School

Olivia Ryan School will support all children in Olivia Ryan School with any transitions they may be encountering. If the transition relates to the child starting at Olivia Ryan School, we will follow our settling in policy. If the transition is due to occur at Olivia Ryan School, e.g. room changes, Olivia Ryan School will fully support the child through this process in the following ways:

Moving rooms procedure

  • If the child is due to move rooms due to age and stage readiness, we will work with the parent/carer(s) to ensure this is a seamless process in which the child is fully supported at all stages
  • The child will spend short sessions in their new room prior to the permanent move to enable them to feel comfortable in their new surroundings
  • The child’s key person will go with the child on the initial visit to enable a familiar person to be present.
  • Wherever possible groups of friends will be moved together to enable these friendships to be kept intact and support the children with the peers they know
  • Parent/carer(s) will be kept informed of all visits and the outcomes of these sessions e.g. through photographs, discussions or diary entries
  • Only when the child has settled in through these ‘taster’ sessions will the permanent room move take place. If a child requires more support this will be discussed between the key person, parent, manager and room leader of the new room to enable this to occur.

Starting school

Starting school is a huge transition and Olivia Ryan School will do all it can to facilitate a smooth move. We have a variety of methods that support this:

  • Olivia Ryan School will invite school representatives into Olivia Ryan School to introduce them to the children
  • The key person will initiate conversations with their key children, who are due to move to school, about the school and discuss what they think may be different and what may be the same. They will talk through any concerns the child may have and initiate activities or group discussions relating to any issues enabling these to be overcome
  • Olivia Ryan School will ensure a comprehensive report is produced on each child starting school to enable teachers to have a good understanding of each child received. This will include their interests, strengths and level of understanding and development in key areas. This will support continuity of care and early learning.

Family breakdowns

When parent/carer(s) separate it is a difficult situation for all concerned. Olivia Ryan School understands that emotions run high please refer to the separated families policy which shows how Olivia Ryan School will act in the best interest of the child.

Moving home and new siblings

These are normally two events that parent/carer(s) will have advance notice of, and we ask that parent/carer(s) let Olivia Ryan School know about these events so we can support the child to be ready for this. We will spend time talking to the child and providing activities that may help the child to act out any worries they have, e.g. through role play, stories and discussions.

Parent/carer(s) may also consider placing their child into Olivia Ryan School for additional sessions during these events to provide them with consistency and time away from the changes occurring.


Olivia Ryan School has produced a separate policy on bereavement as this can be a difficult time for children and their families. Olivia Ryan School will offer support to all concerned should this be required.

If parent/carer(s) feel that their child requires additional support because of any changes in their life, we ask that you speak to Olivia Ryan School’s manager and the key person to enable this support to be put into place.

Separated family

When parent/carer(s) separate it is a difficult situation for all concerned. Olivia Ryan School understands that emotions run high and this policy lays out how Olivia Ryan School will support the child and their family within Olivia Ryan School. We feel this policy will support all parties in this difficult time including our team.

Parental responsibility

While the law does not define in detail what parental responsibility is, the following list sets out the key roles:

  • Providing a home for the child
  • Having contact with and living with the child
  • Protecting and maintaining the child
  • Disciplining the child
  • Choosing and providing for the child’s education
  • Determining the religion of the child
  • Agreeing to the child’s medical treatment
  • Naming the child and agreeing to any change of the child’s name
  • Accompanying the child outside the UK and agreeing to the child’s emigration, should the issue arise
  • Being responsible for the child’s property
  • Appointing a guardian for the child, if necessary
  • Allowing confidential information about the child to be disclosed.

If the parent/carer(s) of a child are married to each other at the time of the birth, or if they have jointly adopted a child, then they both have parental responsibility. Parent/carer(s) do not lose parental responsibility if they divorce, and this applies to both the resident and the non-resident parent.

This is not automatically the case for unmarried parent/carer(s). According to current law, a mother always has parental responsibility for her child. A father, however, has this responsibility only if he is married to the mother when the child is born or has acquired legal responsibility for his child through one of these three routes:

  • By jointly registering the birth of the child with the mother (From 1 December 2003)
  • By a parental responsibility agreement with the mother
  • By a parental responsibility order, made by a court.


During the registration process it is important for Olivia Ryan School to know all details about both parent/carer(s). This includes details about who does or does not have parental responsibility as this will avoid difficult situations that may arise at a later date.

Olivia Ryan School’ requests that all details are logged on the child registration form. If a parent does not have parental responsibility, or has a court order in place to prevent this, Olivia Ryan School needs a copy of this documentation for the child’s records.

