Chartham Holistic Kindergarten- 
Further Policies

Safe Sleep Procedure

Purpose

To ensure that all babies and young children in our care are provided with a safe, consistent, and comfortable sleep environment that minimises risks and promotes healthy development.

Responsibilities

• The Manager/DSL is responsible for ensuring this policy is implemented and reviewed termly or following any incident.
• All staff are responsible for following safe sleep practices every time a child sleeps.
• Parents will be informed of our safe sleep procedure during induction and asked to share their child’s usual sleep routines/needs.

Procedure

1. Environment

• Babies must sleep in a cot, crib, or approved sleep mat on a firm, flat mattress that fits snugly.
• The sleep room must be well-ventilated, with temperature maintained between 16–20°C (checked and logged).
• Cots must be free from hazards: no pillows, quilts, bottles, duvets, loose bedding, bumpers, toys, or comforters (except a dummy if parent requests).
• Each child must have clean bedding, labelled and used by them only.

2. Positioning

• Babies must always be placed on their backs to sleep.
• If a baby rolls onto their front or side by themselves and can roll back, staff should reposition if very young, but otherwise allow them to find their own comfortable position.
• Staff must ensure babies’ heads and faces remain uncovered at all times.

3. Clothing & bedding

• Babies should sleep in light sleepwear appropriate to the room temperature.
• Sleep sacks may be used if provided by parents and appropriately sized (arms free, correct tog rating).
• If blankets are used: tuck firmly under the mattress and up to chest height only.
• Babies must not wear hats, bibs, or hoods or jumpers when sleeping.

4. Supervision & monitoring

• Sleeping babies must be placed in the designated sleep area where they can be supervised.
• Staff must carry out physical sleep checks at least every 10 minutes (or more frequently if a child is unwell or at higher risk).
  • Check breathing, skin colour, position, and temperature.
  • Record checks on the sleep log (time, staff initials, observations).
• Sleep monitoring technology (e.g. video/audio) may be used, but never instead of physical checks.
• Staff must remain within sight or hearing of sleeping children.

5. Individual needs

• Parents will provide details of their child’s usual sleep routines on induction.
• Staff will respect routines (e.g. comforters/dummies) where safe, but will not allow unsafe practices (e.g. prone sleeping, swaddling, sleeping in bouncers or prams).
• Babies with medical needs (e.g. reflux, sleep apnoea) will require a care plan agreed with parents and health professionals.

6. Sleep equipment

• All cots and mattresses will be checked daily for cleanliness and safety.
• Bedding must be washed weekly (or immediately if soiled).
• Evacuation procedures must include safe removal of sleeping babies (e.g. evacuation cots).

7. Unwell or unsettled children

• Babies who appear unwell must be monitored more closely and parents informed.
• If a child has a raised temperature or is unusually drowsy, staff will follow the illness procedure and may request collection.

8. Staff training

• All staff caring for babies must receive safe sleep training as part of induction and refresher training annually.
• Staff must be able to explain the reasons for each part of the procedure.

Record Keeping

• Sleep logs will be completed for every sleep, signed by the checking staff.
• Logs will be retained for at least 6 months (longer if part of an incident record).
• Any sleep-related concern or incident will be recorded, reviewed by the manager, and, if necessary, reported to Ofsted/local safeguarding partners.

Review

This procedure will be reviewed annually, or sooner if national guidance changes, if there is an incident, or following Ofsted feedback.

Safer Eating Policy

Purpose

The safety and wellbeing of our children is our highest priority. This policy sets out how we manage food and eating practices to minimise risks of choking, allergic reactions, and foodborne illness while supporting children’s independence, healthy choices, and enjoyment of meals.

1. General Principles

• All food provided or consumed at Chartham Holistic Kindergarten must be safe, healthy, and appropriate for the age and stage of each child.
• Children are always supervised during eating and drinking.
• Food is prepared, served, and stored in line with current food safety standards.
• The cultural, dietary, and health needs of all children are respected.

2. Allergy Awareness

• Parents and carers must inform staff of any allergies, intolerances, or special dietary requirements before a child starts.
• A list of children with allergies or intolerances is kept in all 3 kitchens and in the front of each Quicklook book.
• No foods containing nuts (including tree nuts and peanuts) are permitted on site.
• Staff are trained to recognise symptoms of allergic reactions and to follow the child’s care plan, including administering emergency medication (e.g., auto-injectors) if required.

3. Choking Prevention

• Foods that present a choking hazard (e.g., whole grapes, cherry tomatoes) are cut in quarters. 
• Food is cut into safe sizes and shapes appropriate for young children.
• Children are encouraged to sit while eating and to eat slowly, without rushing.
• Staff are trained in paediatric first aid, including choking response.

4. Hygiene and Food Safety

• All staff handling food follow strict handwashing and hygiene routines.
• Food preparation areas are cleaned and sanitised before and after use.
• Food is stored at safe temperatures and labelled with use-by dates.
• Children wash their hands before and after eating.

5. Supervision and Practice

• Staff sit with children during mealtimes to model safe eating habits and positive attitudes toward food.
• Children are supported to feed themselves when ready, developing independence in a safe way.
• Staff monitor children for signs of difficulty swallowing or allergic reactions.

6. Food from Home

• Parents are encouraged to provide balanced, healthy food if sending packed lunches.
• No nuts, nut products may be included.
• Staff may remove any unsafe food and discuss this with parents.

7. Celebrations and Special Events

• Foods brought in for birthdays or cultural events must comply with allergy and choking guidelines.
• Alternatives will be provided so all children can take part.

8. Training and Review

• All staff receive regular training on food safety, allergy management, and choking prevention.
• This policy is reviewed annually, or sooner if guidance changes or a significant incident occurs.

9. Communication with Families

• The policy is shared with all parents and carers at enrolment.
• Updates are communicated promptly through newsletters, meetings, or email.
• Parents are encouraged to raise questions or concerns at any time.

Missing child procedure

Missing child procedure

In the event of a child discovered missing

1. The Kindergarten will ensure a responsible person can help undertake a thorough search of the setting and immediate vicinity. 
2. The manager will be notified and other businesses on site will be notified. 
3. The premises, including the entire garden and all surrounding areas will be searched, together with as many volunteers as possible.  
4. The signing in sheet is to be checked to make sure no other child is missing and to check the child has not been collected. 
5. Doors and gates to be checked to see if there has been a breach of security whereby a child could wander out. 
6. If, following a thorough search of the kindergarten and the immediate vicinity, the child cannot be found the police will be called and the child’s parents/carers will be notified without delay. 

Late Pick up Procedure 

This policy to is to protect children who have been left late at nursery after the agreed collection time or after closing hours. 

CHK has a duty of care to the children and parents to ensure that collecting of young children is made at the agreed time or within normal opening hours. Late collection causes unnecessary distress to a child and staff. 

Children remaining in our care after the agreed collection time or after normal opening hours must be supervised by a minimum of two qualified members of staff.

We appreciate that sometimes there may be circumstances beyond parent control affecting the prompt collection of your child. 

If you expect you will be late collecting your child in our care, please call at your earliest convenience and discuss the possible arrangements with the manager/deputy manager. When we register a child we ask parents to provide additional contacts for emergencies.

Late fees will be charged through use of our billing app. 

Non-Attendance & Welfare Procedure

Purpose
This procedure ensures we act quickly if a child who is booked to attend does not arrive as expected, in order to safeguard the child and maintain clear communication with parents/carers.

1. Attendance Check

• At the start of each session, staff mark attendance against the booking register.
• If a booked child is not present by 30 minutes after the session start time and no notice has been given, the procedure below is followed.

