Ask the Experts: Explore British values with toddlers

Q: How do I fulfil the requirement to demonstrate “British values” at my nursery?

June O’Sullivan: The definition of “British values” is  non-specific. Ofsted will want to see and hear that your staff understand and can apply your nursery’s interpretation. The kind of values and concepts we’re talking about here include democracy, the rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs.

Begin by writing your approach with staff so you are all in agreement about what British values look like in your nursery. Think about how to translate concepts such as “the rule of law” into your everyday practice and behaviour. Document and describe the good work you have been doing to promote inclusivity, positive behaviour, courtesy towards each other and friendships. This encompasses the efforts you make to create a safe, calm, kind and nurturing environment where children feel welcome, cared for and have a sense of belonging.

Involve children and parents in this process and create a display that brings it to life.

June O’Sullivan is chief executive of the childcare charity and social enterprise, the London Early Years Foundation


Q: What can my children’s services department do to reduce child trafficking?

Peter Lewis: The National Referral Mechanism (NRM) is a framework for identifying victims of human trafficking and ensuring they get the right support. Under this system agencies and organisations concerned a child may be a victim of trafficking must ensure the safeguarding needs of that child are assessed and addressed and must also report their concerns to a “first responder” such as the local authority or police.
 
Ensure professionals in your area are aware of the problem of trafficking, know how to spot a vulnerable child and what to do when they identify a possible victim.

Ensure trafficking is raised at Local Safeguarding Children Board (LSCB) meetings so other agencies such as health are also aware and know how to respond. Get the LSCB to run multi-agency training sessions.

It is particularly important that GPs, school nurses and all clinical staff are trained and aware.

Peter Lewis is a freelance providing interim local authority children’s services leadership, and a former DCS in Haringey


Q: I work with a 14-year-old boy who attends alternative education provision. His mum thinks he’s been smoking cannabis with some older boys at the unit but he denies it. What should I do?

Jeanie Lynch: Start by talking directly to him about what is happening. His mum’s suspicions may be unfounded or maybe he is feeling pressured into taking drugs by the older boys. Let him know you are concerned about him and talk to him about the potential consequences of using drugs, from both health and legal perspectives. What does he want to do when he is older? Might poor health or a criminal record affect this?

This may be a wider issue for the unit. Check out the setting’s policy on drug education. Is drug education part of the personal, social, health and economic education curriculum and, if so, how is it delivered? Young people attending alternative provision may be more vulnerable to substance misuse and it is essential staff have the right training and guidance in order to teach and handle the subject.

You must also talk to the mum. Look at ways she can broach the subject with him without it becoming heated. There may be local parents’ organisations or helplines that could support her.

Jeanie Lynch works for Barnardo’s and has 25 years’ experience of working with vulnerable children and families


Q: I am a youth worker in a voluntary sector residential home for 16- to 19-year-olds. We were expecting an inspection visit by a team from children’s services and were told by managers to clean and tidy the young people’s rooms to make them spotless. Was this really necessary?

Tracie Trimmer-Platman: Teenagers’ bedrooms are often untidy whether they are looked-after or not. Part of the residential care process is about encouraging young people to take responsibility for themselves and their surroundings so it’s not up to youth workers to clean up after them.

I can understand why managers were keen to create a good impression. However, your children’s services colleagues should be more interested in the quality of care and support the young people are receiving, and the progress they have made, than whether they have made their beds.

Tracie Trimmer-Platman is senior lecturer in youth and community work at the University of East London