If a child is registered by one parent of a separated family, Olivia Ryan School’ requests that all details relating to the child and other parent are disclosed wherever possible, e.g. court orders, injunctions. This will allow Olivia Ryan School to have all the appropriate information in order to support the child fully.

Olivia Ryan School will:

  • Ensure the child’s welfare is paramount in all operations relating to their time within Olivia Ryan School
  • Comply with any details of a Court Order where they are applicable to Olivia Ryan School situation, provided Olivia Ryan School has seen a copy/has a copy attached to the child’s file
  • Provide information on the child’s progress within Olivia Ryan School to both parent/carer(s)
  • Ensure that all matters known by the staff pertaining to the family and the parent’s separation shall remain confidential
  • Ensure that no member of staff takes sides within the separation and treats both parent/carer(s) equally and with due respect.

Olivia Ryan School cannot restrict access to any parent with parental responsibility unless a formal Court Order is in place. We respectfully ask that parent/carer(s) do not put us in this position.

We ask parent/carer(s) to:

  • Provide us with all information relating to parental responsibilities, Court Orders and injunctions
  • Update information that changes any of the above as soon as practicably possible
  • Work with us to ensure continuity of care and support for your child
  • Not involve Olivia Ryan School’ staff in any family disputes, unless this directly impacts on the care we provide for the child
  • Talk to the manager/key person away from the child when this relates to family separation in order to avoid the child becoming upset. This can be arranged as a more formal meeting or as an informal chat
  • Not ask Olivia Ryan School to take sides in any dispute. We will only take the side of your child and this will require us to be neutral at all times.

First Aid Policy

Accidents can be very distressing for anyone involved so at Olivia Ryan School and we follow this policy and procedure to ensure all parties are supported and cared for, and their health, safety and welfare is protected throughout their time in the school.

First aid

The first aid boxes are located in: the kitchen and also in the grab bag when we are on outings or in the playground in Olivia Ryan School. These are accessible at all times with appropriate content for use with children.

  • If the sickness is severe, call for an ambulance immediately. DO NOT attempt to transport the sick child in your own vehicle or on the school mini-bus
  • Whilst waiting for the ambulance, contact the parent and arrange to meet them at the hospital
  • A senior member of staff must accompany the child and collect together registration forms, relevant medication sheets, medication and the child’s comforter. A senior member of the management team or the owner must also be informed immediately
  • Remain calm at all times. Children who witness an incident may well be affected by it and may need lots of cuddles and reassurance.

The appointed person responsible for first aid is Tope

A high percentage of staff are trained in pediatric first aid and this training is updated every three years to ensure this remains current.

All first aid trained staff are listed in the Main Entrance on the board. When children are taken on an outing away from our pre-school, we will always ensure they are accompanied by at least one member of staff who is trained in first aid, who will carry an appropriate first aid box at all times.


Location of accident file: This is located in the School’s main office for each individual child in our care.

  • The person responsible for reporting accidents, incidents or near misses is the member of staff who witnesses the incident. They must record it in the Accident File and report it to the school manager. This should be done as soon as the accident is dealt with, whilst the details are still clearly remembered. Parent/carer(s) must be shown the Accident Form, informed of any first aid treatment given and asked to sign it as soon as they collect their child.

  • The school manager will report serious accidents immediately to the owner or a senior member of the management team for investigation for further action to be taken (i.e. a full risk assessment or report under Reporting of Injuries.

  • All accidents or injuries should record in the appropriate forms and file in the Accident/Incident Folder and this will be kept for at least three years

  • Where medical attention is required, a senior member of staff will notify the parent(s) as soon as possible whilst caring for the child appropriately

  • Where medical treatment is required the manager will also inform the insurance company in writing.

  • The registered manager will report any accidents of a serious nature where necessary.

Personal protective equipment (PPE)

The school provides staff with PPE according to the need of the task or activity. Staff must wear PPE to protect themselves and the children during tasks that involve contact with bodily fluids. PPE is also provided for the handling of chemicals and other tasks. This is chosen according to need and will be regularly reviewed to ensure it is suitable and effective. Staff are consulted when choosing PPE to ensure all allergies and individual needs are supported.

