FANS (02) 8765 1001 or FACES (02) 9871 5684
FANS: 1/23 George St, North Strathfield, NSW 2137
FACES: 52 Barellan Ave, Carlingford, NSW 2118

Home    Handbook

Family Handbook

Welcome to Families at North Strathfield (FANS)

Early Education & Care Service.

 

For your convenience this booklet contains important information and a number of RELEVANT POLICIES. We encourage you to view all centre policies which can be found in the centre manual, located in entrance foyer. For your convenience a copy of the entire policy content has been placed at the end of this booklet.

 

A Child Learns what they live

If children live with criticism, they learn to condemn. If children live with hostility, they learn to fight.

If children live with fear, they learn to be apprehensive. If children live with pity, they learn to feel sorry for themselves.

If children live with ridicule, they learn to feel shy. If children live with jealousy, they learn to feel envy.

 

If children live with shame, they learn to feel guilty. If children live with encouragement, they learn confidence.

If children live with tolerance, they learn patience. If children live with praise, they learn appreciation.

If children live with acceptance, they learn to love. If children live with approval, they learn to like themselves.

If children live with recognition, they learn it is good to have a goal. If children live with sharing, they learn generosity.

If children live with honesty, they learn truthfulness. If children live with fairness, they learn justice.

If children live with kindness and consideration, they learn respect. If children live with security, they learn to have faith in themselves and in those about them.

If children live with friendliness, they learn the world is a nice place in which to live.

 Anonymous

 

INDEX

 

SECTION 1:

INFORMATION FOR FAMILIES AND VISITORS

Centre’s Philosophy

Mission Statement

Goals

Immunisation

Orientation

Parent information

Daily requirements

Clothing

Toileting & nappy change

Delivery and Collection of Children

Service layout

The Program

Family involvement

Daily routine

Routine times

Positive Guidance

Parent Library

Sick Children                        

Time Table

Fees/ Holiday/ Centrelink                            

           

SECTION 2

Policies and Procedures

 

Philosophy

At Families at North Strathfield (FANS) we recognise that Early Childhood is a significant period of the child’s life during

which the greatest brain development and growth occurs and it is a time when early experiences influence attitudes and

dispositions for learning. We acknowledge the parent as their child’s first teacher and we will work to encourage family input at our Families centre. We encourage family members to share their diversity, language, occupation or special talent with the children, as it is through these partnerships that we effectively extend on each child’s strengths, interests and previous experiences. We will therefore provide the children with the best possible opportunities for learning. The service will work with families to overcome any issues children maybe facing at different stages of development, e.g., toilet training, speech, any emotional needs such as fear or particular phobias, or any behavioural issues such as lack of co-operation.

 

At FANS we believe that-

Childhood is a foundation for all later learning and development. Most importantly, early childhood is a time for play, fun,

discovery, adventure, imagination and therefore acknowledge that learning is most beneficial through play (Froebel) and

that a collaborative approach to teaching that follows the children’s interests (Reggio Emilia) works best at our service.

We believe that play based learning enables the children to develop a sense of belonging, being and becoming through

relationships and social interactions (Vygotsky) which will in turn help them to achieve key learning outcomes.

 

The learning environment also plays a vital role in supporting children’s learning and is inviting, welcoming and nurturing

and provides opportunities to discover, imagine, explore, experiment and interact. Additionally our teaching practices include a range of techniques such as scaffolding, questioning, demonstration and suggestion to help support each unique opportunity for learning and assist each child to be a successful learner as we recognise the potential, both now and in the future, for each child.

 

Our curriculum encourages the achievement of learning outcomes, relationships and encourages a respect for others, nature and the environment. The curriculum development involves collaboration and co-construction with children, families and communities as relationships help support the development of confidence, independence, trust, security, and acceptance and ability to fit in as a responsible group member (Montessori).

 

We build cultural competence and community awareness by celebrating family, cultural and community events in our centre. A strong sense of community will be achieved by conducting daily community meetings with the children and their educators. In these meetings important messages of caring for themselves, each other and the environment are discussed, as well as this the children’s input and suggestions which are then used for curriculum planning. In our meetings we acknowledge the Aboriginal heritage of the land and as this land area belongs to the Darung tribe with the Eora dialect, our room names are-

(2-3.5) Gurung- meaning young child & (3.5-6yrs) Gamarada- meaning friend

At FANS each child will achieve a true sense of Belonging, Being and Becoming-

Belonging is the basis for living a fulfilling life. Children feel they belong because of the relationships they have with their family, community, culture and special place, (Families @ North Strathfield) will be your child’s special place.

Beingis about living here and now. Childhood is a special time in life and children need time to just “be” –time to play,

to try new things and have fun, at (Families @ North Strathfield).

Becoming is about the learning and development that young children experience. Children start to form their sense of

identity from an early age, which shapes the type of adult they will become. Their identity will help to be developed at

(Families @ North Strathfield).

Philosophy

At Families at North Strathfield (FANS) we recognise that Early Childhood is a significant period of the child’s life during

which the greatest brain development and growth occurs and it is a time when early experiences influence attitudes and

dispositions for learning. We acknowledge the parent as their child’s first teacher and we will work to encourage family input at our Families centre. We encourage family members to share their diversity, language, occupation or special talent with the children, as it is through these partnerships that we effectively extend on each child’s strengths, interests and previous experiences. We will therefore provide the children with the best possible opportunities for learning. The service will work with families to overcome any issues children maybe facing at different stages of development, e.g., toilet training, speech, any emotional needs such as fear or particular phobias, or any behavioural issues such as lack of co-operation.

 

At FANS we believe that-

Childhood is a foundation for all later learning and development. Most importantly, early childhood is a time for play, fun,

discovery, adventure, imagination and therefore acknowledge that learning is most beneficial through play (Froebel) and

that a collaborative approach to teaching that follows the children’s interests (Reggio Emilia) works best at our service.

We believe that play based learning enables the children to develop a sense of belonging, being and becoming through

relationships and social interactions (Vygotsky) which will in turn help them to achieve key learning outcomes.

