Setting Up a Nursery : a step-by-step guide. 9781905818655, 1905818653

Table of contents :
Cover
Contents
Introduction
1 Before you start
2 Registration and inspection
3 Policy principles
4 Management structure
5 Accommodation
6 Staffing
7 Equipment
8 Cost of setting up a nursery
9 Sources of funding
References
Useful contacts
Relevant legislation.

Citation preview

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The National Early Years Network 77 Holloway Rood London N7 8lZ tel 020 7607 9573

© The National Early Years Network 2001 ISBN 1 87098559 I

Designed by Susan Clarke for Expression, IP23 8HH Cover photograph by Sarah-Vivien Prescott The publication of this book was supported by printing and binding that was carried out by HSBC. Reprinting has been mode possible by a generous donation from the Trustees of Working for Childcare.

Ebook published by National Children’s Bureau 8 Wakley Street London EC1V 7QE Tel: 0207 843 6000 (Registered Charity number 258825).

Ebook ISBN: 978 1 905818 65 5

The views expressed in this publication are those of the author, and not necessarily those of the National Children’s Bureau.

No part of th is publication may be reproduced, stored in a retrieval system or transmitted, in any other form or by any means, electronic, mechanical. photocopying or otherwise without the express permission of the publishers.

Contents

Introduction 4 Using the publication 4 Acknowledgements 4 1 Before you start 5 Assessing the need 5 Who is the nursery for? 6 Will the nursery be eligible for free early education places? 7 What type of management will the .nursery have? 7 2 Registration and inspection 8 Who must register? 8 Who carries out the registration? 8 Applying for registration 8 The registration site visit 10 Registration and fees 10 Inspection 10 3 Policy principles 1.1. Childcare policy 11 Partnership with parents 11 . Children's achievement 12 Equal opportunities 12 Admissions 12 Health and safety 13 Curriculum, learning and play 13 Children with disabilities and other forms of special educational need (SEN) 13 Working with babies and children under two 14 Complaints 15

Health and safety 19 Security 20 Rates 20 Insurance 21 6 Staffing 23 Adult:child ratios 23 Qualifications, training and experience 23 Suitable person 24 Pay and conditions 25 Insurance 26 7 Equipment 27 Essential play equipment and furniture 27 8 Cost of setting up a nursery 28 Making a business plan 28 Expenditure checklist 28 Total costs 29 Income 30 Balance sheet 31 Managing your money 31 Publicity 32 9 Sources of funding 33 Local authorities 33 Central government 33 Sponsorship by employers 34 Charitable trusts and other sources of funding 34 References 35

4 Management structure 16 Constitution 16

Useful contacts 37

5 Accommodation 18 What to look for 18 Space requirements 18 Sources of accommodation 18 Planning permission 19

Relevant legislation 40 Registration Staffing issues Health and Safety Management

3

Introduction

Setting upa nursery is a central reference work for anyone intending to become a provider of nursery care and education. It is aimed mainly at community providers and the voluntary sector in England, but most of its contents will be applicable to statutory and independent providers, and to providers in Wales, Scotland and Northern Ireland. It offers guidance and introductory information on all the steps that nursery providers need to take before they can open a new setting, and points to publications that cover each of the various issues in detail. Readers have always found Chapter 8, 'Cost of setting up a nursery', particularly useful as it includes a list of onqoinq yearly costs that a nursery should expect to meet [p. 30) and a sample balance sheet for the first year of business [po 31]. The previous edition of Setting upa nursery was published in 1997. Since then, there has been an unprecedented amount of new legislation and guidance relating to early years care and education - most significantly, the introduction of minimum National Standards for quality in day care (DfEE 2001b). The information in this fourth edition takes account of and makes reference to all early years legislation up to and including October 2001.

Using the publication ~ ~

~

The word 'must' indicates that something is a legal requirement. References to other publications are shown as the author followed by the date of publication, in the text or in rounded brackets. The relevant book or article can be found in the 'References' section by searching for the author name and then for the correct date reference. References to sections within Setting upa nursery are given in square brackets. The word 'parent' refers to the adult with legal responsibility for a child who, in most cases will be the child's parent, but may be another family member, foster carer or other carer.