2. First Contact Attempt

• Staff call the primary parent/carer contact number to check the reason for absence and confirm the child’s whereabouts.
• If contact is made and the child is safe, the absence is recorded, and no further action is needed (unless safeguarding concerns arise).

3. Second Contact Attempt

• If no answer from the primary contact, staff leave a voicemail (if possible) requesting an urgent call back. And or a WhatsApp message. 
• Staff then call the first listed emergency contact to check if they know the child’s whereabouts.

4. Escalation if Child’s Whereabouts Are Unknown

If neither the parent/carer nor the emergency contact can confirm where the child is:

1. Staff inform the Designated Safeguarding Lead (DSL) immediately.
2. The DSL will make further attempts to reach all listed contacts.
3. If after a reasonable timeframe (maximum 2 hours from the session start time) the child’s location remains unknown, the DSL will:
   • Contact Kent Police to report a missing child.
   • Follow advice given by the police.

5. Recording

• All contact attempts, responses, and times are recorded in Tapestry.
• Any safeguarding concerns are documented in line with our Safeguarding & Child Protection Policy.

6. Follow-Up

• The DSL will hold a follow-up conversation with the parent/carer to review the circumstances and ensure procedures are understood for future attendance.
• Repeated unexplained non-attendance will be discussed and may trigger a review of the child’s place.

This procedure is designed to prioritise child safety and act quickly in the rare event a child’s whereabouts cannot be confirmed.

Attendance, Illness and Medication Policy

1. Purpose

At Chartham Holistic Kindergarten we aim to provide a safe, healthy and nurturing environment for all children, staff and families. This policy outlines expectations regarding attendance, illness, medication and setting closures to minimise the spread of infection and ensure children are well enough to participate comfortably in kindergarten life.

2. Attendance and Absence

Regular attendance supports children’s wellbeing, routine and development.

Parents and carers must inform the kindergarten as soon as possible if their child will be absent.

Please note:

Fees are payable for all booked sessions regardless of attendance.

We are unable to offer refunds, fee reductions or replacement sessions for absences due to:

• Child illness
• Family holidays
• Medical appointments
• Family commitments
• Any other reason for absence

This is because staffing, resources and operational costs remain the same regardless of attendance.

3. Setting Closures and Uncontrollable Circumstances

In rare circumstances the kindergarten may need to close due to events beyond our control. These may include, but are not limited to:

• Severe weather (such as snow)
• Loss of utilities (electricity, water or heating)
• Public health concerns
• Government guidance
• Any other unforeseen circumstances that make it unsafe to open.

In these circumstances fees will still be payable and refunds will not be issued, as the kindergarten will continue to incur operational costs including staffing and premises.

4. Staff Training Days

Chartham Holistic Kindergarten is committed to maintaining high standards of care and education.

To support staff development and maintain best practice, the kindergarten holds six staff training days each year.

The setting will be closed to children on these days.

As staffing costs and operational expenses still apply, normal fees remain payable for staff training days.

Parents will be given advance notice of these dates each year.

5. Illness and Exclusion

Children who are unwell should remain at home so they can recover comfortably and to prevent illness spreading to others.

Children must not attend kindergarten if they have:

• Vomited
• Had diarrhoea
• Been generally unwell with symptoms of illness

Children may return only after 48 hours have passed since the last episode of vomiting or diarrhoea.

If a child becomes unwell during the day:

• Parents or carers will be contacted immediately.
• The child must be collected as soon as possible.
• Staff will ensure the child is kept comfortable while waiting for collection.

The kindergarten reserves the right to send a child home if staff believe they are too unwell to participate comfortably or may pose a risk of infection to others.

6. Paracetamol (e.g. Calpol)

Parents should not administer paracetamol in order for a child to attend when they are unwell.

If a child requires paracetamol due to illness (for example fever or infection), they are not well enough to attend kindergarten and should remain at home.

Paracetamol given for pain relief only (for example teething discomfort) may be considered if:

• The child is otherwise well and able to participate in normal activities
• Parents inform staff at drop-off

If staff believe paracetamol has been administered to mask symptoms of illness, the child may be sent home.

7. Antibiotics

Children may attend kindergarten while taking antibiotics only if they are well enough to participate in normal activities.

However:

• The first 24 hours of antibiotic treatment must be completed at home before returning to kindergarten.
• Parents must inform staff if their child is taking antibiotics.

Staff will only administer antibiotics if:

• A medication consent form has been completed
• The medication has been prescribed by a doctor
• It is in its original packaging with the pharmacy label and dosage instructions.

If a child appears unwell despite being on antibiotics, parents may be asked to collect them.

8. Protecting the Kindergarten Community

These procedures help protect:

• The health and wellbeing of all children
• Vulnerable children and families
• Staff wellbeing
• The smooth running of the kindergarten.

We thank parents and carers for supporting these measures to maintain a healthy environment for everyone.

9. Policy Review

This policy will be reviewed regularly to ensure it reflects current health guidance and best practice within early years settings.

Curriculum Policy

Introduction

Chartham Holistic Kindergarten is committed to delivering a high-quality early years education that aligns with the Early Years Foundation Stage (EYFS) framework. This policy outlines our approach to implementing the EYFS, along with our planning and assessment procedures, ensuring that all children receive a rich, balanced, and supportive learning experience.

Implementation of the Early Years Foundation Stage (EYFS)

1. EYFS Framework: Our curriculum is structured around the seven areas of learning as defined by the EYFS:
   • Prime Areas: Communication and Language; Physical Development; Personal, Social, and Emotional Development.
   • Specific Areas: Literacy; Mathematics; Understanding the World; Expressive Arts and Design.

2. Holistic Approach: We integrate the EYFS framework within our broader holistic and child-centred philosophy, ensuring that learning experiences are engaging, relevant, and respectful of each child's individual needs and pace.
3. Environment: Our learning environments, both indoors and outdoors, are designed to provide children with opportunities to explore, experiment, and engage in activities that foster growth across all EYFS areas. We ensure that our settings are stimulating, safe, and inclusive, promoting curiosity and enthusiasm for learning.
4. Play-Based Learning: Consistent with our Steiner Waldorf inspiration, our curriculum emphasises learning through play, allowing children to learn by doing and to develop skills through their natural interests and interactions with the environment and each other.

Planning and Assessment Procedures

1. Curriculum Planning:
   • Short-term Planning: Weekly and daily activity plans are developed based on observations of children's interests, strengths, and developmental needs. These plans are flexible to allow for child-initiated play and spontaneous learning opportunities.
   • Medium-term Planning: This involves setting out the learning goals for each term, ensuring a balanced coverage of the EYFS areas of learning. These plans are reviewed and adjusted in response to the ongoing assessments and emerging interests of the children.
   • Long-term Planning: Overarching themes and key goals are established for the academic year to guide the curriculum and ensure a coherent educational journey.

2. Assessment:

1. • Ongoing Observations: Staff continuously observe children during their daily activities, using their insights to inform immediate planning and to adapt activities to meet the developmental and learning needs of each child.
   • Developmental Assessments: These are conducted regularly to monitor each child’s progress across the EYFS areas. Results are documented and used to tailor further teaching and learning interventions.
   • Two-Year-Old Check: In line with EYFS requirements, we conduct a formal assessment when a child is aged between two and three to review their progress in the prime areas. This assessment is shared with parents and forms part of the child’s development record.
   • EYFS Profile: At the end of the EYFS (at the end of the Reception year), we compile an EYFS Profile for each child. This profile provides a comprehensive summary of their achievements and is shared with parents and the receiving school, where applicable.