 

The learning environment also plays a vital role in supporting children’s learning and is inviting, welcoming and nurturing

and provides opportunities to discover, imagine, explore, experiment and interact. Additionally our teaching practices include a range of techniques such as scaffolding, questioning, demonstration and suggestion to help support each unique opportunity for learning and assist each child to be a successful learner as we recognise the potential, both now and in the future, for each child.

 

Our curriculum encourages the achievement of learning outcomes, relationships and encourages a respect for others, nature and the environment. The curriculum development involves collaboration and co-construction with children, families and communities as relationships help support the development of confidence, independence, trust, security, and acceptance and ability to fit in as a responsible group member (Montessori).

 

We build cultural competence and community awareness by celebrating family, cultural and community events in our centre. A strong sense of community will be achieved by conducting daily community meetings with the children and their educators. In these meetings important messages of caring for themselves, each other and the environment are discussed, as well as this the children’s input and suggestions which are then used for curriculum planning. In our meetings we acknowledge the Aboriginal heritage of the land and as this land area belongs to the Darung tribe with the Eora dialect, our room names are-

(2-3.5) Gurung- meaning young child & (3.5-6yrs) Gamarada- meaning friend

At FANS each child will achieve a true sense of Belonging, Being and Becoming-

Belonging is the basis for living a fulfilling life. Children feel they belong because of the relationships they have with their family, community, culture and special place, (Families @ North Strathfield) will be your child’s special place.

Beingis about living here and now. Childhood is a special time in life and children need time to just “be” –time to play,

to try new things and have fun, at (Families @ North Strathfield).

Becoming is about the learning and development that young children experience. Children start to form their sense of

identity from an early age, which shapes the type of adult they will become. Their identity will help to be developed at

(Families @ North Strathfield).

 

FANS Philsophy in Action.

We will provide for the basic needs of life by supplying water, food, shelter, rest and warmth. Nutritious, enjoyable meals & snacks will be served daily, these are lovingly prepared by our own cook and we ask for family input into our menus. We would like you to share your child’s favourite recipes with us. Regular cups of water are given and drinks from the bubblers are encouraged. Adequate rest and relaxation will be allowed for and we will practice relaxation and yoga techniques daily. Security is provided through each child feeling protected and through having order, limits and stability in their day. Our aim is that transitions are kept to a minimum and are calm. Fun will be achieved through play in interesting learning environments & in trying new things that have been planned for based on individual interests. Play indoor and outdoor will allow for some individual time as well as involvement in small & large groups. We will also conduct intentional teaching learning groups and enjoy spontaneous activities with the children.

At Families Centre your child will learn to care for themselves, others and the environment. Your child will help with gardening, lunch time routines, and he/she will develop a sense of sustainable practice. Your child will feel loved and will achieve a sense of (belonging) by receiving affection and really being listened to.

 

We are family grouped for a big part of the day and the older children are encouraged to interact and care for the younger children at the centre. Your child will feel secure in relationships and be able to work on projects with and play with others. The centre will be a place your child will enjoy attending everyday. We will celebrate your child as the bundle of unique joy and energy they are, which is an example of (being).

 

Observed and learnt skills will allow for a strong sense of responsibility. Tidying up and all self-help skills will be

  1. becoming) and (Maslow’s Hierarchy of Needs).

 

As we believe that early childhood is a significant period of the child’s life and is a time for fun, discovery, adventure,

imagination and learning through play-

We will provide a play based learning approach based on strengths and interests and encourage the development of

relationships and interactions to support each child to develop a sense of belonging, being and becoming. We will provide an inviting, welcoming and nurturing environment that meets and reflects the needs of the children, families and the community and provides opportunities to discover, imagine, explore, experiment and interact. We will help support each unique opportunity for learning and assist each child to be a successful learner, and by extending on each child’s strengths, interests and previous experiences we will provide them with the best possible opportunities for learning and help them achieve key learning outcomes.

 

Family members may wish to consider being on the parent committee, or being a parent helper for the day. Reports are sent home and we welcome family input and comments. Yearly portfolios are available to  be viewed anytime, these allow the family to celebrate the child’s development and personal achievements and include reports on the child’s progress. We will have a concert where you can watch your child perform and participate if they choose to. As we are guided by the Early Years Learning Framework, we will promote quality outcomes for children’s learning through high quality, reflective and collaborative care.

 

 

OUR MISSION STATEMENT

FAMILIES

First and foremost, we recognise that the family unit is the central figure in the child’s life and we respect cultural diversity.  As early childhood educators, we believe in establishing and maintaining positive, open, and respectful partnerships between staff and families. We aim to achieve this by:

 

  • Supporting families proactively through provision of information and resources as required that could assist in child rearing and in response to concerns about their child’s development and / or changes in their family circumstances.
  • Treating all children with respect, sensitivity, and compassion to promote positive behaviour between all children and staff.
  • Consulting with families to gain their input with the centre’s philosophy, goals, policies, and program.
  • Ensuring that the environment is safe, secure, and positive; a place in which children, families, and staff feel comfortable and happy. In addition, our centre aims to have a safe home like environment
  • Sharing and exchanging of information with families and staff members through open communication via informal chats, noticeboards, newsletters, emails, communication books and so on.
  • Encouraging parental input and participation through staff / parent meetings, social events, programming ideas, and other ways that is suitable for families (for example assisting in group time activities, sharing skills and knowledge with children and staff). By working with parents, the centre strives to develop experiences and activities, which support the individual needs and interests of children, based on “open communication and positive guidance”.
  • Fostering a belonging of each child within the centre through use of family photographs and materials reflective of children’s home environment.

 

CHILDREN

We believe that children are precious and are unique individuals, coming into the world with their own gifts and strengths. We also believe that all children have their basic needs and rights that have to be met for them to achieve and reach their full potential. We aim to do this by;

 

  • Treating all children with respect, sensitivity, and compassion to promote positive behaviour between all children and staff.
  • Providing an engaging and challenging program that takes into consideration differences in strengths, motivation, needs, and learning styles. The program will support children’s well being and learning, and promote opportunities for children to practice their developmental skills and abilities through play and exploration.
  • Offering children an environment that is loving, caring, nurturing, secure and safe.
  • Ensuring that the learning environment is set up in a creative / attractive and interesting way that reflects the diversity of all culture.
  • Ensuring that the care environment supports children’s learning through play, independent exploration, and choice making and follows the Early Years Learning framework.