Acknowledgements The Network would like to thank Carol Berger, Nurseries Managing Director of Camden Community Nurseries, and Susan Hay, Managing Director of Nursery Works for their detailed and thoughtful comments on the content of this fourth edition.

1 Before you start Assessing the need Research the local area to establish that there is both a need and a demand in the community for the service that you plan to offer. You can use several sources of information, such as: ~ the number of children under five in the area to be served by the project ~ the local early years three-year strategic plan and annual implementation plan, drawn up by the Early Years Development and Childcare Partnership (EYDCP) [see 'What other services are there?, right-hand column, for a description of the EYDCP's role in local early years provision] ~ the review of day care services for children under eight years carried out every three years by each local authority (LA), under Section 19 of the Children Act 1989 ~ the admissions policies for local reception classes, available from the local education authority (LEA) ~ the number of children on the waiting lists of other local nurseries ~ the needs of the working population in the area. Finding the information How many children are there?

The LA will have a department or office that deals with current and predicted local population statistics (it may be called Planning or Research, or may be part of the Chief Executive's Department or a Central Policy Unit). LAs generally have local population estimates which have detailed information on age bands, down to ward level. Accurate and detailed population statistics for the whole country are only generally available after the full national census takes place, every ten years. The most recent census was in 2001 and the first findings should be made public from mid-2002. LAs will recalculate their local estimates on the census findings when they are available. If you cannot get what you want from the local authority, you can approach the Office for National Statistics direct. There may also be private agencies who can supply local population and market research information.

What other services are there?

Tofind out about services for young children in the area, your first contact should be the EYDCP for the area you have in mind. Each LA now has an EYDCP representing all interested early years parties, and they have obligations to set out business objectives and priorities for their area and to support the development of appropriate early years services. The Department for Education and Skills (DfES, formerly DfEE) issues a directory of EYDCPs giving full contact details (DfEE 2001c). With regard to your local area, you can ask about: ~ the early years strategic and implementation plans, drawn up by the EYDCP - these plans will include information about local services for children under 14, and about early education places for three and four year olds ~ the Children's Information Service (CIS) since August 2001 all EYDCPs must have a fully operational CIS which meets DfES minimum standards; in some areas information kiosks with touch-screens have also been developed in places such as supermarkets and chemists, offering Internet links to the ChiidcareLink [see below] and other sites, and access to promotional material from local services .. a childcare and play services directory for parents, which may be published by either the CIS or a local voluntary organisation (copies of these directories are usually available in libraries, health centres etc) ~ a voluntary organisations' early years forum, in addition to the EYDCP ~ any proposals for new nurseries in the area that are already under discussion or have applied for planning permission; the local Children's Information Service should be able to help with this. You can also look at the DfES-funded ChiidcareLink website (www.childcarelink. gov.uk) which aims to have details of all childcare services available in the UK, and can be searched by region or postcode. Since August 2001 all CISs must be Internetcompatible and part of the ChiidcareLink website. before you start LA.

5

Identifying real needs Some other key preparatory methods of gathering information include: ~ Carry out your own market research. Conduct a survey of parents in the catchment area you have in mind, and perhaps also in neiqhbourinq areas. This could take the form of a written surveyor involve informal interviews of, for example, commuters or local parents waiting at school gates. There are several excellent guides to doing this effectively (Ball 1997; Buist 1992; NEYN 1998; Sharp 1998; Smith 1995). It is also very good practice to consult young children about the nurseries they attend and the kind of nursery they would like. There are difficulties in doing this - not least getting permission from parents to talk to their children - so it may not be possible to carry out this kind of survey. If you can, there are also some useful guides to consulting children effectivelyand with respect (Miller 1997; NEYN 1998). ~ Speak to the Human Resources Department of local employers regarding the need for workplace or work-related childcare, and to find out if shift-working and extended hours predominate. ~ Ascertain the proportion of children with special educational needs in the area, and also those who are eligible for free school meals. This information should be available from the LEA, and some useful information about pre-school children may be available from local health centres. ~ Ask the LA housing and planning services or the local Chamber of Commerce for information on the area's employment profile, including commuting patterns. ~ Ask the LA women's and equal opportunities units for local information. ~ Take a close look at the local competition by obtaining brochures, looking at websites and paying visits, if you can. ~ Consult private agencies for local market research reports.