Safe Guarding Policy

  1. Definition of Safeguarding
  • “Safeguarding is not just about protecting children from deliberate harm. It includes a wide range of issues relating to pupil’s welfare, health and safety.” (Inspecting safeguarding in early years, education and skills,
  • All safeguarding policies will be reviewed on an annual (minimum) basis by the Governing Body which has responsibility for oversight of school safeguarding and child protection systems. The Designated Safeguarding Lead / Head Teacher will ensure regular reporting on safeguarding activity and systems in school to the Governing Body. The Governing Body will not receive details of individual pupil situations or identifying features of families as part of their oversight responsibility.
  • The school acknowledges that this policy will incorporate a range of specific safeguarding issues including (but not limited to):
  • Bullying (including cyberbullying)
  • Children Missing Education (CME)
  • Child missing from home or care
  • Child Sexual Exploitation (CSE)
  • Domestic violence
  • Drugs and alcohol misuse
  • Fabricated or induced illness
  • Faith abuse
  • Female Genital Mutilation (FGM)
  • Forced marriage
  • Gangs and youth violence
  • Gender based abuse and violence against women and girls
  • Hate
  • Honour based abuse
  • Mental health
  • Missing children and adults
  • Online safety
  • Prevent duty (radicalisation and extremism)
  • Private fostering
  • Relationship abuse
  • Human trafficking and modern slavery
  • Youth produced sexual imagery or “Sexting”
  • Every member of staff at Olivia Ryan School recognises that children experiencing specific safeguarding issues identified above are no different to safeguarding against any other vulnerability or concern and will be approached and responded to in the same way as protecting children from any other risks.
  1. Related Safeguarding Policies
  • We are aware that safeguarding is fundamental to the welfare of all children in our care. This policy is therefore one of a series in the school’s integrated safeguarding portfolio and should be read in conjunction with the policies as listed below:
    •  Behaviour Management, linked to the Use of Physical Intervention
    •  Searching, screening and confiscation
    •  Online Safety and Social Media
    •  Anti-Bullying
    •  Data Protection and Information Sharing
    •  Image Use
    •  Drugs
    •  Sex Education
    •  Personal and Intimate Care
    •  Health and Safety
    •  Attendance (Children Missing Education)
    •  Risk Assessments (e.g. school trips, use of technology)
    •  First Aid and Accidents
    •  Managing Allegations Against Staff
    •  Code of Conduct for Staff (including Acceptable Use of Technology/AUP)
    •  Safer Recruitment
    •  Whistle-Blowing

Safe guarding and health and safety policies can be found in the staff room, parents can also access selected policies for downloading on the school’s website oliviaryanschool.com . others can be requested for from the school office.

  1. Key Responsibilities
  • Everyone who comes into contact with children and their families has a role to play in safeguarding children. Schools and colleges form part of the wider safeguarding system for children.
  • The school has a nominated a lead for safeguarding named on the front of this document. The nominated leads will take the lead role in ensuring that the school has an effective policy which interlinks with other related policies; that locally agreed procedures are in place and being followed; and that the policy and structures supporting safeguarding children are reviewed at least annually.
  • The Leadership Team will ensure that the DSL(s) is properly supported in this role at a time and resource level.

5.1 Designated Safeguarding Lead (DSL)

  • The DSL has the overall responsibility for the day to day oversight of safeguarding and child protection systems in school.
  • The DSL will undergo appropriate and specific training to provide them with the knowledge and skills required to carry out their role. The DSL’s training will be updated formally every two years but their knowledge and skills will be updated through a variety of methods training, conferences at regular intervals, at least annually, to keep up with any developments relevant to their role.
  • The school will appoint additional staff to deputise for the DSL. Deputy DSL will attend appropriate training which enables them to fulfil this role. Whilst the activities of the Designated Safeguarding Lead may be delegated to the deputy, the ultimate lead responsibility for safeguarding and child protection remains with the Designated Safeguarding Lead and this responsibility will not be delegated.
  • It is the role of the DSL to:
    •  Act as the central contact point for all staff to discuss any safeguarding concerns
    •  Maintain a confidential recording system for safeguarding and child protection concerns
    •  Coordinate safeguarding action for individual children
      • In the case of Children in Care, the DSL should have the details of the child’s social worker and the name of the virtual school head in the authority that looks after the child (with the DSL liaising closely with the designated teacher.
    •  Liaise with other agencies and professionals in line with Working together to safeguard children
    •  Ensure that locally established procedures are followed and making referrals to other agencies, including social services.
    •  Represent, or ensure the school is appropriately represented at inter-agency safeguarding meetings (including Child Protection conferences)
    •  Manage and monitor the school’s part in Early Help / Child in Need / Child Protection plans
    •  Be available during term time (during school hours) for staff in the school to discuss any safeguarding concerns
    •  Ensure all staff access appropriate safeguarding training and relevant updates in line with the recommendations within KCSIE (2016)