 

STAFF

We believe that our staff are dedicated to providing the highest quality of care that reflects their knowledge, training, and personal / professional life experiences. We value and respect our staff as respected educators, and the strengths/ abilities that they bring into the team provides crucial team cohesion.

As part of continuous improvement to our team, we aim to do this by:

  • Participation in staff professional development / workplace in service, and training as provided by authorised agents.
  • Accessing support through the SDN Sydney Inner West Inclusion Support Agency for all facets of early childhood service delivery.
  • Monthly staff meetings.
  • Staff information will be displayed in the hallway.
  • Social functions will be organised throughout the year.
  • Developing ongoing staff work plans and yearly appraisals with the Director to monitor, and evaluate professional goals and performance.
  • Staff will access professional journals / books to update professional knowledge, and utilise these as tools for continuous / reflective approach to teaching practices / strategies in compliance with the centre’s program goals that reflects current best practice within the early childhood field.

COMMUNITY

As an integral part of the community, we aim to maintain strong links with other community partners to facilitate valuable resources and connections that will be crucial to the service delivery and the positive experiences of children and their families, and including staff members of the centre. We aim to do this by:

 

  • Using community programs such as eye sight screens, dental visits, ambulance, fire fighter and police educational visits as a resource.
  • Visiting local schools and parks.
  • Inviting schools to present to parents for transition to school events.
  • Utilising the Inclusion Support Agency / Inclusion Support Facilitator.
  • Utilising other external agencies for training.
  • Inviting entertainers throughout the year to enhance children’s creative / artistic / aesthetic development.
  • Inviting entertainers to enhance multicultural awareness.
  • Ensuring our visiting specialist primary ad dance teachers attend the centre on a weekly basis.

 

CENTRE GOALS

Our service’s goal is to provide the community, families and staff with highest possible level of education and care whilst still obtaining a loving and warm environment where children can grow, love and learn as individuals and as part of a community. We also strive to achieve a better understanding of children through working closely with families, other external Early Childhood professional specialist within our local community, and the expertise and strengths of our diverse experienced staff.

 

Centre Information:

Our Long Day Care Centre

Families at North Strathfield (FANS) long day care centre is privately owned. Children who attend our centre must be between the ages of 2-6 years. Our Centre Policies are available for you to read at the entrance in the foyer.

The hours of operation are between 7.30am to 6.00pm Monday to Friday 50 weeks a year.

IMMUNISATION & Child Care Enrolment from 2018

 

There are a few documents we require from you to process your child’s enrolment.

 

Please supply the following on enrolment

  1. A birth certificate
  2. Proof of address
  3. Under the NSW Public Health Act 2010, an immunisation record must be provided in order to enrol your child as follows:
    1. An Immunisation History Statement showing your child’s immunisations are up to date (if your child has a medical contraindication for a specific vaccine(s) a Medical Contraindication Form will also be required), or
    2. A Medical Contraindication Form if your child is unable to be immunised with any vaccines due to medical reasons or
    3. A Conscientious Objection Form (or certified ACIR letter) if your child is unable to be immunised due to religious or philosophical reasons, or
    4. An Immunisation History Form where an immunisation provider has certified that your child is catching up their immunisations.

Other immunisation records, such as the blue book, a GP letter or an overseas immunisation records are not acceptable. 

 

Immunisation History Statements are sent to each parent/guardian after their child turns 18 months and 4 yeas of age.

 

You can obtain one at any time by contacting Medicare:

   ORIENTATION

 

The orientation process consists of an initial visit. Best time is 10am. Then a short stay 10am -12md. These require both the child and parent to be in attendance. No fees apply at this stage.

When we have a confirmed start date for your child we require the bond and fees to be paid. The 1st day your child will stay at the centre without you, will be from 9-12.30, a full days fee applies. Please sign the book, say goodbye and go. Do not worry if your child gets upset this is common but usually does not last long. No child will be left crying for extended periods of time, we will ring you if we can’t console or distract your child. Each child is an individual and they may react differently, but we are very experienced and are sure your child will enjoy coming to play at our centre. Please feel free to phone us to check how your child is settling in. The second day will be a full day but pickup by 4pm please. You can move into your required times once your child has become fully settled in. If your child requires a sleep please bring a comfort or familiar item from home, as this will help prevent them becoming upset at this time. Often children are happy at play times but may become upset at meal or rest times as this is the time they associate with home and you.

Please see our timetable and discuss your child’s day with them. Feel free to make an appointment to see Julie anytime.

TIPS FOR SETTLING INTO CHILDCARE

  • Remember that it is perfectly normal for children to be teary and emotional on the first few drop-offs.
  • Try and adopt a calm, positive attitude. Children have a remarkable ability for sensing the mood of their parents and ensuring you maintain a facade of confidence will instill confidence in your child.
  • Say a quick good bye give your child a kiss and cuddle and then leave, prolonged farewells will simply draw out the tears. Whatever you do don't sneak out as this will make the child mistrustful and be more clingy the next day.
  • Once you have left one of the educators will scoop your child up and engage the in an interesting activity, so try not to worry!
  • Remember you can call at any time during the day if you feel concerned, so feel free to pick up the phone if you need some reassurance. We will try and phone and email you, to reassure you all is going well.
  • No child will be left crying for extended periods of time. We will ring you if we can’t settle your child. We have plenty of staff to offer cuddles so please don’t be too worried.
  • If possible, pick your child up early for the first few days. For children new to group care it can be extremely tiring and shorter days will help your child adjust more quickly.
  • On pick up ask the educator for a de-brief on how the day went, discuss any concerns you had, how your child managed, what they enjoyed and so on. Learning about your child's day will help you feel involved, even if you can't be around to participate.
  • Discuss the weekly emailed photos with your child. Maintain the positive chats and stories with your child at home so child care becomes something to look forward to and enjoy.
  • If your child continues to be teary and emotional, encourage them to talk about their feelings, validate those feelings, and then positively reiterate why care is necessary.
  • It is common for a child to settle initially and then cry after a week weeks when the novelty has worn off.
  • It is also common for children to become upset at routine times, such as meal and sleep because these are things they associate with home, a comfort toy can be bought from home to help with this.
  • Please ensure your child is here at a regular time and by 10am for the welcoming in our community meetings. Please phone the centre on 8765-1001 if your child is sick or not attending their booked day.