3. Parental Involvement:

1. • Regular Updates and Meetings: We keep parents informed about their child's progress through regular reports, parent-teacher meetings, and informal daily communications.
   • Participation: Parents are encouraged to participate in various aspects of the kindergarten activities, including planning and review meetings, to ensure a collaborative approach to their child's education.

4. Staff Training:

1. • Professional Development: All staff members receive ongoing training in the EYFS framework and effective early years teaching strategies. This ensures that they remain knowledgeable and proficient in delivering a curriculum that meets regulatory standards and best practices.
   • Reflective Practice: Staff are encouraged to reflect on their teaching practices and the effectiveness of the curriculum, fostering a culture of continuous improvement.

Conclusion

Our Curriculum Policy at Chartham Holistic Kindergarten ensures that all aspects of the EYFS are effectively implemented, providing a solid foundation for the development and learning of every child. Through thoughtful planning, comprehensive assessment, and active parental engagement, we strive to deliver an educational experience that nurtures young minds and prepares them for the next stages of their educational journey.

Key Person Policy

Introduction

At Chartham Holistic Kindergarten, we recognise the importance of building strong and nurturing relationships between children and staff. Our Key Person Policy ensures that every child is supported emotionally and developmentally by a designated member of staff, known as the 'Key Person'. This policy outlines the roles, responsibilities, and processes associated with this pivotal role within our setting.

Role and Responsibilities of the Key Person

1. Building Relationships: The primary role of the Key Person is to build a secure relationship with their assigned children. This involves creating a bond that provides reassurance and confidence, allowing the child to feel safe and cared for within our setting.
2. Emotional Support: The Key Person is responsible for supporting the emotional needs of each child, helping them to develop a sense of belonging and self-worth. This includes comforting children during times of distress and celebrating their achievements.
3. Developmental Monitoring: They observe their assigned children’s development and keep detailed records of their progress. The Key Person ensures that the learning activities are tailored to meet the individual developmental needs and interests of each child.
4. Communication: Serving as the main point of contact for parents, the Key Person ensures that parents are kept informed about their child’s development, daily activities, and any concerns that may arise. Regular meetings and updates help to maintain an open and transparent line of communication.
5. Supporting Transitions: The Key Person plays a crucial role in supporting children through transitions, whether these are routine transitions throughout the day or significant changes such as moving to a new educational setting.

Assignment and Monitoring of Key Persons

1. Assignment Process: Each child is assigned a Key Person before they start at the kindergarten. This assignment is based on several factors including the staff member’s expertise, the child’s needs, and the initial interactions during induction sessions. The aim is to match children with the staff member best suited to support their development and well-being.
2. Monitoring Effectiveness: The effectiveness of the Key Person in supporting their assigned children is regularly monitored through observations, feedback from parents, and staff discussions. This ongoing evaluation helps to ensure that the relationship remains beneficial and that the child’s developmental and emotional needs are being met.
3. Professional Development: Key Persons receive ongoing training and support to enhance their understanding of child development and to equip them with the skills necessary to perform their roles effectively. This training includes sessions on attachment theory, communication skills, and specific areas of child care.
4. Review and Adjustment: The assignment of Key Persons is reviewed regularly to ensure that it continues to meet the needs of the children and the dynamics of our setting. Adjustments may be made based on changes in staff, the needs of the children, or feedback from parents.

Conclusion

Our Key Person Policy is central to our ethos at Chartham Holistic Kindergarten, supporting the personal, social, and educational development of each child. By ensuring that each child has a dedicated staff member to support their journey, we foster a secure environment conducive to learning and growth. This policy is reviewed annually to reflect best practices and the evolving needs of our community.

Nappy Changing Procedure

and Toilet Policy

1. Preparation

• Gather all necessary supplies in advance:
  • Clean nappy, wipes, gloves, nappy bag, nappy cream, clean clothes (if required), and surface spray.
• Ensure the changing mat is clean and dry.

2. Inviting the Child

• Gently let the child know it’s time for a change: “It’s time to change your nappy now. I’ll help you.”
• Give the child time to respond. Carry or guide them with care to the changing area.

3. During the Change

• Speak clearly and respectfully at each step: “I’m lifting you up now.”
  “Let’s take your trousers off.”
  “I’m wiping you—this might feel cold.”
• Encourage participation, such as helping undress or passing items.
• Use slow, respectful touch and respond to the child’s cues and comfort levels.
• Apply cream only if authorised by the parent/carer.

4. Hygiene & Safety

• Disposable gloves are available in the nappy change area with extra stock in the COSH cupboard.
• Place used wipes and nappy in a nappy bag and dispose of it in the appropriate bin.
• Clean the child thoroughly and gently.
• Dress the child and help them down safely.
• Never leave a child unattended on the changing table.

5. After the Change

• Clean the changing mat thoroughly with the CHK cleaning spray and disposable blue paper roll. 
• Remove gloves and dispose of them safely.
• Wash your hands thoroughly with soap and water.
• Support the child to wash their hands if developmentally appropriate.

6. Recording the Change

• Record the nappy change clearly on the blackboard or digital system:
  • Time of change
  • Type (wet/soiled)
  • Any notes (rash, discomfort, refusal)
  • Initials of the staff member
  • If a child has not got their own nappies

Additional Guidelines

• Only one child at a time in the changing area.
• Maintain the child’s privacy and dignity at all times.
• If a child is distressed, respond with empathy—pause, reassure, and speak confidently but kindly about what you are doing and why. 
• Ensure the nappy changing area is kept stocked, hygienic, and well-ventilated.

Toilet Policy

We are committed to ensuring that children's personal care routines, including toilet use, are conducted in a manner that respects their dignity while maintaining safeguarding best practices for all children and staff.

• Supervision and Safety
  • The main toilet door remains open at all times to allow for visibility and to maintain appropriate adult supervision.
  • This applies to all age groups and ensures that staff can respond quickly if assistance is required, while maintaining a safe and secure environment.
• Children’s Privacy and Independence
  • Children are encouraged to use the toilet independently where appropriate and are supported according to their individual needs.
  • We ask children to close their individual cubicle door when using the toilet to promote their sense of privacy, autonomy, and personal boundaries.
• Staff Conduct
  • Staff remain outside cubicles unless a child requires assistance, in which case the support will be given discreetly while ensuring safeguarding standards are met.
  • When assistance is needed, staff will always ensure that another team member is aware or within proximity.
• Hygiene and Respect
  • Children are reminded and supported to wash their hands after using the toilet.
  • Staff model and reinforce good hygiene practices at all times.

Privacy, Dignity and

Intimate Care Policy

(Including Nappy Changing & Changing Clothes)

Purpose
This policy sets out our approach to protecting children’s privacy, dignity, and well-being during intimate care routines, in line with the Statutory Framework for the Early Years Foundation Stage (EYFS) and safeguarding best practice.

We recognise that intimate care is any task that involves physical contact with a child in order to support their personal care needs. These include nappy changing, toileting, changing clothes, and supporting with accidents or messy play clean-up.

Principles

• Children have the right to be treated with respect, privacy, and dignity at all times.
• Procedures will prioritise safeguarding, infection control, and comfort.
• Staff will be suitably vetted, trained, and familiar with this policy.
• Intimate care will be undertaken in a safe, professional, and consistent manner.