Who is the nursery for? Before you can start planning the nursery, you need to decide who it is for. Who will be able to use the nursery? The highest demand is generally for care for children under two years of age, particularly in view of the continuing trend for children to start school well before they are five. However, care for the younger age group is generally more expensive than for two to fives because

6

before you start

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!.. equjpin~~t;g~nt~ketW~;;n~KthS to i:lrrjv~;IJ t -:'~~5:~~~4:~g~-_~,¥Ow~~'~~£~:' .__.~,:>~, ,C~~~~:{~ more staff are needed. You cannot begin to budget until you have thought through this question. Will the nursery aim to serve working parents? If it does, opening hours will need to cover the working day and continue durinq school holidays. You cannot begin to plan your staffing until you have made this decision. Here is a checklist of points that you need to decide on;

Who will use the nursery? ~ How many children? ~ What age range? (Both of these questions will have to be considered in the light of the actual indoor and outdoor space available.) ~ Will criteria for admission be based on grounds of, for example, age, where people live or family circumstances? ~ If it is oversubscribed, will there be a priority-ranking for admission and, if so, what is it to be? ~ Will children with special needs be prioritised? What services will the nursery offer? ~ What will be the educational and care philosophy of your nursery be? ~ What educational activities will be provided? Will the nursery apply to be included in the strategic and implementation plans of the local Early Years Development and Childcare Partnership, and if so, will it meet the criteria?

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What facilities will there be, both indoors and outdoors? ~ For which hours will the nursery be open? ~ Will part-time as well as full-time places be available? ~ Will the nursery offer overnight care, either in emergencies or as a routine service? ~ Will the nursery offer any services which link with other local services for young children, eg transport to or from a nursery class or playgroup which collects four year olds from school and brings them back to the nursery until the end of the day. ~ What meals will be provided? ~ Will the nursery offer additional services such as a toy library, or parenting classes? ~ Will the nursery be part of a centre where other services will be provided, for example a Sure Start programme or Neighbourhood Nursery, and will they impinge on or complement your proposed nursery? What staff will be employed? ~ How many staff do you expect to employ? ~ What qualifications, skills and experience will they have? (Both of these questions will be contingent upon the numbers and ages of children using the nursery and the type of care offered) ~ What terms and conditions of service will they be offered? What charges will be made? ~ Will everyone pay the same or will there be some concessionary rates? ~ Do you plan to cover all costs through fees paid by individual parents or will you aim to involve employers?

Will the nursery be eligible for free early education places? Under the government's National Childcare Strategy, all four year olds are entitled to three terms of free early education before they reach compulsory school age (which is the term after their fifth birthday). Government funding is paid to LAs and passed on to providers who are registered as eligible. From April 2001 nursery education funding was paid by LAs from their Standard Spending Assessment (SSA) allocations rather than through the direct Nursery Education Grant, as previously. Consequently LAs are now responsible for deciding their own arrangements for funding four year olds. A qutde to the requirements of the nursery education grant is available (DfEE 2001d). (Please note that the funding mechanisms for nursery education are under review at time of

going to press, with the aim of ensuring that all those who deliver early education meet all the requirements of good practice irrespective of how the funding is delivered.) Places can be provided in a range of settings and comprise a minimum of five 2.S-hour sessions each week for 33 weeks of the school year. Parents may opt to take fewer than the five sessions, but are expected to pay for additional hours. BySeptember 2004 all three year olds will also have free early education, and the Nursery Education Grant is paid from central government to LAs for this purpose. In 2002/03 the target is a free place for 74% of three year olds. To allocate this grant, EYDCPs have developed their own criteria for eligible three year olds in their LA area, based initially on social need. Settings wishing to be deliver free early education for three or four year olds must agree to: ~ work towards the early learning goals [see p.13] ~ identify a setting-based special educational needs coordinator (SENCO) ~ operate a special educational needs policy [see pp. 13-14] ~ involve a qualified teacher ~ be inspected by the Office for Standards in Education (Ofsted). Settings may offer an 'integrated' service, of which there are two kinds: ~ free early education places as defined above, within settings providing for three and four year olds only (this is also called 'wraparound care' and means that children are cared for before and after the 'early education' period) ~ free early education places where integrated care is provided for three and four year olds, and day care is also provided for the 0-3 age group. Any parents claiming Working Families Tax Credit will not be able to claim the childcare tax credit for the time that their child attends nursery grant-funded early education but can do so for any extended hours that are paid for.

