Contents
1.0 Introduction
1.1 The purpose of this guidance is to support schools in promoting inclusion and ensuring the wellbeing of all children. It offers practical advice as well as clarification of the support and information available for toilet training.
1.2 The guidance is based on good practice and practical experience of those working with children and young people requiring intimate care.
1.3 These guidelines should be read in conjunction with other policies a school may hold e.g.:
- Accessibility Policy
- Child Protection Policy
- Health and Safety Policy
- Staff Recruitment Policy
- Moving and Handling Policy
- Physical Contact between Staff and Pupils
- Policy on Access to Education for Children and Young People with Medical Needs
- Anti-Bullying Policy
1.4 In the rest of this document the term parent/s is used to refer to parents, carers and legal guardians.
2.0 Aims
2.1 The aims of this guidance are:
- to provide guidance and reassurance to staff
- to safeguard the dignity, rights and well-being of young people
- to assure parents that staff are knowledgeable and that their individual needs and concerns are taken into account
3.0 Principles
The document embraces the principles of Every Child Matters including:
- every child has the right to feel safe and secure
- every child has the right to be treated as an individual
- every child has the right to privacy, dignity and a professional approach from all staff when meeting his or her needs
4.0 Context
4.1 Many schools admit children who are still four into the Reception Class. Most children entering school will be toilet trained (which may include the occasional ‘accident’). However, a few children will be at an earlier stage of toileting or still in nappies.
4.2 All school are required to have an inclusion / SEN Policy which emphasises equality of access and opportunity which reflects the legal requirements of the Special Educational Needs and Disability Act 2001 and the Education Act (1996).
4.3 In order to meet the needs of children with long-term incontinence or an identified disability requiring a higher level of toileting support, schools must make ‘reasonable adjustments’. Please see ‘Guidance for Staff who Provide Intimate Care for Children and Young People’.
5.0 Working with parents
5.1 Working in partnership with parents is an important principle of the EYFS. Practitioners should work to establish an agreed ‘Toileting Plan’ with parents (see Appendix 1). Exchanging information with parents is essential; parents should be encouraged and empowered to work together with staff to ensure a consistent approach.
5.2 Bowel and Bladder course for parents?
6.0 Writing a ‘Toilet Management Plan’
6.1 Where a routine procedure to toileting is requires, a ‘Toilet Management Plan’ should be agreed in discussion with the child, school staff, parents and relevant health personnel. This plan should be signed by all who contribute and reviewed on an agreed basis.
6.2 In developing a ‘Toilet Management Plan’, Appendix 2 (Early Years Quality and Inclusion Advice Sheet on Toileting) should be referenced.
6.3 The plan should consider the following:
- location of the plan for reference, ensuring discretion and confidentiality
- location of recording procedures, ensuring discretion and confidentiality
- necessary equipment and waste disposal (see ‘Environmental Advice’)
- clear labelling of equipment and procedures e.g. wipe table after use
7.0 Staff development
7.1 Staff must receive Child Protection training every 3 years.
7.2 Where appropriate staff must receive Moving and Handling training at least every year.
7.3 Where appropriate the School Nurse should provide whole school training on ‘Toilet Management’.
7.4 In addition identified staff members should e able to:
- access other procedures and policies regarding the welfare of the child e.g. Child Protection
- identify and use a communication system that the child is most comfortable with
- ‘read’ messages the child is trying to convey
- communicate and involve the child in the toileting programme
- offer choices, wherever possible
- develop, where possible, greater independence
- maintain confidentiality with children unless it is a child protection issue when Child Protection Procedures must be followed
8.0 Environmental advice
8.1 School’s should ensure that the facilities are easily accessible and well maintained to promote children’s awareness of good hygiene practices and developing independence.
8.2 Where children have long-term incontinence or a disability requiring a higher level of toilet support, the school may require specially adapted facilities. Specialist advice from health staff may be required when considering space, heating, ventilation and lighting for example.
8.3 Additional considerations may include:
- facilities with hot and cold running water
- protective clothing including disposable gloves – provided by the school
- labelled bins for the disposal of wet and soiled nappies / pads (soiled items being ‘doubled bagged’ before being placed in bin). Advice on the disposal of nappies and nappy-related waste i.e. urine and faeces can be found in the Health and Safety at Work Act 1974
- supplies of suitable cleaning materials; anti-bacterial spray, sterilising fluid, deodorisers, Anti-bacterial hand wash
- supplies of appropriate clean clothing, nappies, disposal bags and wipes
- changing mat or changing bench
9.0 Safeguarding children
9.1 It is essential that all staff are familiar with the school’s Child Protection Policy and procedures.
9.2 If a child is hurt accidentally he or she should be immediately reassures and the adult should check that he or she is safe and the incident reported immediately to the designated line manager.
9.3 If a child appears sexually aroused, misunderstands or misinterprets an action / instruction, the incident should be reported immediately to the designated line manager. 9.4 Were there is an allegation of abuse, the guidelines in the Devon Child Protection procedures should be followed.