Procedures

1. Nappy Changing

• Nappy changing will take place in the designated nappy changing area.
• The area will be clean, hygienic, and well-stocked with gloves, wipes, and fresh nappies.
• For safeguarding, the door will remain open when a member of staff is changing a child’s nappy.
• Only one child at a time will be in the changing area with the staff member.
• Staff will wear gloves and an apron and follow infection control procedures.
• The child’s dignity will be respected — conversation will be positive and reassuring, never critical.

2. Changing Clothes (After Accidents, Messy Play, or Water Play)

• Changing will take place in a private but supervised space, such as:
  • Inside a toilet cubicle with the door closed (child inside alone).
  • In the cloakroom behind a play frame draped with a blanket for privacy — suitable for older children or any child changing clothes without removing underwear.
  • In the nappy changing area with the door open for safeguarding.
• If a child needs to remove underwear, they will be sent one at a time to the bathroom for privacy.
• Only the clothing necessary for changing will be removed, ensuring minimal exposure.
• Children will be encouraged to dress and undress themselves as far as possible, to promote independence.
• Spare clothes will be provided from home or the setting if required.

3. Toileting Support

• Any child who needs assistance with toileting will be supported in a way that maintains their privacy and dignity.
• Assistance may be given in the nappy changing area or within the toilet area, following the same privacy and safeguarding guidelines.

4. Safeguarding Measures

• All intimate care will be logged (child’s name, date, time, reason, staff member’s name).
• Staff will never change clothes or nappies in a fully enclosed space alone with a child, unless in an approved toilet cubicle where the child is alone.
• Where a child becomes distressed, additional staff support will be sought.
• Children will be spoken to respectfully and reassured throughout.

5. Additional Considerations

• Parents/carers will be informed promptly if their child has required a change due to an accident, illness, or other unusual circumstances.
• Cultural and religious considerations around privacy and modesty will be respected.
• Where a child has a medical or additional need requiring intimate care beyond standard procedures, a personal care plan will be agreed with parents/carers.

Review & Monitoring

• This policy will be reviewed annually or sooner if legislation or best practice guidance changes.
• All staff will receive training on this policy during induction and refresher sessions.

Food Preparation and

Handling Policy

Purpose

This policy ensures that all food preparation, handling, storage and serving at Chartham Holistic Kindergarten supports the health and safety of the children in our care and follows appropriate food hygiene and early years guidance.

We recognise the importance of children being involved in the preparation and sharing of food as part of their daily rhythm and learning, while maintaining safe, hygienic and age-appropriate practice.

Scope

This policy applies to all staff and volunteers involved in food preparation, food activities or the supervision of mealtimes and snacks for children aged 0–6 years.

1. Homemade Snack Preparation

A fresh, homemade snack is prepared each day, with children encouraged to participate where appropriate under close adult supervision.

Children may take part in suitable tasks such as:

• washing fruit and vegetables
• stirring and mixing ingredients
• measuring ingredients
• preparing simple foods using age-appropriate utensils

Before any food-related activity:

• Children and adults must wash their hands thoroughly with soap and warm water.
• Tables and food preparation surfaces must be cleaned appropriately.
• Equipment and utensils must be clean and suitable for food preparation.

Staff must follow good food hygiene practice, including:

• tying back long hair
• removing jewellery where appropriate
• washing hands thoroughly before handling food
• preventing cross-contamination between foods, surfaces and utensils
• taking particular care when preparing food for children with allergies or dietary requirements

Adults are responsible for supervising all stages of food preparation.

2. Advance Food Preparation

Food may be prepared in advance where this is helpful to the daily running of the Kindergarten.

For example, vegetables for soup or apples for apple crumble may be washed, peeled and chopped the previous day.

Where fruit or vegetables are prepared in advance:

• They must be prepared using clean hands, utensils and surfaces.
• Prepared food must be placed promptly into a clean, covered food-grade container.
• It must be stored in the refrigerator at 5°C or below.
• It must remain refrigerated until required for cooking or serving.
• Food prepared in advance should be used promptly and ordinarily the following day.

Where appropriate, a dish such as apple crumble may also be assembled in advance, covered and refrigerated until it is ready to be cooked.

Cooked food provided as a shared Kindergarten snack is prepared for consumption that day.

Leftover cooked food is not retained for use on another day. It will not be refrigerated for reheating or served again and will be discarded after the snack or meal has finished.

3. Packed Lunch Storage

SpindleWood and Oak Room

Where children may need access to food over a longer period of the day:

• Packed lunches are placed in the refrigerator on arrival.
• Refrigerator temperatures are checked regularly and maintained at 5°C or below.
• Staff help children access their food at the appropriate time.

May Tree Room

Packed lunches are stored together in the designated lunch basket until lunchtime.

• The lunch basket is kept in a cool area away from direct sunlight, radiators and other sources of heat.
• Lunches are eaten at the normal lunchtime during the session.
• Parents are encouraged to provide lunches in an insulated lunch bag and to include an ice pack where food would benefit from being kept cool.
• Parents are responsible for providing food that is suitable for transportation and storage within a packed lunch.

4. Food Safety and Hygiene Practices

All staff involved in preparing or handling food must receive appropriate food hygiene training and refresh their knowledge as required.

Staff must ensure that:

• utensils, chopping boards and surfaces are clean before and after use
• food is protected from contamination
• ready-to-eat foods are handled hygienically
• raw and ready-to-eat foods are kept appropriately separate
• food is stored at suitable temperatures
• food past its use-by date is never provided
• food is prepared and served in a way appropriate to the age and developmental stage of the children

Food will not normally be retained and reheated for children on a subsequent day.

5. Personal Hygiene and Illness

Staff must maintain high standards of personal hygiene when preparing or serving food.

Hands must be washed:

• before preparing, serving or handling food
• after using the toilet
• after assisting a child with toileting or changing a nappy
• after touching animals
• after outdoor play where appropriate
• after handling waste
• whenever hands may have become contaminated

Staff experiencing vomiting or diarrhoea must not prepare or handle food and must remain away from the setting until they have been symptom-free for at least 48 hours.

Children who are unwell or showing symptoms that could present a food hygiene risk will not take part in food preparation activities.

6. Allergies and Dietary Requirements

All known allergies, intolerances and dietary requirements are recorded for each child and reviewed when information changes.

Staff responsible for preparing or serving food must be aware of the dietary requirements of the children present.

Ingredients are checked before use, including for the presence of any of the 14 regulated allergens.

Recipes and ingredient information for food provided by the Kindergarten must be available so that staff can identify allergens where necessary.

Food for children with allergies or dietary requirements must be prepared carefully to minimise the risk of cross-contamination.

Parents are asked not to provide nuts in packed lunches.

Children are discouraged from sharing or swapping food brought from home.

7. Safe Eating and Choking Prevention

Food is prepared and served in a way appropriate to each child's age, development and ability to eat safely.

Staff must take particular care with foods that may present a choking risk. Foods will be cut or prepared appropriately for young children.

For example:

• small round foods such as grapes and cherry tomatoes will be cut appropriately
• hard fruit and vegetables will be cut into suitable pieces
• whole nuts will not be given to children under five
• food will be checked for stones, pips, bones or other hazards where appropriate

Children must be appropriately supervised while eating.

Babies and young children must remain within sight and hearing of staff while eating, and staff should be positioned so that they can observe children effectively.

In accordance with EYFS requirements, a member of staff holding a valid full paediatric first aid certificate will be present in the room whenever children are eating.

Any significant choking incident requiring staff intervention will be recorded and the child's parent or carer informed.

8. Children's Involvement and Learning

Preparing and sharing food is an important part of life at Chartham Holistic Kindergarten.

Children are encouraged to participate in a safe, purposeful and age-appropriate way.

