POLICIES and PROCEDURES

 POLICIES and PROCEDURES 

Curiositree exists to create opportunities for children, young people and adults to enjoy and benefit from the natural world through outdoor experiences. We embrace the ethos of Forest School and encourage children and young people to discover, learn and play in outdoor settings. 

 Research shows and we believe, that everyone benefits from being in nature and that education, play and enjoyment of it are key to its conservation and protection. In being inspired by nature, developing practical skills with tools, and understanding how to assess risk, children are learning on all levels – most importantly at their own level. 

By giving children small, achievable tasks their self-esteem and confidence grows with each session. We also give time to reflect on how they feel and what they have learnt, which allows them to develop positive values and attitudes about themselves. 

POLICIES:

1. Equality

2. Safeguarding

3. Behaviour

4. Tool Use

1.  Equality

Equality Act 2010 which came into force in 2012, it is the law to ensure that people are not discriminated against based on their sexuality or ethnicity, the definition of diversity includes differences in human behaviour, abilities, ethnicity, gender or appearance. Furthermore, equality is defined as the “importance of recognising, respecting and accepting the diversity of individuals and group needs”.(1) 

The promotion of equal respect and opportunity for children is key, as it fosters a culture of acceptance. Learned behaviours in childhood are more likely to carry-over to adulthood, therefore promoting equality at an early age is a essential. Consequently, if these practices are experienced at an early age then children are likely to replicate these attitudes in their own families in the future. 

We are aware of unconscious bias and take conscious steps to recognising this in ourselves and try to be aware of judgements or assumptions we might be making about the children, young people and adults we work with, and therefore aim to accept each person with an open mind and open heart. In doing this we look for ways to increase the self-worth of every individual we encounter. 

Equality and Diversity Policy detailed statement.

Updated August 2022

Curiositree is fully committed to the elimination of unlawful and unfair discrimination and values the differences that a diverse workforce brings to the school. The adoption of an equality and diversity policy enables us to send out a strong message of commitment, both internally and externally. 

We will not discriminate because of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race (which includes colour, nationality and ethnic or national origins), religion or belief, sex or sexual orientation. 

We will not discriminate because of any other irrelevant factor and will build a culture that values meritocracy, openness, fairness and transparency. 

In addition, we are aware of the requirements of other legislation relating to discrimination of employees: 

• Part time workers 

• Fixed term workers 

• Trade union membership and activities 

All potential employees are responsible for the promotion and advancement of this policy. Behaviour, actions or words that transgress the policy will not be tolerated.

The policy is applicable to all members of the Curiositree community namely teachers, children, parents and the wider communities (including Rockaway Park), whether permanent or temporary. The policy applies to processes relating to employment and training. 

Legislative Background and Context.  Please read below to ensure shared understanding of the meaning of this commitment. 

The Equality Act 2010 defines direct discrimination as less favourable treatment because of nine specified protected characteristics. 

The protected characteristics under the Equality Act 2010 are; 

(i) Age 

The Act protects employees from discrimination, harassment and victimisation because of age, either ‘younger’ or ‘older’ than a relevant and comparable employee. For example, if an organisation has a training policy excluding employees aged 60 or more from applying for courses then this is likely to be discriminatory. Or advertising for a post which requires at least 10 years’ experience may be discriminatory for younger applicants.

(ii) Disability

A Disability is defined as "any physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry out normal day to day activities.” There is a requirement for employers to consider reasonable adjustments in order to accommodate the employee’s disability. The Act does not list the types of day to day activities which a disabled person must demonstrate that they cannot carry out. 

(iii) Gender reassignment 

The Act defines this as someone who proposes to, starts, or has completed a process to change his or her gender and is referred to as  ‘transsexual’. A male employee who decides to live as a woman, but has had no medical procedures, must not be harassed if using female toilet facilities. It is discriminatory to treat a transsexual employee less favourably for being absent from work if they are due to undergo, are undergoing or have undergone gender reassignment. They must not be treated differently than others who are ill or injured. 'Cross-dressing' in itself is not regarded as transexual but also have a right to not be harassed or singled out for this reason. Although a person may still be in a position to claim discrimination under the relevant protected characteristics for such behaviour towards them. 