5.2 Members of Staff 

  • All members of staff have a responsibility to:
    •  provide a safe environment in which children can learn
    • ensure all children are able to develop appropriate strategies to recognise and respond to risk and build resilience
    • identify and recognise children who may be in need of early help, who are suffering, or are likely to suffer significant harm
    • provide help for children, where appropriate and reasonable
    • take appropriate action to prevent safeguarding concerns escalating and work with other services as needed
    • safeguard children’s wellbeing and maintain public trust in the teaching profession as part of their professional duties
    • be aware of and take appropriate action to raise concerns regarding poor or unsafe practice or potential failures in the school safeguarding regime (this may include accessing the school whistleblowing policy)
    • maintain an attitude of ‘it could happen here’ where safeguarding is concerned and to always act in the best interests of the child
    • respond to and refer any concerns about children or other members of the community in accordance with this policy
    • Contribute towards, read and adhering to the school policies
  • All members of staff in Olivia Ryan School know what to do if a child tells them he/she is being abused or neglected. Members of staff know to maintain an appropriate level of confidentiality whilst at the same time liaising with relevant professionals such as the DSL and other agencies as appropriate. Members of staff know they must never promise a child that they will not tell anyone about a concern or allegation as this may ultimately not be in the best interests of the child. See appendix 4 for advice for staff on responding to safeguarding concerns.
  • The welfare and safety of children are the responsibility of all staff in school and ANY concern for a pupil’s welfare MUST always be reported to the Designated Safeguarding Lead(s).

5.3 Children and Young People

  • Children and young people (pupils) have a responsibility to:
  •  Contribute to the development of school safeguarding policies
  •  Read and adhere to (at a level appropriate to their age and ability) the schools safeguarding policies and procedures
  •  Seek help from a trusted adult if things go wrong, and support others that may be experiencing safeguarding concerns
  •  Develop and take responsibility (at a level that is appropriate to their individual age, ability and vulnerabilities) for keeping themselves and others safe, including online

5.4 Parents and Carers

  • Parents/carers have a responsibility to:
  •  Read the relevant school/policies and procures, encouraging their children to adhere to them, and adhering to them themselves where appropriate
  •  Discuss safeguarding issues with their children, support the school in their safeguarding approaches, and reinforce appropriate safe behaviours at home
  •  Identify changes in behaviour which could indicate that their child is at risk of harm online
  •  Seek help and support from the school, or other appropriate agencies, if they or their child encounters any safeguarding concern
  •  Contribute to the development of the schools safeguarding policies
  • A statement in the school prospectus will inform parents and carers about our school’s duties and responsibilities under child protection and safeguarding procedures.
  • Parents can obtain a copy of the school Child Protection Policy and other related policies on request.
  1. Safeguarding Children with Special Educational Needs and Disabilities
  • Olivia Ryan School acknowledges that children with special educational needs (SEN) and disabilities can face additional safeguarding challenges as they may have an impaired capacity to resist or avoid abuse. They may have speech, language and communication needs which may make it difficult to tell others what is happening.
  • Olivia Ryan School will ensure that children with SEN and disabilities, specifically those with communication difficulties will be supported to ensure that their voice is heard and acted upon.
  • Members of staff are encouraged to be aware that children with SEN and disabilities can be disproportionally impacted by safeguarding concerns such as bullying. All members of staff will be encouraged to appropriately explore possible indicators of abuse such as behaviour/mood change or injuries and not to assume that they are related to the child’s disability and be aware that children with SEN and disabilities may not always outwardly display indicators of abuse.

Intimate Care/Toileting Policy

Intimate Care policy

Olivia Ryan School aims to support children’s care and welfare on a daily basis in line with their individual needs. All children need contact with familiar, consistent carers to ensure they can grow confidently and feel self-assured. At times children need to be cuddled, encouraged, held and offered physical reassurance.

Intimate care routines are essential throughout the day to ensure children’s basic needs are met. This may include nappy changing, supporting children with toileting, changing clothes where required, first aid treatment and specialist medical support.