Food preparation provides opportunities to develop:

• independence
• fine motor skills
• confidence
• social skills
• understanding of where food comes from
• healthy eating habits
• good hygiene and handwashing
• respect and appreciation for food

Children's involvement is always balanced with appropriate food safety and supervision.

9. Shared Kindergarten Snacks

The Kindergarten provides homemade snacks as part of its weekly rhythm, including shared foods such as vegetable soup and apple crumble.

Ingredients may be prepared the previous day where necessary in accordance with the advance preparation requirements within this policy.

Shared food is cooked and served for consumption that day.

Any food remaining after the snack has finished will be discarded and will not be stored, reheated or served to children on another day.

Funding Policy

Funding Policy

1. Purpose of this Policy

This policy explains how Chartham Holistic Kindergarten offers government-funded childcare places, including term-time and stretched funding, how funded hours can be accessed, and how any food, baking, festival, consumable, private care and After Kindie Club charges are applied.

Chartham Holistic Kindergarten is committed to offering funded entitlement hours in line with Department for Education and Kent County Council guidance. Funded entitlement hours are provided free at the point of access.

We do not charge a private childcare fee for any hour or part-hour that is claimed as funded entitlement time.

We also aim to be clear and transparent with families about any charges that sit outside the funded entitlement, including food, baking, festival and consumable charges, private care, After Kindie Club, holiday provision and any separately bookable additional services.

2. Funding Options We Accept

Chartham Holistic Kindergarten accepts the following government-funded childcare entitlements, subject to eligibility, availability and the child’s agreed attendance pattern:

• Universal Entitlement for 3 and 4 year olds — up to 570 funded hours per year. This is commonly described as 15 hours per week over 38 weeks. No eligibility code is required.
• Working Parent Entitlement for 3 and 4 year olds — up to 1,140 funded hours per year where eligible. This is commonly described as up to 30 hours per week over 38 weeks. An eligibility code is required.
• Working Parent Entitlement for 2 year olds — up to 570 funded hours per year where eligible. This is commonly described as 15 hours per week over 38 weeks. An eligibility code is required.
• Free for Two / FF2 funding — for eligible 2 year olds. This is usually up to 570 funded hours per year. An eligibility code is required. Mid-term claims may be permitted in line with Kent County Council guidance.
• Working Parent Entitlement for children from 9 months and over — subject to eligibility, rollout dates and Kent County Council guidance. Where eligible, children may access up to 1,140 funded hours per year. An eligibility code is required.

Funding may be taken on a term-time or stretched basis, where available and agreed in advance.

A term-time pattern usually means using the funded entitlement over 38 weeks of the year.

A stretched pattern means using the same annual funded entitlement over more than 38 weeks of the year, with fewer funded hours available each week. The child’s total annual funded entitlement must not be exceeded.

Families can check eligibility and apply for a code at:

www.childcarechoices.gov.uk

Please note that one eligibility code is required per child where eligibility codes apply.

It is the responsibility of parents/carers to apply for, check and renew eligibility codes by the required deadlines. Failure to renew an eligibility code may result in the loss of funded entitlement, and any unfunded hours may become chargeable at the setting’s published private rates.

3. Term-Time and Stretched Funding

Funding may be offered on a term-time or stretched basis, subject to eligibility, availability, staffing, ratios, room capacity, age group balance and the setting’s admissions criteria.

Term-Time Funding

Term-time funding means a child uses their funded entitlement over 38 weeks of the year.

The standard annual funded entitlement is usually:

• 15 hours per week over 38 weeks; or
• 30 hours per week over 38 weeks, where eligible.

Stretched Funding

Stretched funding means a child’s annual funded entitlement is spread over more than 38 weeks of the year, using fewer funded hours per week across a longer period.

The total annual funded entitlement must not be exceeded.

For example:

• 15 hours per week over 38 weeks equals 570 funded hours per year.
• 30 hours per week over 38 weeks equals 1,140 funded hours per year.

Where stretched funding is agreed, the child’s funded hours will be calculated so that the annual funded entitlement is spread across the agreed number of weeks.

Stretched funded places are subject to availability and must be agreed in advance. We may not be able to offer stretched funding to every family or for every attendance pattern.

Stretched funding is not conditional on purchasing meals, snacks, consumables, private hours, additional services or the Food, Baking, Festivals & Consumables Package.

Any food, baking, festival, consumable, private care, additional hours or additional service charges will be shown separately in line with this policy.

4. Attendance Patterns and Funded Delivery

From 1 September 2026, our usual attendance patterns are:

Our standard funded session times are:

• Funded Morning Session: 8:30am–11:30am
• Funded Afternoon Session: 12:00pm–3:00pm
• Funded Core Day: 8:30am–3:00pm, where sufficient funded hours are available
• Funded After Kindie Session: 3:00pm–4:00pm, where available and where the child has funded entitlement hours remaining

Funded hours may be used within the attendance patterns above where the child is eligible, where funded hours remain available, where the session has been booked as funded, and where there is availability.

Funded sessions are offered subject to availability, staffing, ratios, age group, room capacity and the setting’s admissions criteria.

We do not offer weekend funding or bank holiday funding. Funded hours cannot be used on days when the setting is closed.

Holiday Club is not usually covered by funded entitlement hours unless a stretched funding arrangement has been expressly agreed in advance and the holiday period falls within the child’s agreed stretched funded pattern.

5. Private Care Outside Funded Hours

Any care that is not claimed as funded entitlement time will be charged privately at the setting’s published rates.

We will not claim funded entitlement and charge a private childcare fee for the same hour or part-hour.

Where a child has sufficient funded entitlement hours available, the core day from 8:30am–3:00pm may be claimed as funded entitlement time.

After Kindie Club may be accessed as funded entitlement time only where the child has funded entitlement hours available, where the session has been booked as a funded session, and where there is availability.

Where funded entitlement hours are not available or are not being used, After Kindie Club will be charged privately at the setting’s published rate.

Current private After Kindie Club rates are:

• Extended After Kindie Club, 3:00pm–4:00pm: £10.70
• Late After Kindie Club, 4:00pm–5:00pm: £10.70
• Full After Kindie Club, 3:00pm–5:00pm: £21.40

A child attending until 4:00pm or 5:00pm may therefore be invoiced differently depending on their funded entitlement and booked pattern.

For example:

• if funding is used from 3:00pm–4:00pm, no private childcare fee will be charged for 3:00pm–4:00pm;
• if a child attends 4:00pm–5:00pm, the 4:00pm–5:00pm period will usually be charged privately unless the setting has agreed and confirmed in writing that funded entitlement hours are being used for that period;
• if funding is not available or not used after 3:00pm, the full 3:00pm–5:00pm After Kindie Club period will be charged privately.

Private care charges may be reviewed and updated from time to time. Families will be given notice of any changes in line with the Parent Agreement.

6. Food, Baking, Festivals & Consumables Package

This package is separate from funded childcare hours. Funded entitlement hours remain free at the point of access.

The package covers practical, tangible items provided to children as part of the daily, weekly and seasonal rhythm of the kindergarten.

