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Level 3 Diploma EYE NVQ Level 3 support for: NVQ Children's Care, Learning and Development, Diploma for the Children and Young People's Workforce, England's Early years Educator qualification Please DO NOT COPY and PASTE information from this forum and then submit the work as your own. Plagiarism risks you failing the course and the development of your professional knowledge.

Al about observations, assessments and planning in the Early Years

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Unread 03-12-2012, 07:41 PM
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Help SOS Document Handling/Data Protection Policy

Hi, I'm working on policies and need to summarise a document handling and data protection policy. Does anyone have one I can use? The one at my setting is too basic . This is my first attempt at starting a thread so any help will be gratefully received. Thanks.
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Unread 03-12-2012, 08:00 PM
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Quote:
Originally Posted by Mamasgotabrandnewbag View Post
Hi, I'm working on policies and need to summarise a document handling and data protection policy. Does anyone have one I can use? The one at my setting is too basic . This is my first attempt at starting a thread so any help will be gratefully received. Thanks.
Hi

I have a few policies that you adapt to your setting but i don't know if this is the one that you need but i will put it on here for you to look at;

Record keeping

5.1 Children’s records

Policy statement

There are record keeping systems in place that meet legal requirements; means of storing and sharing that information take place within the framework of the Data Protection Act and the Human Rights Act.

This policy and procedure is taken in conjunction with the Confidentiality and Client Access to Records policy and Information Sharing policy.

EYFS key themes and commitments

A Unique Child Positive Relationships Enabling Environments Learning and Development
1.2 Inclusive practice 2.1 Respecting each other 3.1 Observation, assessment and planning

Procedures

We keep two kinds of records on children attending our setting:

Developmental records
 These include observations of children in the setting, photographs, video clips and samples of their work and summary developmental reports.
 These are usually kept in the playroom and can be freely accessed, and contributed to, by staff, the child and the child’s parents.

Personal records
 These include registration and admission forms, signed consent forms, and correspondence concerning the child or family, reports or minutes from meetings concerning the child from other agencies, an ongoing record of relevant contact with parents, and observations by staff on any confidential matter involving the child, such as developmental concerns or child protection matters.
 These confidential records are stored in a lockable file or cabinet and are kept secure by the person in charge in an office or other suitably safe place.
 Parents have access, in accordance with our Client Access to Records policy, to the files and records of their own children but do not have access to information about any other child.
 Staff will not discuss personal information given by parents with other members of staff, except where it affects planning for the child's needs. Staff induction includes an awareness of the importance of confidentiality in the role of the key person.
 We retain children’s records for three years after they have left the setting. These are kept in a secure place.

Other records
 Issues to do with the employment of staff, whether paid or unpaid, remain confidential to the people directly involved with making personnel decisions.
 Students on Pre-school Learning Alliance or other recognised qualifications and training, when they are observing in the setting, are advised of our confidentiality policy and are required to respect it.

Legal framework

 Data Protection Act 1998
 Human Rights Act 1998

Further guidance

 Information Sharing: Guidance for Practitioners and Managers (DCSF 2008)


if you need any of the policies ask and i will put them online for you.
I have policies on :
  • information sharing
  • Confidentiality and client access to records
  • provider records
  • Transfer of records to school
Lynne
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Unread 03-12-2012, 08:31 PM
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Thank you. Confidentiality and client access to records, and transfer of records to school would be useful.

Last edited by Mamasgotabrandnewbag : 03-12-2012 at 08:38 PM. Reason: Mis read original answer!
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Unread 03-12-2012, 09:41 PM
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Quote:
Originally Posted by Mamasgotabrandnewbag View Post
Thank you. Confidentiality and client access to records, and transfer of records to school would be useful.
Hi
Here they are hope it helps:


Safeguarding Children

1.4 Confidentiality and client access to records

Policy statement

Definition: ‘Confidential information is information that is not normally in the public domain or readily available from another source, it should have a degree of sensitivity and value and be subject to a duty of confidence. A duty of confidence arises when one person provides information to another in circumstances where it is reasonable to expect that the information will be held in confidence.’ (Information Sharing: Guidance for Practitioners and Managers (DCSF 2008))

In our setting, staff and managers can be said to have a ‘confidential relationship’ with families. It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality early years care and education in our setting. We aim to ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their children. There are record keeping systems in place that meet legal requirements; means of storing and sharing that information take place within the framework of the Data Protection Act and the Human Rights Act.

EYFS key themes and commitments

A Unique Child Positive Relationships Enabling Environments Learning and Development
1.3 Keeping safe 2.1 Respecting each other
2.2 Parents as partners 3.4 The wider context

Confidentiality procedures

 We always check whether parents regard the information they share with us to be regarded as confidential or not.
 Some parents sometimes share information about themselves with other parents as well as staff; the setting cannot be held responsible if information is shared beyond those parents whom the person has ‘confided’ in.
 Information shared between parents in a discussion or training group is usually bound by a shared agreement that the information is confidential to the group and not discussed outside of it.
 We inform parents when we need to record confidential information beyond the general personal information we keep (see our record keeping procedures) - for example with regard to any injuries, concerns or changes in relation to the child or the family, any discussions with parents on sensitive matters, any records we are obliged to keep regarding action taken in respect of child protection and any contact and correspondence with external agencies in relation to their child.
 We keep all records securely (see our record keeping procedures).