Remember, some children adapt more quickly to child care than others and the transition period you and your child go through will depend on factors such as your child's age, stage of development, previous experiences with other educators and the child care environment. We are a very nurturing experienced team so please feel free to talk to us.                                        

                                                               FAMILY INVOLVEMENT

 

Your involvement at the centre is highly recommended and you can be involved in the following ways.

 

  • Daily please add to out parent input section in our daily journal, located on lockers outside “Gamarada” room
  • Weekly please fill in our weekend book, located near sign in book
  • When the website is up and running please leave reviews
  • Please leave comments in our communication book, located near sign in book

 

Once a month you can-

  1. Attend a Parent Committee meeting to be held from 6-7pm.
  1. Participate in working bees to be held Saturdays 10-11am.
  1. Share time with the children (day & time of your choice). This is a way to share your culture, occupation, a story, song, craft, gardening or cooking experience with the children.
  1. Be a parent helper on walks & outings (day & time of your choice).
  1. Complete an at home review of the centre’s policies/procedures & resources, (day & time of your choice)          
  1. Make donations of recycled paper, cardboard for craft materials.

Pls note you can nominate another family member e.g. grandparent, auntie, uncle etc to represent you.

 

The children and staff look forward to your involvement.

 

You will need to agree to-

 

- provide a photo of your child & their family to be displayed at the centre.

- allow your child’s photo to be taken at the centre & to be displayed showing them at play.

             - having your child at the centre by 10am so they can be involved in the daily community meeting.

             - providing your email address to receive news & reports.

             - putting suggestions in the suggestion box as the need arises.

             - committing to a twice annual parent teacher progress meeting and be willing to Endeavour to attend the Easter    Display and Xmas Concert Party.

The community meeting is a very important part of our day, where we recognise the Aboriginal heritage of our land, we then welcome each child and talk about family and community events. We encourage the children contribute to the curriculum.

                                                     

                                                                  PARENT INFORMATION

 

Important Things to Remember:

  1. Please sign IN on arrival and OUT on departure.
  1. Please ring the centre if your child is too sick to come in.
  1. Medication will only be given to your child if you have filled out the official Medication form and signed it. Please hand any prescribed medication to the staff, do not leave it in your child’s bag.
  1. Please do not dress your child in difficult to remove clothing or clothing that you don’t expect to get dirty.
  1. Do not send your child to school in jewellery or accessories as it may go missing.
  1. Please remember to notify the Director or staff if any person other than yourself comes to collect your child.
  1. Remember to label your child’s hat, spare clothes, spare underwear, sheets and school bag. This will insure that your child’s items are not lost.

 

Parents/ guardians and other family members are welcome visitors at any time. We encourage all of you to share your profession, or an activity with the children such as craft, cooking or musical experience. Special activities are arranged during the year to allow all family members of the community to participate in the centres activities such as special days, concerts, excursions, etc. Be sure to read the notice board in the foyer and Families at North Strathfield (FANS) and check your allocated pocket for letters to know when an event is to take place. Your fee statement will be found in your pocket. In addition, a monthly newsletter will be produced and sent home and will inform parents of the developments and happenings in the centre. We hope you enjoy your weekly photos and report we email home.

 

                                                                      DAILY REQUIREMENTS

 

Every day you will need to bring your child’s bag with-

 

Spare underwear

A wide brimmed hat for outdoor play

A piece of fruit to share at morning & afternoon tea times

A jacket for winter

Nappies or pull-ups if required for day wear or sleep

A sleep toy or comfort item if required

1 cot sheet, pillow top sheet/ blanket for the daily rest time (these will be sent home weekly for laundering purposes.) Place these in a separate labeled bag to be stored in the sleep room.

 

Every child has an allocated locker, pls take your child’s bag home with you each day and if your child requires a sleep bring a separate bag with cot size sheets, pillow and blanket/doona. These will be stored in the bed locker room. The sheets etc will need to go home with you on the last day of your child’s attendance for laundering and returned the 1st day back. Pls bring enough nappies, pull-ups and clothes for an active day of play and remember to label all your child’s clothes this will cut down on the amount of lost property occurring.                               

 

 

Please do not allow toys from home as they end up getting lost or causing arguments amongst the children.  No toys are to be bought from home as we cannot guarantee their safe return and it causes confusion. One of our key messages at FANS is to share toys with each other. Exceptions are sleep or comfort toys and these will only be given when required. We have many exciting toys and equipment at the centre and we are sure these will engage & excite your child.

 

                                                                Clothing:

 

Please ensure your child does not wear opened toe shoes to the centre velcro runners/sport shoes year round are the best option.

 

Your child’s clothes should be comfortable, washable and allow for independence (i.e.: be easy to slip on). Please do not send them in their best clothes as this restricts their play and development. Your child will get dirty at long day care because they are actively involved. Toileting is particularly difficult if the child cannot manipulate their own clothes and it is very hard for a child to have a positive self-concept when they have wet their pants because they could not undo buttons that were to tight.

 

Because the weather is so unpredictable it is wise to pack a jumper or sloppy joe in your child’s bag. As well as this we ask that a spare CHANGE OF CLOTHES, UNDER WEAR, and a HAT for the sun be packed in your child’s bag everyday.

 

NOTE: Make sure all your child’s items are LABELLED CLEARY

 

                                   

                                                       TOILETTING AND NAPPY CHANGE

 

Children in Nappies:         Parents are required to supply nappies for each child on a daily basis when the child attends the centre. For children who are not yet toilet trained, nappies are changed regularly on a MOBILE NAPPY CHANGE TABLE (MNCT) that is stored in the Gamarada room allowing constant supervision and witnessing in line with child protection requirements. Educators will follow a nappy change procedure and then document the information on a Nappy Chart. Both procedure and chart can be found kept on the MNCT.