We wish to ensure the safety and welfare of the children involved in intimate care routines and safeguard against any potential harm as well as ensuring the staff member involved is fully supported and able to perform their duties safely and confidently. Through the following actions we will endeavour to support all parties:

  • Promote consistent and caring relationships through the key person system in Olivia Ryan School and ensure all parent/carer(s) understand how this works
  • Ensure all staff undertaking intimate care routines have suitable enhanced DBS checks
  • Train all staff in the appropriate methods for intimate care routines and access specialist training where required, i.e. first aid training, specialist medical support
  • Conduct thorough inductions for all new staff to ensure they are fully aware of all Olivia Ryan School procedures relating to intimate care routines.
  • Follow up on these procedures through supervision meetings and appraisals to identify any areas for development or further training.
  • Working closely with parent/carer(s) on all aspects of the child’s care and education as laid out in the parent and carers as partners policy. This is essential for intimate care routines which require specialist training or support. If a child requires specific support Olivia Ryan School will arrange a meeting with the parent to discover all the relevant information relating to this to enable the staff to care for the child fully and meet their individual needs
  • Ensure all staff have an up-to-date understanding of safeguarding and how to protect children from harm. This will include identifying signs and symptoms of abuse and how to raise these concerns in the most appropriate and speedy manner.
  • The setting operates a whistleblowing policy as a means for staff to raise concerns relating to their peers. The management will support this by ensuring staff feel confident in raising worries as they arise in order to safeguard the children in Olivia Ryan School.
  • The management team regularly conducts working practice observations on all aspects of Olivia Ryan School’ operations to ensure that procedures are working in practice and all children are supported fully by the staff. This includes intimate care routines.
  • Staff will be trained in behaviour management techniques as applicable.
  • Olivia Ryan School conducts regular risk assessments on all aspects of Olivia Ryan School’s operation and this area is no exception. Olivia Ryan School has assessed all the risks relating to intimate care routines and has placed appropriate safeguards in place to ensure the safety of all involved.

If any parent or member of staff has concerns or questions about intimate care procedures or individual routines please see the manager at the earliest opportunity.

Potty Training
When your child starts to show signs that they are becoming aware of their bodily functions staff will arrange a convenient time to discuss with you your plans on potty/toilet training your child.

It is very important that we work together to potty train your child. If we start the training and your child is not ready then we can stop and start again when they are. Some children take to potty training overnight for some it is a longer process, the most important thing is that we work together to give your child the support and reassurance they need during this period.

In order to help your child become independent in going to the toilet Olivia Ryan School has low level toilets and wash basins. For smaller children potties will be made available.

Visitors Policy

All visitors must sign the Visitor’s Book on arrival and departure. If a visitor is more than an hour in the school, the school manager must point out fire procedures.

A member of staff must accompany visitors in the school area at all times whilst in the building; at no time should a visitor be left alone with a child unless under specific circumstances arranged previously with the manager.

Visitor’s Personal Belongings.

At the Olivia Ryan School we pride ourselves on our outstanding safeguarding policy. All staff at the Olivia Ryan School keep their mobile phones locked away during working hours, and know that a phone including a camera are never allowed in a room where children are present, and we feel that it is as important to visitors too.


Olivia Ryan School is securely monitored by a CCTV surveillance system. The pre-school Manager is responsible for the operation of the system for ensuring compliance with this policy.

CCTV has been installed to assist in ensuring a safe and secure environment for the benefit of children in our care, staff, parents/carers and visitors. These purposes will be achieved by monitoring the system to:

  • Assist in the overall security of individuals, premises and equipment.
  • Ensure high standards of care are maintained
  • Increase learning opportunities for staff
  • Facilitate the identification of any incident which may necessitate disciplinary action being taken against a staff member and assist in providing evidence to the pre-school Manager
  • Act as an effective deterrent against criminal activity, such as vandalism

CCTV System
Cameras will be located both internally at a strategic point, essentially:

  • Inside the main entrance

Signs will be prominently displayed in key locations to indicate that a CCTV monitoring system is operating.

Although every effort has been made to ensure maximum effectiveness of the system, it is not possible to guarantee that the system will detect every incident taking place within the area of coverage.

Digital recordings are made using a digital video recorder operating in real mode, monitoring the site continuously 24 hours a day. Images will normally be retained for between four and six weeks from the date of recording and they will then be automatically overwritten.

Access to Images
Viewing of recorded images of CCTV will be restricted to the school Management within the private office, and also to those staff who need to have access in accordance with the purposes of the system. Out of school hours, the owners will have access to CCTV images via secure remote access to assist in maintaining the security of the premises. This is not a ‘webcam’ facility; parents will not have access to view recordings.

Data in Protection Act 1998

The CCTV system has been registered in accordance with the Data Protection Act of Nigeria.