Client access to records procedures

Parents may request access to any confidential records held on their child and family following the procedure below:
 Any request to see the child’s personal file by a parent or person with parental responsibility must be made in writing to the setting leader or manager.
 The setting leader informs the chairperson of the management committee and sends a written acknowledgement.
 The setting commits to providing access within 14 days, although this may be extended.
 The setting’s leader or manager and chairperson of the management committee prepare the file for viewing.
 All third parties are written to, stating that a request for disclosure has been received and asking for their permission to disclose to the person requesting it. Copies of these letters are retained on file.
 ‘Third parties’ include all family members who may be referred to in the records.
 It also includes workers from any other agency, including social services, the health authority, etc. It is usual for agencies to refuse consent to disclose, preferring the individual to go directly to them.
 When all the consents/refusals to disclose have been received these are attached to the copy of the request letter.
 A photocopy of the complete file is taken.
 The setting leader and chairperson of the management committee go through the file and remove any information which a third party has refused consent to disclose. This is best done with a thick black marker, to score through every reference to the third party and information they have added to the file.
 What remains is the information recorded by the setting, detailing the work initiated and followed by them in relation to confidential matters. This is called the ‘clean copy’.
 The ‘clean copy’ is photocopied for the parents who are then invited in to discuss the contents. The file should never be given straight over, but should be gone through by the setting leader, so that it can be explained.
 Legal advice may be sought before sharing a file, especially where the parent has possible grounds for litigation against the setting or another (third party) agency.

All the undertakings above are subject to the paramount commitment of the setting, which is to the safety and well-being of the child. Please see also our policy on child protection.

Legal framework

 Data Protection Act 1998
 Human Rights Act 1998

Further guidance

 Information Sharing: Guidance for Practitioners and Managers (DCSF 2008)

This policy was adopted at a meeting of name of setting
Held on (date)
Date to be reviewed (date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)



Record keeping

5.3 Transfer of records to school

Policy statement

We recognise that children sometimes move to another early years setting before they go on to school although many will leave our setting to enter a nursery or reception class.

We prepare children for these transitions and involve parents and the receiving setting in this process. We prepare records about a child’s development and learning in the EYFS in our setting; in order to enable smooth transitions we share appropriate information with the receiving setting or school at transfer.

Confidential records are shared where there have been child protection concerns according to the process required by our Local Safeguarding Children Board.

The procedure guides this process and determines what information we can and cannot share with a receiving school or setting.

EYFS key themes and commitments

A Unique Child Positive Relationships Enabling Environments Learning and Development
1.1 Child development
1.2 Inclusive Practice
1.3 Keeping safe
1.4 Health and well-being 2.2 Parents as partners
2.3 Key person 3.1 Observation, Assessment and Planning
3.2 Supporting every child
3.4 The wider context 4.4 Areas of learning and development


Procedures

Transfer of development records for a child moving to another early years setting or school
 Using the EYFS assessment of development and learning ensure the key person prepares a summary of achievements in the six areas of learning.
 This record refers to any additional language spoken by the child and his or her progress in both languages.
 The record also refers to any additional needs that have been indentified or addressed by the setting.
 The record also refers to any special needs or disability and whether a CAF was raised in respect of special needs or disability, whether there is a Statement of Special Educational Needs and gives the name of the lead professional.
 The record contains a summary by the key person and a summary of the parent’s view of the child.
 The document may be accompanied by other evidence such as photos or drawings that the child has made.
 For transfer to school, most local authorities provide an assessment summary format or a transition record for the setting to follow.
 If there have been any welfare or protection concerns a star is placed on the front of the assessment record.

Transfer of confidential information
 The receiving school or setting will need to have a record of concerns that were raised in the setting and what was done about them.
 A summary of the concerns will be made to send to the receiving setting or school along with the date of the last professional meeting or case conference. Some Local Safeguarding Children Boards will stipulate the forms to be used and provide these.
 Where a CAF has been raised in respect of any welfare concerns the name and contact details of the lead professional will be passed on to the receiving setting or school.
 Where there has been a s47 investigation regarding a child protection concern the name and contact details of the child’s social worker will be passed on to the receiving setting or school – regardless of the outcome of the investigation.
 This information is posted or taken to the school or setting, addressed to the setting or school’s designated person for child protection and marked confidential.



Legal framework

 Data Protection Act 1998
 Freedom of Information Act 2000
 Human Rights Act 1998
 Children Act 1989

Further guidance

 What to do if you are Worried a Child is Being Abused (HMG 2006)
 Information Sharing: Guidance for Practitioners and Managers (DCSF 2008)


This policy was adopted at a meeting of name of setting
Held on (date)
Date to be reviewed (date)
Signed on behalf of the management committee
Name of signatory
Role of signatory (e.g. chair/owner)
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Unread 03-13-2012, 10:26 AM
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Thank you so much. This is really helpful information. My first thread has been a lot easier then I excepted!
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Unread 03-13-2012, 05:16 PM
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Quote:
Originally Posted by Mamasgotabrandnewbag View Post
Thank you so much. This is really helpful information. My first thread has been a lot easier then I excepted!
Your more than welcome, glad i could be of help.

Lynne
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