(iv) Marriage and civil partnership 

The Act protects employees from direct discrimination, indirect discrimination and victimisation because of marriage or civil partnership. There may be circumstances where harassment of an employee in a marriage or civil partnership amounts to discrimination because of their sex or sexual orientation, or it could be deemed to be sexual harassment. An employee in a civil partnership may also have grounds to bring a claim of sexual orientation discrimination. 

(v) Pregnancy and maternity 

The Act protects an employee from one type of direct discrimination and victimisation because of their pregnancy, or for taking or seeking to take maternity leave, for example, an employer must not take into account pregnancy-related illness when considering sickness absence or employment decisions. A woman/person who is pregnant or on maternity leave must not be treated unfavourably or treated less favourably than a man, or a woman who was not pregnant.

(vi) Race The Act protects employees from discrimination, harassment and victimisation because of race, which may include four aspects: 

(vii) Colour – tends to overlap, particularly with the concepts of ‘ethnic origin’ and ‘national origin’, e.g. black and white. 

(viii) Ethnic origin – may include racial, religious and cultural factors which give a group of people a distinct social identity with a long and shared history, e.g. Sikhs, Jews, Romany Gypsies and Irish Travellers.  AlsoNational origin which includes birthplace, the geographical area and its history, can be key factors, e.g. Welsh and English. 

(ix) Nationality – usually the recognised state of which the employee is a citizen, i.e. what is on their passport. 

(x) Religion or belief 

The Act protects employees from discrimination, harassment and victimisation because of religion or belief. Employees or job applicants are protected if they do not follow a certain religion or belief, or have no religion or belief.

Religion has a clear structure and belief system. Belief is any religious or philosophical belief. Denominations or sects within a religion can be considered a protected religion or religious belief. 

A belief must satisfy various criteria, including that it is a weighty and substantial aspect of human life and behaviour, worthy of respect in a democratic society and does not conflict with the fundamental rights of others 

(xii) Sex 

The Equality Act protects both male and female employees from discrimination, harassment and victimisation because of sex (gender) Employees are protected against sexual harassment, which is unwanted conduct that is of a sexual nature and/or relates to the protected characteristics of sex and/or gender reassignment. 

Examples may be either verbal or physical, and may include staring or leering, or a display of explicit material.

(xiii) Sexual Orientation 

The Act protects employees from discrimination, harassment and victimisation because of their sexual orientation - bisexual, gay and lesbian. 

For example, an employer must ensure that an employee perceived to be bisexual (whether they are or are not is irrelevant) is not bullied by colleagues. 

NB Heterosexuals are also covered by this Act Indirect discrimination against individuals because they have a relevant protected characteristic is also covered, although pregnancy and maternity does not come under the indirect discrimination provisions in the Equality Act 2010.

In addition the following groups also have protection against less favourable treatment: 

a) Part Time Workers

Part-time workers have the right not to be treated less favourably than a full time worker doing the same or similar work regarding the terms of employment (for example holiday entitlements and hourly pay rates should be pro rata). Part-time workers have the right to request a written statement of reasons for any treatment which is less favourable than a comparable full time worker. Part-time workers should be selected as a full time worker would be for promotion or redundancy. 

b) Fixed term workers 

Fixed term workers have the right not to be treated less favourably than a permanent staff doing the same or similar work regarding the terms of employment (for example holiday entitlements and hourly pay rates should be pro rata). 

c) Trade union representatives 

Where a union is recognised by the employer, trade union representatives and stewards are entitled by law to certain arrangements to assist them in doing their job as elected representatives. These include: 

• Reasonable time off for undertaking trade union duties and for training. 

• Facilities to help you do the job, including access to telephones, computers and email systems, use of notice boards, lockable filing facilities and in some cases use of dedicated office space. 

• Access to information relevant to negotiations or change in the workplace. 

Direct discrimination 

This is where a person is treated less favourably than another because of a protected characteristic. An example of direct discrimination would be refusing to employ a woman because she is pregnant. 