 

Toilet Training:    Please supply several pairs of underpants, all wet or soiled underwear will be place in a sealed plastic bag in your child’s school bag.

 

 The staff at FANS will supervise and assist where required, and we will remind the children regularly as we know busy children may need reminding to visit the toilet. Your child will be assisted by capable staff as soon as you the parent are ready to commence.

Constant and clear communication with parents allows educators to assist the children the same way they are being trained at home. As educators, we are always available to assist your child however if your child is toilet trained they should be able to do several things:

 

 

  • Be aware of when they need to visit the toilet.
  • Able to pull down or take off their clothing.
  • Able to wipe their own bottoms.
  • Able to place used paper in the toilet bowl and flush the toilet.
  • Able to wash their hands correctly.

                                                                                                 

                                                       HYGIENE

We encourage messy play, and encourage regular hand washing after playing, before and after eating and after toileting. The children are also taught how to cough into their elbows and wipe and blow their noses and then how to dispose of the tissue and wash their hands.

 

                                                      DELIVERY AND COLLECTION OF CHILDREN

 

Your child MUST be brought into their classroom in the morning. Contact must be made with a member of staff by parent/guardian before leaving the child. Children must be signed IN and OUT of the centre each day together with Arrival and Departure times by parent/guardian. Please do not send children to collect your child as it is not legal to allow a person under 18 to collect a child. When you are on the premises at (Fans) you are responsible for your child. Each child will be allocated a locker for the storage of their bag. In some cases the locker will be shared by part- time children. Please check for artwork and take home and display your child’s creations.

 

Very important safety message- for the safety of your and everyone else’s child at the centre, please always ensure you firmly close the front gate on arrival and when leaving the premises. We will only release your child to those you deem suitable on your child’s enrolment form or with your signed written permission on a daily basis, this in line with the policies at FANS child care service.

Please inform staff when:

  • Custody/ access arrangements change
  • Your address or contact phone numbers change
  • The emergency contact numbers change
  • Your child’s sick or going on holidays

 

Authority to Collect: A list of adults that have authority to collect your child is provided to us on enrolment and staff will strictly adhere to this. Should you ask a person that is not on the list to pick up your child you must:

 

  1. Bring a written letter of authorisation signed by you stating who shall be picking up your child and about what time.

NOTE: Authorised persons will be required to show some form of identification to staff.

CHILDREN WILL NOT BE RELEASED:

 

  • To any person under the legal adult age of 18 years
  • To any adult that does not have authority to collect
  • To another child regardless if they are a sibling

 

Late Collection of Children:

Families at North Strathfield (FANS) closes at 6.00p.m sharp please be here by 5.50pm to allow an important exchange of information. When parents/guardian do not arrive on time the children become anxious as their friends are collected. Educators will attend to the child and wait 30 minutes for the parent to arrive or call, making the environment as relaxed as possible for the child. Should the parent not arrive in 30 minutes or contact the centre then an educator will attempt to call the parent and find out what seems to be the trouble. If the educator doesn’t make contact with the parent then they will call a person from the Authority to collect list and the Director.  After a reasonable time should the persons above remain not contactable, then the Director, Supervisor or Educator will contact the Department Education & Communities (DEC) and the Police Department. A sign will be placed on the front door of the centre as to the whereabouts of the child. Late fees will be incurred. The current late fee is as stated below-

                                                                              FEES

The centre’s fees are reviewed annually and a modest increase will occur in line with costs and inflation.

Fees/Holidays/Family Assistance office

Families at North Strathfield (FANS) fees provide your child with a hot meal, morning tea, afternoon tea, refreshments and a professional educational program. The centre fees are currently as follows:

 

FEES

COSTS

DESCRIPTION

Daily Fee

$100.00

Daily fees are to be paid weekly. Should fees exceed 2 weeks, they will not be covered by the bond and the child’s placement in the centre becomes vacant

Enrolment

$60.00

Paid on enrolment

Cover Bond

2 weeks worth of fees

To be paid when child is enrolled. Cover Bond is not refunded but utilised for child last 2 weeks of school, on the condition that parent supplies written 2 weeks notice to the centre of child’s withdrawal

Late Collection Fee

$5 per minute after 6:00pm

This is issued to parents who picked up their child after 6:00pm

Late Payment Fee

$20 extra will be added to your fees

This will occur when your fees are 1 month in arrears and your enrolment may be cancelled if regular payment is not made.

 

Direct Debit:

FANS uses direct debit as a form of payment and all fees are to be paid weekly.

 

What is direct debit?          

Direct debit means that child care fees are paid weekly through from your bank account to the centre bank account directly through an electronic transfer.

 

How do I set up a direct debit system? Please follow the guidelines listed below:

 

  1. Visit your bank and request them to create a weekly direct debit transfer to

 Families @ North Strathfield or create a weekly direct debit transfer yourself by using internet banking.

  1. You or your bank teller will need the following details to complete the transfer set up
    • Centre name:                          FAMILIES AT NORTH STRATHFIELD
    • bsb number:                            112 879
    • account number:                  458103976
  2. Clearly state YOUR CHILD’S full NAME or date of birth in the transfer information for our identification.
  3. Please arrange for your direct debit transfer cycle to begin on the Monday of each week.

If you have any questions regarding INTERNET BANKING please contact Julie on 87651001 or by email at Familiesatns@optusnet.com.au

Holidays/ Public Holidays and Absences: Families at North Strathfield (FANS) fees are finalised weekly, at a weekly standard cost. This means regardless of public holidays, personal holidays or child absence in order to retain your child’s weekly position you are still required to pay the standard weekly fee. The centre closes for Christmas at the end of each year for 2 weeks; at this time NO fees are charged to parents.