What type of management will the nursery have? ~

Will a management committee be established? ~ Will a contractor be employed to manage it? ~ Will parents and employers participate in the management? For general information on nursery management, see Hay 1996. before you start

7

2

Registration and inspection

You will need to have identified premises and done a lot of work on staffing and policies before applying to register a nursery. However, it is worth being aware of the requirements for registration and ongoing inspection before going any further. Registration is designed to ensure that day nurseries are able to safely care for and foster the development of young children, to ensure the promotion of good quality care, and to ensure that providers meet the National Standards for full day care which are legally binding (DfEE 2001b).

Who must register? Day care is care provided at any time (day or night) for children under the age of eight on premises which are separate from domestic homes, where children are looked after for a period (or total of periods) that exceeds two hours (Children Act 1989). It is an offence for any person to provide day care for children without being registered with respect to those premises. If an applicant opens two or more nurseries, each setting must be registered separately. There are certain exemptions from registration, and certain individuals may be disqualified from registration (Ofsted 20010).

Who carries out the registration? From 1 September 2001 Ofsted's Early Years Directorate assumed responsibility from local authorities for the inspection and registration of day nurseries and other early years settings. The new system means that registration, inspection, investigation and enforcement will be the responsibility of Ofsted, while local authorities will retain a support role, providing advice and training to providers. Information about providers will be gathered at Ofsted, and will in time be shared with local Children's Information Services and the ChiidcareLink website. Ofsted has issued a gUidance to the registration process (Ofsted 2001a) plus detailed gUidance which amplifies the National Standards [see box] and gives useful examples of good practice (Ofsted 2001b).

8

registration and Inspection

Applying for registration Yourlocal authority (LA) can provide you with an application pack for registration, plus copies of the National Standards (DfEE 2001b) and the gUidance to the National Standards (Ofsted 2001b). The LA, local Children's Information Service or Early Years Development and Childcare Partnership (EYDCP) may also offer pre-registration briefing sessions, training, advice and support.

The applicant The concept of the 'registered person' introduced to an amended Children Act 1989 by the Care Standards Act 2000 - covers individuals, a body with a corporate identity, and unincorporated associations such as organisations and committees. Applications are made by the individual, body or

organisation with overall responsibility for the provision of day care. This may, or may not, be the same as the person in charge who has actual day-to-day responsibility in the nursery. An application made by an organisation must include details of all partners, committee members and directors of the governing body, with certain post-holders being identified by name. To be registered, an applicant must demonstrate to Ofsted that every person looking after children, or living or working on the premises, is suitable, that the premises in question and any equipment are SUitable, and that the National Standards, regulations and any conditions imposed by Ofsted are complied with [see box on National Standards, opposite].

documentation Certain records must be maintained and kept at the registered premises. These include: ~ an operational plan for the.registered premises ~ details of each child looked after (except in open-access schemes) ~ details of a parent or guardlanjor each child ~ accesslble i.ndivicl~_al records of statf, volunteers,.committee members, including information' on recruitment, training and qualifications ~ a daily record of staff ~ a daily record of children looked after on.the premlses.jhe hours attended and the names of persons who looked'after them • ~ a daily record of visitors to.the registered premlses

~ a record of any medicinal product

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administered to a child on the premises; . plus details of its administration a record ofany complaints a record. of any accidents,signed by the' parents of.the chlldconcerned

~ records ofvehicles in which children are ----. transported to outings, including insurance details and