In limited circumstances, employers can directly discriminate against an individual for a reason related to any of the protected characteristics where there is an occupational requirement e.g. PE teacher of a specific gender.

NB The occupational requirement must be crucial to the post and a proportionate means of achieving a legitimate aim. 

Indirect discrimination 

This is where a provision, criterion or practice is applied that is discriminatory in relation to individuals who have a relevant protected characteristic (although it does not explicitly include pregnancy and maternity, which is covered by indirect sex discrimination) such that it would be to the detriment of people who share that protected characteristic compared with people who do not, and it cannot be shown to be a proportionate means of achieving a legitimate aim.

Harassment 

Is where there is unwanted conduct, related to one of the protected characteristics (other than marriage and civil partnership, and pregnancy and maternity) that has the purpose or effect of violating a person's dignity; or creating an intimidating, hostile, degrading, humiliating or offensive environment. It does not matter whether or not this effect was intended by the person responsible for the conduct. 

Associative discrimination 

Is where an individual is directly discriminated against or harassed for association with another individual who has a protected characteristic. For example, a candidate who has been told she is getting a job is suddenly deselected after revealing she has a severely disabled child with complicated care arrangements. The withdrawal of the job offer could amount to discrimination because of her association with a disabled person (disability being a protected characteristic). Discrimination by association does not apply to all protected characteristics. Marriage and civil partnership, and pregnancy and maternity are not covered by the legislation. 

Perceptive discrimination 

Is where an individual is directly discriminated against or harassed based on a perception that he/she has a particular protected characteristic when he/she does not, in fact, have that protected characteristic (other than marriage and civil partnership, and pregnancy and maternity). 

Victimisation 

Occurs where an employee is subjected to a detriment, such as being denied a training opportunity or a promotion because he/she made or supported a complaint or raised a grievance under the Equality Act 2010, or because he/she is suspected of doing so. However, an employee is not protected from victimisation if he/she acted maliciously or made or supported an untrue complaint. There is no longer a need for a complainant to compare his/her treatment with someone who has not made or supported a complaint under the Equality Act 2010. 

For example, if a blind employee raises a grievance that the employer is not complying with its duty to make reasonable adjustments, and is then systematically excluded from all meetings, such behaviour could amount to victimisation. 

Failure to make reasonable adjustments 

Is where a physical feature or a provision, criterion or practice puts a disabled person at a substantial disadvantage compared with someone who does not have that protected characteristic and the employer has failed to make reasonable adjustments to enable the disabled person to overcome the disadvantage. I

t is unlawful to fail to make reasonable adjustments to overcome barriers to using services caused by disability. The duty to make reasonable adjustments includes the removal, adaptation or alteration of physical features, if the physical features make it impossible or unreasonably difficult for disabled people to make use of services. In addition, service providers have an obligation to think ahead and address any barriers that may impede disabled people from accessing a service.

2. Safeguarding Children 

Our first responsibility and priority is towards the children who attend our sessions. If we have any cause for concern, we follow these procedures. We understand that child abuse can physical, sexual, emotional, neglect or a mixture of these. 

Unless we believe that it would put the child at risk of further harm, we will discuss concerns with a child’s parent if it is noticed:

• Significant changes in a child’s behaviour. 
• Bruising or marks not consistent with a reported incident .
• Any comments made by a child which give cause for concern 
• Signs of neglect 

We protect ourselves and others working with us and comply with the law by ensuring our DBS is up to date.

The Forest School Leaders and helpers will try to avoid situations where they may be left alone with children.

We make sure appropriate steps are taken where concerns arise or a child discloses information of concern and report to the appropriate person.

If a child discloses an incident of abuse, this disclosure will be recorded as follows: 

• The child’s full name and address 
• The date and time of the record 
• Factual details of the concern, what the child said and who was present.
• Details of any previous concerns
• Details of any explanations from the parents 
• Any action taken such as speaking to parent

Clarification on Forms of Abuse 

There are many different forms of child abuse.