 

Two weeks written notice is required to withdraw your child from our service, you may wish to use your bond for these last 2 weeks fee payment. Written request is also required to change, add, or reduce days of care

 

Family Assistance Office: The centre is an approved child care provider, meaning if you register with the Department of Human Services, you may be eligible for Child Care Benefit (CCB) this is means tested, and/or Child Care Rebate (CCR) which is not means tested. Please check your eligibility criteria at any Centrelink or Family Assistance Office, there are even an “App” that you can now download. You will need to inform The Family Assistance Office that your child is attending Families at North Strathfield (FANS) Child Care Centre, obtain a CRN number for yourself and your child, and advise a start date. Once you are registered and formally enrolled, the CCB and/or CCR can be paid directly to the service thereby directly reducing your child care fees.

 

The parent will have to follow The Family Assistance Office procedures to obtain the Benefit. FANS software communicates with The Family Assistance Office weekly so you can see on your fee statement the amount of benefit you are receiving.

What is approved child care for the purposes of Child Care Benefit (CCB)?

Approved child care is child care that has been approved by the Australian Government for CCB purposes because it meets certain standards and requirements.

In the case of Long Day Care, Family Day Care and Outside School Hours Care, services must also meet the new quality standards set out under the National Quality Framework. CCB approved child care services can receive CCB on behalf of families. You can choose to receive your CCB payments as reduced child care fees or as a lump sum.

What types of CCB approved child care can I choose from?

You can choose from the following types of CCB approved child care:

  • Long Day Care
  • Family Day Care
  • Outside School Hours Care (before and after school and vacation)
  • Occasional Care
  • In Home Care.

Can I get Child Care Benefit if I use CCB approved child care?

Families who satisfy eligibility requirements for CCB may receive payments if they use CCB approved child care.

To be eligible for CCB you need to meet three requirements:

  • Eligibility You or your partner (if you have one) meet residency requirements (or have an exemption).
  • Immunisation Children under the age of 7 must meet the Australian Government's immunisation requirements or have an exemption.
  • Responsibility for child care payments You or your partner (if you have one) must be the person responsible for paying your child care costs. If your employer contributes to your child care through salary sacrificing or packaging, you should discuss with them who is responsible for the child care costs.

How many hours of CCB approved care can I receive?

For CCB approved care, all eligible families receive up to 24 hours per child, per week of CCB without meeting the work, training, study test. For up to 50 hours per child, per week, you will need to meet the work, training study test. This means you will need to be working, training, or studying for at least 15 hours per week (or 30 hours per fortnight) or have an exemption from this test.

The work, training, study test looks at whether you and your partner need child care for a work-related commitment. A work-related commitment is one or more of the following activities:

  • paid work
  • self-employment
  • setting up a business
  • looking for work, study or training
  • voluntary work to improve your work skills.

To see if you are eligible for CCB visit the Department of Human Services website or call 136 150.

Find out how much you could receive using the child care estimator on the Department of Human Services website.

Can I get Child Care Rebate if I use CCB approved care?

  1.  CCB approved child care, are eligible for CCB (even at the zero rate due to your family's income) and have met the work, training, study test at some time during the week or have an exemption. No minimum number of hours is required.

How do I claim a lump sum payment?

If you have now identified that you are eligible for Child Care Benefit but have not received it, you can claim by lodging a Claim for Approved Child Care payments as an annual lump sum payment form with the Department of Human Services for the appropriate financial year:

Up until 2012-2013, you have 24 months to make a lump sum claim. This means you have until 30 June 2014 to lodge a claim for 2011-2012.

From 2012-2013 onwards, you have 12 months to make a lump sum claim. This means you have until 30 June 2014 to lodge a claim for 2012-2013.

Extensions to the 12 month period may be provided in special circumstances.

You must be assessed as eligible for Child Care Benefit (even at the zero rate due to your family’s income) to get the Child Care Rebate.

                                                                   SERVICE LAYOUT

 

The centre consists of:

 

  • 2 Classrooms:

 

  1. Gurung room- this room caters for children between the ages of 2yrs to 3.5 yrs.

 

  1. Gamarada room- this room caters for children between the ages of 3.5yrs to 5yrs.

 

 

In each classroom there are 2 educators. A full preschool program and toddlers play and self help skill program are offered to cater for the children’s interests and needs. In addition we have a floater to ensure extremely high adult child ratios.

 

Facilities:

 

  • Playground situated at the front
  • Office
  • Staff Room
  • Children’s bathroom
  • Adult bathroom
  • Kitchen

 

  • Dining area
  • Bed storage room
  • Out storage room
  • Craft room
  • Laundry

 

The Program:

 

The Staff at Families at North Strathfield (FANS) are always reviewing the centre’s policies & practices to ensure we meet the current requirements within the Early Childhood Education & Care industry. The current programming technique used at the centre is The Early Years Learning Framework (EYLF), where a strong sense of Belonging, Being and Becoming is supported. The curriculum is play based and children’s interests are the guide to the experiences we plan and present.

 

Specific developmental areas for children are:

  • Fine Motor- development of hand and fingers and co-ordination
  • Gross Motor- development of whole body and limbs i.e. arms and legs
  • Language- development of speech, pronunciation sentences and wording
  • Cognitive- development of memory, concentration and attention span
  • Social/ Emotional- development of relationships with peers and adults, character building and understanding self-expression emotionally.
  • Self- Help Skills

 

All educators work together with the children and their families to develop and extend each child’s interest and knowledge. The educators take into consideration the child’s individual interest, preferences and learning styles as a basis for planning and implementing a curriculum that is developmentally and culturally appropriate. Each child has observations taken over the week and these are used by our educational leader and our curriculum development team to play the following week’s curriculum. Documentation and evidence of children’s learning through interest and experiences are put together in portfolios that parents can view them at any time.

                                                    

                                                         DAILY ROUTINE

 

7:30 Centre opens

9.25 - 9.45 Progressive Morning tea

 

9.45 tidy up

10.00 community meeting

10.15 Indoor/outdoor play

11.20 tidy up

12.00 lunch

12.30 rest time/ school readiness

2.30 transition from sleep to yoga

3.00 yoga pre yoga

3.30 progressive afternoon tea

3.45 indoor/outdoor play

4.30 tidy up

4.50 - 6.00 planned experiences

 

 

6pm Centre closes

 

* Please note in Summer, children need to be indoors for sun safety from 10 AM – 3PM and in winter, from 11AM to 2 PM. Sunscreen must be applied 20 minutes before going outdoors, this occurs before our daily community meeting and before our afternoon yoga session. If your child has an allergy to sunscreen please advise our staff.