The package may include:

• daily snack rhythm, including rice, soup, porridge, apple crumble and pancakes;
• daily finger foods such as carrot, cucumber, peppers, rice cakes, fruit and seasonal vegetables;
• drinks provision connected with snack and mealtimes, including cups, washing-up, cleaning, preparation and related consumables;
• milk provided above any free entitlement available through the Nursery Milk Scheme;
• baking and cooking ingredients;
• festival and seasonal celebration consumables;
• birthday celebration consumables, including cake ingredients, simple celebration materials and a handmade birthday gift;
• selected take-home consumables;
• afternoon snack at garden time;
• further more substantial afternoon snack for children staying beyond 3:00pm, where applicable;
• napkins, table coverings, cloths, aprons and other consumables used for snack, baking, painting and food preparation;
• child-safe washing-up liquid, cleaning materials, cloths, sponges and related consumables used in connection with snack, baking and mealtimes;
• baking parchment, cases, food storage items, labels, containers and food preparation consumables;
• seasonal and festival craft consumables such as beeswax, wool, felt, card, tissue paper, ribbon, thread, lantern materials, natural dyes and seasonal decorations;
• gardening consumables used directly by children, such as seeds, bulbs, compost and child gardening materials;
• birthday and festival candles, decorations and celebration table consumables;
• allergy-safe preparation consumables where required.

Some elements of the package are provided daily. Other elements, such as festivals, birthdays, seasonal celebrations, baking activities and take-home consumables, take place periodically across the term or year.

The package charge is therefore averaged across the billing period so that families have a clear and predictable daily charge rather than separate charges for each snack, festival, birthday, baking activity, garden activity or seasonal celebration.

Where a child is eligible for free milk through the Nursery Milk Scheme, the setting may claim reimbursement for the free daily milk entitlement. Parents/carers will not be charged for milk claimed through that scheme.

Milk is offered to all children, unless they have dietary restrictions or parents/carers have asked us not to provide it. We do not limit children’s milk to the amount reimbursed through the Nursery Milk Scheme. Any package charge relating to drinks provision covers only milk provided above any free entitlement, milk provided to children who are not covered by the Nursery Milk Scheme, and the cups, washing-up, cleaning, preparation and related consumables connected with drinks provision.

The Food, Baking, Festivals & Consumables Package does not cover funded childcare hours, staff wages, rent, utilities, insurance, general business costs, core educational provision or the general cost of delivering funded entitlement hours.

7. Food, Baking, Festivals & Consumables Package Charges

From 1 September 2026, the Food, Baking, Festivals & Consumables Package charges are:

These charges are separate from funded childcare hours.

Funded childcare hours will be shown on invoices at £0.00.

Where a child attends privately for any additional hours, those private hours will be shown separately.

After Kindie Club is treated separately from the Food, Baking, Festivals & Consumables Package.

Where a child has funded entitlement hours remaining, the 3:00pm–4:00pm After Kindie Club session may be booked and claimed as a funded session, subject to availability. In that case, no private childcare fee will be charged for 3:00pm–4:00pm.

Where funded entitlement hours are not available or are not being used, After Kindie Club will be charged privately at the published rates:

For children attending beyond 3:00pm, any funded or private After Kindie Club hours will be shown separately on the invoice depending on whether the child has funded entitlement hours remaining and whether the session has been booked as funded or private.

We will not claim funded entitlement and charge a private childcare fee for the same hour or part-hour.

8. Providing Alternatives from Home

Funded entitlement hours remain free at the point of access and are not conditional on purchasing the Food, Baking, Festivals & Consumables Package.

The Food, Baking, Festivals & Consumables Package is the setting’s normal arrangement for providing food, baking, festival, birthday, seasonal and consumable items. This enables the setting to plan safely, manage allergies and dietary requirements, provide consistency for the children, and maintain the daily, weekly and seasonal rhythm of kindergarten life.

We believe children gain deeply from being part of this shared provision. In Steiner Waldorf early childhood practice, rhythm, repetition, imitation, meaningful work and seasonal celebration are central to helping young children feel secure, connected and at home in the world. Sharing the same simple foods, helping with baking, preparing for festivals, marking birthdays and moving through the seasons together all support the child’s sense of belonging, wellbeing and participation in the life of the group.

For this reason, the package is not simply a collection of separate items. It supports a shared daily and seasonal experience, where food, preparation, celebration, beauty, nature and practical work are woven into the children’s ordinary kindergarten day.

Families who do not wish to take the Food, Baking, Festivals & Consumables Package may provide suitable agreed alternatives from home.

Where a family provides suitable agreed alternatives from home, the relevant package charge will not apply.

Because food, baking, festivals, birthdays, seasonal celebrations and consumables are woven into the daily life of the kindergarten, alternatives must be agreed in advance and must be provided consistently.

Parents/carers wishing to provide alternatives from home must:

• speak with the setting in advance;
• complete the setting’s alternative provision form;
• agree with the setting what items will need to be provided;
• provide items on every day the child attends;
• ensure all items are clearly labelled with the child’s name and date;
• ensure all food is safe, fresh, age-appropriate and ready to serve;
• ensure all items comply with the setting’s allergy, food safety and safeguarding procedures;
• provide suitable alternatives for daily snacks, afternoon snacks, baking, festivals, birthdays, garden snacks and selected take-home consumables where relevant;
• provide replacements promptly where items are forgotten, unsuitable, unsafe, out of date, unlabelled or incomplete.

The setting may refuse to serve food or use items provided from home where there is a concern about safety, allergens, freshness, hygiene, labelling, suitability or the child’s welfare.

Where items are forgotten or unsuitable, parents/carers may be contacted and asked to bring replacement items to the setting. If suitable alternatives are not provided, the setting will make reasonable arrangements to ensure the child is safe and cared for, but repeated failure to provide agreed alternatives may result in the alternative provision arrangement being reviewed.

9. Daily Snack Rhythm and Home Alternatives

To support the rhythm of the kindergarten, families providing snacks from home are asked to provide food that broadly reflects the setting’s daily snack rhythm wherever reasonably possible.

The usual snack rhythm is:

Families providing alternatives from home may also need to provide daily finger foods such as fruit, vegetables, rice cakes or suitable equivalents.

Where a child attends garden snack, After Kindie Club or a longer day, parents/carers providing alternatives from home must also provide suitable afternoon snack items and, where applicable, a further more substantial snack for children staying beyond 3:00pm.

Where it is not possible to follow the daily rhythm due to allergies, dietary requirements, SEND, religious or cultural needs, cost, availability or family circumstances, another suitable snack or alternative may be agreed with the setting.

10. Baking, Festivals, Birthdays and Seasonal Celebrations

Baking, festivals, birthdays and seasonal celebrations form part of the ordinary rhythm of kindergarten life.

Where a family takes the Food, Baking, Festivals & Consumables Package, the setting will provide the relevant food, ingredients, materials and consumables covered by the package.

Where a family provides alternatives from home, parents/carers may be asked to provide suitable alternatives for:

• baking ingredients;
• festival food;
• birthday food or cake alternatives;
• seasonal celebration materials;
• simple craft or festival consumables;
• take-home consumables;
• garden or seasonal activity consumables.

Where a festival, birthday or celebration takes place during a child’s normal funded session, children will not be excluded from the songs, stories, gathering, rhythm or shared educational experience.

However, if a family is providing alternatives from home, the setting may ask them to provide suitable alternative food, ingredients, materials or other agreed consumables so that their child can participate as fully and sensitively as possible.

Where an event takes place outside a child’s normal funded session, or involves a separately bookable activity, trip, visitor or additional service, the setting may charge separately for that event. Attendance at separately bookable events may be limited to families who book the event or where the setting agrees an alternative arrangement.

11. Notice and Review of Alternative Provision Arrangements

Because the Food, Baking, Festivals & Consumables Package is used for planning food orders, baking, festivals, birthdays, seasonal provision, staffing routines and preparation, families who wish to opt out and provide alternatives from home must give written notice.