Child abuse occurs in all types of family and culture and in every part of the country.

Children can be abused by strangers, adults they know or members of their own family.

Children can be abused by the direct actions of an adult, such as a physical beating or because an adult fails to act, for example, by failing to provide proper food or clothing for a child.

Child abuse usually falls into one or more of four categories: physical abuse, emotional abuse, sexual abuse and neglect.

Physical abuse

Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. It may also be caused when a parent or carer fabricates symptoms of, or induces, illness in a child.

Emotional abuse

Emotional abuse is the persistent emotional ill treatment of a child to cause severe and persistent effects on the child’s emotional development, and may involve:

• Telling a child that they are worthless, unloved, inadequate, or valued only to meet the needs of another person.
• Imposing developmentally inappropriate expectations, for example interactions beyond the child’s developmental capability, overprotection, limitation of exploration and learning, preventing the child from participation in normal social interaction.
• Causing a child to feel frightened or in danger, for example witnessing domestic violence, seeing or hearing the ill treatment of someone else.
• Exploitation or corruption of a child.
• Online bullying.Some level of emotional abuse is involved in most types of ill treatment of children, though emotional abuse may occur alone.

Sexual abuse

Sexual abuse involves forcing or enticing a child to take part in sexual activities, including prostitution, whether or not they are aware of what is happening.

Activities may involve physical contact, including penetrative and non-penetrative acts. Sexual activities may also include non-contact activities, for example involving a child in looking at, or production of, abusive images (maybe online), watching sexual activities or encouraging them to behave in sexually inappropriate ways. Children under sixteen years of age cannot lawfully consent to sexual intercourse.

Neglect

Neglect involves the persistent failure to meet a child’s basic physical or psychological needs, likely to result in the serious impairment of the child’s health and development.

Examples include failure:

during pregnancy as a result of maternal substance misuse;

to provide adequate food, clothing or shelter;

to protect from physical and emotional harm or danger;

to meet or respond to basic emotional needs;

to ensure adequate supervision including the use of adequate care-takers;

to ensure access to appropriate medical care or treatment;

to make sure their educational needs are met; or

to make sure their opportunities for intellectual stimulation are met.

Young adults, vulnerable adults and other adults can be at risk of harm too.

Abuse is the violation of an individual’s human or civil rights by any other person or persons. 

Abuse may be behaviour that is intended, or caused by lack of training and ignorance.

Abuse can happen anywhere, in someone’s own home, in a public place, in a care home, in community care or in a hospital.

Abusers or ‘perpetrators’ are often already known by the adult at risk. Perpetrators can be people such as a professional worker, another service user, a relative, a friend, a group or an organisation.

READING and TRAINING:

https://learning.nspcc.org.uk/training/safeguarding-children-with-send

https://www.gov.uk/government/publications/keeping-children-safe-in-education--2

https://www.support-people-vulnerable-to-radicalisation.service.gov.uk/portal

https://www.gov.uk/government/publications/working-together-to-safeguard-children--2

If we see/ hear or have reason to suspect a a child is at risk we will contact the Banes Safeguarding teams for advice or to make a report:

BANES social worker's : 01225 39 61 11 or 01225 47 79 29

https://bcssp.bathnes.gov.uk/safeguarding-children

https://beta.bathnes.gov.uk/report-concern-about-child

If we see/ hear or have reason to suspect that an adult is at risk we will contact:

https://bcssp.bathnes.gov.uk/safeguarding-adults

https://bcssp.bathnes.gov.uk/form/contact

We may also contact our partner organisations:

Bath City Farm http://bathcityfarm.org.uk

Bath Welcomes Refugees https://www.bathwelcomesrefugees.org.uk/

Julian House https://www.julianhouse.org.uk

For further guidance and support:

email: help@nspcc.org.uk or call NSPCC 0800 800 5000 

for support or anonymous reports concerning a child's safety.  

We are all responsible for all children at all times. 

4. Behaviour

A Proactive Behaviour Plan can also be referred to as antecedent interventions, designed to increase appropriate behaviours and decrease motivation or need to engage in challenging behaviour.