ROUTINE TIMES

 

 

MEAL TIMES:

Families at North Strathfield (FANS) supplies morning tea, lunch, afternoon tea everyday we have our own cook and all meals are nutritionally balanced, supervised and culturally varied to ensure that children receive all the nutrients recommended. We would love your child’s favourite food recipe to add to our menu, any food allergies or cultural restrictions must be discussed with the staff and will be reflected in our menus.

A daily and weekly menu is displayed in front of lockers outside the Gamarada room.

 

Breakfast is not served at FANS, however some children bring toast and cereal from home into the centre with them early in the mornings. Please ensure this is a healthy option and please note we are a nut and junk free food zone. If a child comes in eating their breakfast they are set at a food table until they have finished eating, they then wash their hands and go off to play. Do not have other treats in their bags.

 

 

                                             Menu example of the food provided at FANS

 

Monday

Tuesday

Wednesday

 

 

Morning Tea

Crispbread with

Cheese And

Fresh Fruit & Water

Cereal milk

Fresh Fruit

& Water

 

Pancakes With Honey

Bananas & Milk/water

 

 

 

Lunch

italian Tuna  pasta, SALAD

Yougurt & water

Lamb Kibbi

Potato Wedges & Carrots

Milk/WATER

 

stir fry chicken and vegetaBleS

Fruit YOGURT & WATER

 

 

 

Afternoon Tea

 

HOMMUS DIP WITH CARROT & CELERY STICKS & MILK/WATER

 

English Muffins

with Cheese & Tomatoes

& water

CRISPBREAD with Cheese

& water

 

Water is served with every meal and offered at other times during the day. We have bubblers outside that the children are taught to use as this is a great skill to have before going to school. Many of the children bring in their own water bottles which are kept in their lockers, please ensure this is labeled with their name.

If your child requires a feeding bottle pls give to the staff to store in the fridge. It must be labeled with your child’s name and clear instructions given to the staff as to the time it is to be offered to the child.

If your child has a cow’s milk allergy an alternate or water is offered. Children have the opportunity to discover new cultural foods, as the menu consists of various foods from all over the world. Information on children with special or culturally diverse dietary needs is gathered from parents through the children’s enrolment forms under the allergies and cultural/ religious needs section. As an example, parents may request Hallal meat for Muslims or no beef for Hindu’s. We encourage you to contribute to our menu with your child’s favourite recipe. Salad is served with every lunch time meal and the children are involved in the growing and gathering of the salad fruit and vegetables. They also assist with setting the lunch tables.

 

We are family grouped and sit together as a community for lunch times. Mealtimes are also a time to encourage good manners. For example, no talking with mouthful, quite voices used when talking to our friends, using manners such as “thank you, please and you’re welcome”. Staff members encourage mealtimes to be enjoyable by eating with the children and discussing topics about food (texture, its taste, which country it is from and so on). Children are encouraged to try all foods but do not have to eat all of their meal it if they do not wish to. They will be offered fruit and yogurt even if they do not each the first part of their meal. All children need to be able to feed themselves and will quickly learn this skill at FANS. The children assist with scraping their plates at the end of their meal. If a child has refused to eat anything by the end of lunch, educators will advise the parent and inform them that their child has not eaten their lunch.

Please do not worry too much as it is quite common not to eat much when they first start at day care. Sometimes they don’t eat as much as other times, sometimes they eat more at morning and afternoon tea times than at lunchtimes. We serve progressive morning and afternoon teas these are done in small groups and allow children to choose when to eat or have uninteruptive play times. All children are encouraged to eat and they choose the time.

 

Parents are asked to send one piece of fruit a day with their child. We do not put limitation on what food you may choose to send with your child but we do remind you that all meals are provided here at the centre and we do not allow children to eat chocolate, potato chips, lollies or any junk food of any kind at FANS.

 

We regularly practice Munch and Move a Department of Health program that promotes healthy eating and regular and routine exercise.

 

BIRTHDAYS

 

Cupcakes low in sugars and fats will be made by the centre cook to celebrate each child’s birthday and will be served as a party at afternoon tea time.

 

 

Rest/ Sleep Time:

All children are encouraged to rest during this time, however children are not forced to sleep. Given the stress and related ill health given in our society, we feel that relaxation is an important skill to learn and, as may behaviour patterns, is easiest established in early childhood. The length of time a child resets depends on his/her individual needs.

 

This time of day is planned so that each child is comfortable and relaxed. Listening to music and story CDs assists this. A record of your child’s sleeping times is available each day.

 

Children going to school next year will cease sleeping by term 4 as part of the school readiness program and will only have a short relaxation period. All children will wake to a good stretch in a yoga session each da              

                 

                                                         GUIDANCE

Positive Guidance:

At Families at North Strathfield (FANS), we believe in “open communication and positive behaviour guidance”. This strategy involves talking to children about their behaviour and helping children to understand right from wrong based on their actions.  We encourage the children to care for themselves, each other and the environment

 

Children are sometimes asked to choose a positive activity or do an activity with the teacher for a while to reduce aggression, disruption or misuse of materials. If negative behaviour continues, it is necessary to discuss the matter with parents. It is imperative that our mutual goal (parent and teacher) is your child and what is best for their growth and development.

 

Supervision:

 

Children attending Families at North Strathfield (FANS) are supervised at all times and staff constantly move around and interact with the children to ensure this adequate supervision. For further supervision of children and grounds, the centre is also equipped with surveillance cameras. The cameras are situated in several areas of the centre:

 

  • Gurung room
  • Gamarada room
  • Centre foyer
  • Director’s Office
  • Outdoor front entrance
  • Outdoor playground

 

Daily play areas are always set in a way to ensure that camera viewing is never obstructed.