Unless otherwise agreed, families should give at least four weeks’ written notice before changing whether they take the package or provide alternatives from home.

Alternative provision arrangements will usually be reviewed termly, or sooner where there are concerns about suitability, consistency, safety, allergens, labelling, food hygiene, forgotten items or the child’s inclusion in the rhythm of the day.

The setting may require an individual meeting with parents/carers before agreeing an alternative provision arrangement, particularly where the child has allergies, dietary requirements, SEND, medical needs, religious or cultural requirements, or where the requested arrangement may affect food safety or inclusion.

The purpose of this process is to ensure that all children are safe, included and properly provided for during the kindergarten day.

12. Examples of Invoice Treatment

The following examples show how different attendance patterns may be invoiced.

Where a family provides suitable agreed alternatives from home instead of taking the Food, Baking, Festivals & Consumables Package, the relevant package charge will not apply.

13. Private Fees, Additional Hours and Additional Services

Additional hours and services beyond funded entitlement hours must be paid for separately.

This may include:

• Extended After Kindie Club, 3:00pm–4:00pm, where not claimed as funded entitlement;
• Late After Kindie Club, 4:00pm–5:00pm;
• Full After Kindie Club, 3:00pm–5:00pm, where not claimed as funded entitlement;
• Holiday Club;
• additional private sessions;
• separately bookable events, trips, visitors or additional services;
• late collection charges;

Private fees are published separately in the setting’s Fee Schedule and may be reviewed from time to time. Families will be given notice of any changes.

14. Invoices and Transparency

Parents/carers will receive invoices that clearly separate:

• funded entitlement hours, shown at £0.00;
• private care or additional hours;
• Food, Baking, Festivals & Consumables Package charges, where taken;
• any separately bookable events, trips, visitors or additional services;
• any other agreed charges.

We will not present funded hours as a discount from a private fee. Funded entitlement hours will be shown clearly as free at the point of access.

Parents/carers should raise any invoice queries as soon as possible so that any corrections can be made promptly.

15. Term Dates and Calendar

Our term dates are published annually on our website and shared with parents/carers.

We are closed for published holiday periods, including:

• two weeks in summer;
• one week at Christmas;
• one week at Easter;
• all UK bank holidays;
• any additional published closure days.

Funded hours are available only during the child’s agreed funded weeks and agreed funded attendance pattern.

Holiday Club is not usually covered by funded entitlement hours unless the child has an agreed stretched funding pattern that includes the relevant holiday period and the setting has confirmed that funded hours may be used.

16. Closures, Holidays and Absences

We are closed on all UK bank holidays and during our published closure periods.

If a child is absent due to sickness, holiday or other family reasons, funded hours cannot normally be reclaimed or carried over.

For prolonged or unexplained absences, we reserve the right to review attendance in line with safeguarding procedures and Kent County Council funding requirements.

In the event of an unplanned closure, such as emergency closure, staff illness, site safety issues or exceptional circumstances, we will follow Kent County Council guidance. Where possible, we will try to reschedule funded hours or offer alternatives, but this may not always be possible.

Children must attend during headcount week unless there is a valid reason for absence. If a child is absent during headcount week, parents/carers may be asked to provide written evidence of the reason for absence.

17. Eligibility Codes and Grace Periods

Parents/carers using Working Parent Entitlement funding must provide a valid eligibility code before funding can be claimed.

It is the responsibility of parents/carers to:

• apply for an eligibility code;
• provide the code to the setting in good time;
• reconfirm eligibility by the required deadline;
• inform the setting of any change in eligibility.

If a code is not renewed on time, the child may enter a grace period in line with government and Kent County Council rules. If eligibility is not renewed after the grace period ends, funded hours may cease and any continued attendance may become chargeable at the setting’s private rates.

18. Parental Declaration Form

All parents/carers accessing funded entitlement hours must complete and sign a Parental Declaration Form as required by Kent County Council.

The Parental Declaration Form confirms:

• the child’s details;
• the number of funded hours being claimed;
• the agreed pattern of funded hours;
• whether funding is being claimed on a term-time or stretched basis;
• any other setting sharing the funding;
• permission for the setting and Kent County Council to verify eligibility codes where applicable.

A new or updated declaration may be required each term or whenever a child’s funded pattern changes.

19. Sharing Funding with Another Provider

We are happy to share funding with another childcare provider where this is permitted by Kent County Council and where the child’s total funded entitlement is not exceeded.

Parents/carers must provide:

• the name and details of any other setting claiming funding;
• the days and hours being claimed at each setting;
• confirmation of how many funded hours should be claimed by Chartham Holistic Kindergarten;
• whether funding is being claimed term-time or stretched.

This information is required to avoid over-claims and ensure transparency.

Where a funding over-claim occurs because information has been withheld or incorrectly provided, parents/carers may be responsible for any resulting private fees or adjustments.

20. Disability Access Fund and Early Years Pupil Premium

We support access to the Disability Access Fund, known as DAF, for eligible children with special educational needs or disabilities.

We also apply for Early Years Pupil Premium, known as EYPP, where children are eligible. EYPP helps us provide additional support, resources and opportunities for eligible children.

Parents/carers are encouraged to speak with the setting if they believe their child may be eligible for DAF or EYPP.

Further information can also be found in our SEND Policy.

21. Admissions, Availability and Changes to Funded Patterns

Funded places, stretched funded places and funded session patterns are offered subject to availability, staffing, ratios, age group, room capacity and the setting’s admissions criteria.

We may not be able to offer every funded pattern, including stretched funding, to every family. Where a requested funded session pattern is unavailable, families may be offered an alternative available pattern or placed on a waiting list.

Any request to change a child’s funded pattern must be made in writing. Changes are subject to availability and may take effect from the next agreed funding period or invoice period.

The setting reserves the right to review session patterns where there are changes to a child’s funding eligibility, attendance, staffing requirements, room capacity, age group balance or operational needs.

22. Non-Payment of Private Fees or Charges

Funded entitlement hours will not be withdrawn solely because a family has not paid for food, consumables or additional private services.

However, the setting may withdraw or suspend private care, additional hours, After Kindie Club sessions, separately bookable services, or chargeable items where fees remain unpaid, subject to the Parent Agreement and any relevant notice period.

Persistent late payment may result in a review of private hours, additional services or booking patterns.

Families experiencing financial difficulty are encouraged to speak to the setting as early as possible so that we can discuss the situation sensitively and constructively.

23. Complaints and Kent Children and Families Information Service

If parents/carers have concerns about how funding is managed at Chartham Holistic Kindergarten, they should contact the setting in the first instance in line with our Complaints Policy.

If the concern remains unresolved, parents/carers may contact:

Kent Children and Families Information Service / KCFIS
https://www.kent.gov.uk/education-and-children/childcare-and-pre-school

We are required to update our information with Kent Children and Families Information Service at least three times per year.

24. Review of this Policy

This policy will be reviewed regularly and updated when required to reflect changes in Department for Education guidance, Kent County Council guidance, funding rates, operational requirements or the setting’s fee structure.

Procedure for the

Administration of Paracetamol

Purpose

This procedure outlines the safe and responsible administration of paracetamol to children in our care, ensuring parental consent, correct dosage, and proper documentation.

When Paracetamol May Be Administered

Paracetamol may be administered only when:

• A child develops a fever or experiences pain (e.g. headache, earache, teething pain) while on site.
• The child’s primary carer has been contacted by telephone and gives verbal permission for the administration.
• The parent has previously signed the Paracetamol Permission Form held on file.