Primary Prevention Behaviour monitoring will frequently allow one to identify antecedents that are likely to trigger challenging behaviour. In some cases, it is possible to change the context in which challenging behaviour is likely to take place.

Strategies for doing this include:

• Enriching the environment – ensuring that the pupil’s environment provides a high level of social reinforcement and stimulating activities, reducing the likelihood disregulated behaviour.

• Changing the Nature of Preceding Activities – for example, reducing level of difficulty and building this up again gradually, introducing frequent breaks or variety in tasks, creative timetabling for example having a highly motivating activity following a difficult activity or not moving from a highly motivating activity to a difficult activity.

• Eliminating particularly aversive events – for example stimuli that a pupil has a fear or aversion to such as physical contact, noise, dogs etc. and re-introducing these gradually and systematically as appropriate.

• Eliminating or reducing internal antecedents – for example: stress, sudden changes, hunger, pain, fatigue, illness.

• Making choices – teach pupils to be able to take part in decisions about what is happening in their day.

 To avoidance emotional 'meltdowns' we aim to:

*Make learning enjoyable 

*Increasing tolerance of demands gradually

*Culture of recognising and naming emotions, states as they arise

*Build tolerance to irritation

*Practice clear, positive communication

*Encourage play

*Be outdoors a lot

*Practice kindness

Types of Specific Consequence

If behaviour crosses the boundary of what is acceptable by continuously causing disruption, damage or upset.

• Reprimand – a verbal reprimand is given after an inappropriate behaviour
• Physically intervene if a child may be harmed
• Restorative Approach – conversation between those effected and steps to restore balance
• Parental Plan – involving the carers in steps to improve the behaviour

If behaviours were aggressive, involved running away or modelling this undesirable behaviour to others this child would need 1:1 support to continue in the setting. 

4. Safety and Tool Use

Insurance 

All teachers are insured and qualified to practice in woodlands and other outdoor spaces. 

 Daily Checks and Procedures Prior to Sessions:

 • Complete a Risk Assessment and Activity Planning Sheet for that day’s activities. 

 • Safety Check of area just before children arrive, check for broken glass, any trip hazards, lose branches, litter or any other changes in the site. 

 • Weather check - we go ahead in most weathers, but in the case of high winds or particularly strong storms the session will be transferred inside. 

 • Check Kit Bag - this includes First Aid Kit, medical requirement information, tick list of tools and any water or food we will be bringing with us. 

• Check number of children and special needs including health eg: inhalers 

 After Each Session 

 Check fire is properly extinguished. 

 Clear everything away and make sure no litter is left. 

 Count the tools back in and store safely. 

 Head count of children before returning to class. 

Kit for Each Sessions Includes: 

First Aid Kit 

Plasters 

Triangular Bandage 

Micropore Bandages 

Sterile gloves 

Alcohol free sterile wipes 

Tissues/wet wipes 

Individual medication 

 Tools 

 Kelly Kettles x2 

 Peelers x10 

 Twine/wool 

 Hand drills x2 

 Bow saws x2 

 Bill hooks Knives x5 

 Striker

Emergency Procedures 

Medical Emergency 

 If a child or adult seriously injures themselves or shows signs of illness during out session, the following procedure will be followed: 

  1. First aid to the injured person, all other children are seated together.

  2. Whoever is administering first aid will stay with the injured person. The emergency services will be called and we will liaise with the head teacher/school office. 

   3.The rest of the group will be seated whilst tools gathered, extinguish fire and then be taken back to the school/bus/classroom. 

   4.Further liaison with head teacher/school office re parent/guardian being contacted and who will accompany the patient to hospital. 

 Fire 

 If the fire spreads and our attempts to extinguish it fail, follow these procedures:   

1.Forest School Leader immediately shout fire. Second adult, if with large group, will gather all children and lead them safe distance away.

 2.Leader to carry out a head count of the group and evacuate.

 3.Fire Brigade called. 

 Fire Lighting Policy and Procedures 

 The lighting of fires and cooking and the use of Kelly Kettles are a key part of the activities we offer.   Understanding the risks and adhering to the safety rules around the fire is an excellent learning experience for children and adults. 