Procedure

1. Observation and Initial Assessment
   A staff member identifies signs of fever or pain and informs the designated room lead or manager on duty.
2. Contacting the Carer
   The primary carer is telephoned. Staff must:
   • Clearly explain the child’s symptoms.
   • Request verbal permission to administer paracetamol.
   • Record the time and details of the conversation in the medication log.

3. Administration

1. • Paracetamol is administered by a member of staff trained in medicine administration.
   • The correct age-appropriate dose is measured and given using a clean oral syringe or spoon.

4. Recording Details

1. • The following must be recorded on the Paracetamol Permission Form:
     • Date and time of administration
     • Reason for administration
     • Dosage given
     • Name and signature of administering staff member
     • Confirmation of parent’s verbal permission
     • Signature of witness

5. Parental Collection

1. • Parents/carers must collect the child as soon as is practically possible after administration.
   • Upon collection, the carer must sign the form to acknowledge the dose given and the time.

Storage and Availability

• Paracetamol is stored securely in the designated medication storage area, clearly labelled and accessible only to authorised staff.
• Medication must be within expiry date and checked regularly.

Important Notes

• Paracetamol is not administered without verbal consent from the primary carer.
• Staff must not give a second dose unless specifically authorised again by the parent and approved by a manager.
• If the child’s condition does not improve or worsens, emergency medical advice will be sought, and the parent informed immediately.

Transitions Policy

Introduction

At Chartham Holistic Kindergarten, we recognise that transitions are meaningful and often emotional milestones for young children and their families. Guided by Waldorf Steiner principles, our transitions are supported through rhythm, relational continuity, and a deep respect for each child's individuality. We strive to ensure that every transition is handled with sensitivity, stability, and warmth.

Aims of this Policy

• To provide calm, consistent, and developmentally appropriate transitions.
• To support children emotionally and practically through change.
• To communicate openly and respectfully with families.
• To honour each family’s chosen pathway and support their child’s journey holistically.

Key Transition Stages and Our Approach

1. Joining the Setting

Process:

• Families are invited to visit the setting in advance to build familiarity with the environment and team.
• A profile form is sent to parents/carers before the child begins, helping staff understand the child’s background, routines, interests, and needs.
• A key person is assigned to build a secure relationship with the child.
• A flexible settling-in period is arranged based on the child’s readiness.

Support Strategies:

• Gradual build-up of time in the setting at a pace that suits the child.
• Use of consistent rhythms and routines to create predictability and safety.
• Gentle transitions supported by meaningful tasks, stories, and relationship.

Parent Communication:

• Daily check-ins with the child’s key person during settling-in through WhatsApp and Tapestry.
• Encouragement for families to communicate any changes at home that may affect transitions.
• Annual Written Report.

2. Transition: Spindlewood → Oak (around age 2)

Process:

• Children begin visiting Oak room with their Spindlewood key person for supported transitions.
• Time in Oak is gradually increased at a pace that suits the child. 

Support Strategies:

• Familiarity maintained through shared rhythms and songs across rooms.
• Peer transitions are supported when possible to retain social bonds.
• Close communication between Spindlewood and Oak staff for a seamless handover.
• Shared garden time across age groups.

Parent Communication:

• Parents are informed in advance of the planned transition.
• Updates are provided throughout the process.

3. Transition: Oak → Maytree (around age 3 or 4)

Process:

• Visits to Maytree begin once the child shows signs of readiness.
• Maytree key persons are introduced gradually and spend time with children before full transition.

Support Strategies:

• Continuity in rhythm and storytelling to support emotional security.
• Transitions are staggered and gentle, with ample time for adjustment.
• Staff collaborate across rooms to ensure shared understanding of the child.
• Shared garden time across age groups.

Parent Communication:

• Families receive information about Maytree.
• Progress is shared throughout the transition period.
• Questions and concerns are welcomed and addressed openly.

4. Maytree → Mainstream School (age 4–5, where applicable)

Process:

• Families are encouraged to share their intentions by the Spring Term prior to the transition.
• Support for school readiness is woven into the rhythm through play, independence-building, and social engagement.

Support Strategies:

• Use of seasonal stories and imaginative play to explore change and growth.
• Support with emotional regulation, listening, and peer relationships.
• With parent consent, communication with receiving schools can be facilitated.

Parent Communication:

• One-on-one conversations about readiness and next steps.
• Practical and emotional support offered to families navigating the school system.

5. Maytree → LightRoot, Other Waldorf Settings, Home Education or Other Settings (age 6–7)

Process:

• Conversations begin in the year prior to transition to support thoughtful planning.
• Visits to LightRoot. 
• LightRoot class one teacher to visit Kindergarten

Support Strategies:

• Creative and reflective activities to prepare the child for change.
• Rhythmic and seasonal themes used to help process growth and transition.
• Maytree key persons continue to offer emotional support and security until departure.

Parent Communication:

• Regular check-ins to discuss plans, timelines, and observations.
• Advice and resources offered for families pursuing alternative educational paths.

Final Transition and Leaving the Kindergarten

All children leave Chartham Holistic Kindergarten by the term after their 6th or 7th birthday, depending on readiness and family choice. These departures are celebrated as important life moments.

Support Strategies:

• Gentle, child-centred farewell celebrations.
• Storytelling and rhythm used to acknowledge the end of a chapter.
• Opportunities for children to say goodbye with intention.

Parent Communication:

• Final discussion with the key person to reflect on the child's journey.
• Support offered during the initial term after leaving, if helpful.

Lunchbox Guide

At Chatham Holistic Kindergarten, we aim to support children in developing healthy eating

habits that nourish their bodies and minds. To help us maintain a wholesome, allergy-safe

environment, please follow the guidance below when preparing your child’s packed lunch.

GENERAL LUNCHBOX POLICY

1. Healthy Food Only

All food brought into the kindergarten must be healthy, wholesome, and nourishing. Please

choose fresh, minimally processed items wherever possible.

2. Suitable Lunch Containers

Lunches must be packed in a practical, easy-to-open container.

Containers should not feature large pictures of cartoon characters, superheroes, TV

characters, or other commercialised imagery.

Please label the lunchbox clearly with your child’s name.

3. Nut-Free Setting

We are a strictly nut-free environment due to severe allergies.

Do NOT include:

Peanuts

Tree nuts

Nut butters (peanut, almond, etc.)

Foods containing nuts or nut traces

WHAT TO INCLUDE

A BALANCED LUNCH

Protein:

Chicken slices or leftover roast chicken

Hard‑boiled eggs

Beans or lentils (e.g., nut‑free hummus)

Tofu or plant-based proteins

Cheese or yoghurt

Carbohydrates:

Wholemeal sandwiches, wraps, or pitta

Rice, pasta, couscous, or quinoa salads

Wholegrain crackers

Fruit & Vegetables:

Fresh fruit (berries, apple slices, grapes cut lengthwise, bananas)

Veg sticks (carrot, cucumber, peppers, celery)

Small salads

Steamed or roasted vegetables

Dairy or Alternatives:

Yoghurt (low-sugar preferred)

Cheese slices or cubes

Nut‑free plant-based alternatives

Drink:

Water (preferred)

Or milk alternative (nut-free)

FOODS NOT TO INCLUDE

Crisps

Chocolate

Sweets or gummies

Cakes, cupcakes, pastries

Biscuits or cookies

Sugary or fizzy drinks

Processed snack foods

Any foods containing nuts

HELPFUL TIPS

Keep portions child-sized.

Use an ice pack in warm weather.

Cut grapes, cherry tomatoes, blueberries and other round foods lengthwise into quarters.

Involve your child in choosing items for their lunch.