 Procedure for lighting a fire in a fire pit: 

 1.We only use a designated fire pit or fire bowl to prevent fire spreading.

 2.We mark out our 1.5m boundary using logs and children are asked not to come into the fire area unless invited to do so. 

 3.An adult must stay with the fire at all times, or in an emergency children remain outside the 1.5m until resolved.

 4.We check all around for low hanging branches that could be ignited. 

 5.Long sleeves and long trousers should be worn. 

 6.Long hair must be tied back and scarves secured so they don’t dangle into the fire. 

 7.Children are not permitted to throw anything into the fire. 

 8. If smoke is blowing directly at children, tell them to turn their head away or move to a different seat.   9.Children are not to cross the fire area, but to step out over the log they are sitting on and walk around external boundary. 

 Toasting Marshmallows Over The Fire 

 1.Wait for the fire to die down to embers. 

 2.Children to find a stick as long as their arm from elbow to wrist. 

 3.Place a marshmallow at end of stick. 

 4.Only a small amount of children to toast marshmallow at a time, make sure there is plenty of space between  each person. 

 5.Count to 20 before eating the hot marshmallow 

 Using The Killy Kettle 

 1.Establish a flat area, cleared of all debris. 

 2. Make sure there is water in the kettle. 

 3.Remove the cork 

 4.Gather small firewood and create waffle shape in the bottom of the fire tin. 

 5.Add fast burn and cotton wool. 

 6.Children can help to feed the fire but be aware of flame coming out of the top and the hot tin. 

 7.Do not lean over the top of the kettle. 

 8.Long hair tied back, scarves should be secured. 

 9.Adults to remove kettle from the fire and pour the water. 

 Extinguishing Fires All fires much be extinguished at the end of a session. 

 1.Water to be kept to hand by the fire. 

 2.Water to be used on the embers of the fire, stirred and damped down until all heat and smoke has gone. 

 3.Ashes to be mixed into the earth where possible. 

 Hand Tool Safety Policy and Procedures 

 Procedure for introducing tool use:

 Explain, Demonstrate, Imitate, and Practice. 

 If it is possible we increase our Adult/child ratio for days when we are practising our tool skills. 

 We lay out the tools on the tarpaulin and ask the children to gather round. 

 We talk about what they might be used for. 

 When we start to use them, our general considerations are always as follows: 

 1.Staff to child ratio will vary from 1:1/1:3 depending on which tool we are using. 

 2.They must be an arms length away from the closest person to prevent injuring them.

 4.Adults give out tools; children are not to help themselves. 

 5.Running and pointing with the tools is not allowed. 

 6.First Aid kit should always be to hand. 

 Measure to Minimise Risk during Tool Use 

Medium Risk : 

Bow Saw 

Control Measure :

 Explain, demonstrate, imitate, practice. 

First aid kit to be close by. 

One child saws with one adult, either end of saw. 

Adult to remove blade guard. 

Store back in tool bag when not in use. 

Glove to be worn on the non¬sawing hand and both hands for those holding the wood. 

Low Risk:

Peelers

Control Measure :

Explain, demonstrate, imitate, practice. 

First Aid kit close by. 

Peel away from the body, focus on the tool. 

Sit down whilst using the peeler. 

Make sure children/adults not sitting too close to each other. 

Count peelers back in to bag after use. 

Medium Risk: 

 Knife

Control Measure :

Explain, demonstrate, imitate, practice. 

First aid kit close by. 

Pass knife to child, get eye contact, and explain sharpness of knife. 

Knife to be put back into sheath when not in use. 

Medium Risk: 

 Hand Drill

Control Measure :

Explain, demonstrate, imitate, practice. 

First aid kit close by. 

Use sitting up with a straight back, do not lean on drill. 

Drill on a securely positioned log/flat wood 

[1]https://www.dcya.gov.ie/documents/publications/20180720_DiversityEqualityInclusionCharterGuidelinesEarlyChildhoodCareEduc.pdf