Please be aware that only the Director and Administrative Assistant have access to camera connection as it is under a high security protection system. As well as this, camera viewing is only accessible via the director’s office.

 

                                                      PARENT LIBRARY:

 

Our Parent Library is situated in the centre’s foyer, (some of the resources are in community languages): it is divided into 9 sections,

 

  1. Centre Policies (Not for borrowing, please feel free to read in the service).
  2. Health/Dental Care
  3. Food/Nutrition
  4. Immunisation/Disease
  5. Sun care
  6. Home/ Centre/ Road Safety
  7. Poisons/ Plants/ Insects
  8. Aboriginal/Torres Straight Islanders
  9. General
  10. Family Assistance information

 

The library contains information from various recourses including: Books, Pamphlets for parents to take home and/or borrow.                                        

                                                                      ILLNESS

 

Sick Children:

Sick are not allowed to attend the service.

If your child is sick please keep him/her at home and advise the service. If your child is diagnosed as having an infectious disease then the service must be notified.

Sick means your child has had an unsettled night, is off their food, not wanting to play, unhappy, tired, puffy watery eyes, rash, phlegm producing cough, green runny nose, any vomiting or diarrhoea, or temperature above 37 degrees. If you’re your child displays any of the above symptoms while in care you will be notified to collect your child immediately. Your child will be treated and kept in isolated until your arrival. Please ensure you pick up your child within 1 hour of the notification.

 

Your child must be free of vomiting and diarrhoea for 24 hours to come back to care and we may require a Doctors clearance before resuming care. If your child requires Medication you will need to-

Fill out and sign the Medication Form, on the day your child commences with his/her medication this is to be done on a daily basis. you are to remove the Doctor prescribed medication from the child’s bag and hand it to a staff member, the staff member will check the medicine with you, for the name, dosage time, expiry date  and storage instructions. The medication will be witnessed and given at the appropriate time and you will receive written confirmation of this having occurred.

 

NOTE: CHILD’S MEDICATION WILL NOT BE GIVEN WITHOUT A PARENT/GUARDIAN’S SIGNATURE

 

Head lice: Any child in any long day care centre can catch head lice. This is because children work and play together all day thus making lice easier to spread. In order to control this problem, Please Check Your Child’s Hair Regularly and advise staff if you find any lice or their eggs in your child’s hair. Treat the child’s hair at home.

 

Long term illnesses, severe allergies will need a medical plan/action plan supplied by your local Doctor. Any allergy or cultural food or lotion restrictions are to be in writing and discussed with staff.

Behavioural issues / Additional Needs:

On going or diagnosed additional needs will need a medical plan/action plan supplied by your local 

 

                                                                                  FEES

 

Fees/Holidays/Family Assistance office

 

Families at North Strathfield (FANS) fees provide your child with a hot meal, morning tea, afternoon tea, refreshments and a professional educational program. The centre fees are currently as follows:

                                                 

 

 

FEES

COSTS

DESCRIPTION

Daily Fee

$100.00

Daily fees are to be paid weekly. Should fees exceed 2 weeks, they will not be covered by the bond and the child’s placement in the centre becomes vacant

Enrolment

$60.00

Paid on enrolment

Cover Bond

2 weeks worth of fees

To be paid when child is enrolled. Cover Bond is not refunded but utilised for child last 2 weeks of school, on the condition that parent supplies written 2 weeks notice to the centre of child’s withdrawal

Late Fee

$5 per minute after 6:00pm

is issued to parents who picked up their child after 6:00pm

 

 

Holidays/ Public Holidays and Absences:        Families at North Strathfield (FANS) fees are finalised weekly, at a Weekly Standard Cost. This means regardless of public holidays, personal holidays or child absence in order to retain your child’s weekly position you are still required to pay the standard weekly fee. The centre closes for Christmas at the end of each year for 2 weeks; at this time NO fees are charged to parents.

 

Family Assistance Office: The centre is an approved child care provider, meaning if you register with the Department of Human Services, you may be eligible for Child Care Benefit (CCB) this is means tested, and/or Child Care Rebate (CCR) which is not means tested. Please check your eligibility criteria at any Centrelink or Family Assistance Office, there is even an “App” that you can now download. You will need to inform The Family Assistance Office that your child is attending Families at North Strathfield (FANS) Child Care Centre, obtain a CRN number for yourself and your child, and advise a start date. Once you are registered and formally enrolled, the CCB and/or CCR can be paid directly to the service thereby directly reducing your child care fees.

 

The parent will have to follow The Family Assistance Office procedures to obtain the Benefit. FANS software communicates with The Family Assistance Office weekly so you can see on your fee statement the amount of benefit you are receiving.

What is approved child care for the purposes of Child Care Benefit (CCB)?

Approved child care is child care that has been approved by the Australian Government for CCB purposes because it meets certain standards and requirements.

In the case of Long Day Care, Family Day Care and Outside School Hours Care, services must also meet the new quality standards set out under the National Quality Framework. CCB approved child care services can receive CCB on behalf of families. You can choose to receive your CCB payments as reduced child care fees or as a lump sum.

What types of CCB approved child care can I choose from?

You can choose from the following types of CCB approved child care:

  • Long Day Care
  • Family Day Care
  • Outside School Hours Care (before and after school and vacation)
  • Occasional Care
  • In Home Care.

Can I get Child Care Benefit if I use CCB approved child care?

Families who satisfy eligibility requirements for CCB may receive payments if they use CCB approved child care.

To be eligible for CCB you need to meet three requirements:

  • Eligibility You or your partner (if you have one) meet residency requirements (or have an exemption).
  • Immunisation Children under the age of 7 must meet the Australian Government's immunisation requirements or have an exemption.
  • Responsibility for child care payments you or your partner (if you have one) must be the person responsible for paying your child care costs. If your employer contributes to your child care through salary sacrificing or packaging, you should discuss with them who is responsible for the child care costs.

How many hours of CCB approved care can I receive?

For CCB approved care, all eligible families receive up to 24 hours per child, per week of CCB without meeting the work, training, study test. For up to 50 hours per child, per week, you will need to meet the work, training study test. This means you will need to be working, training, or studying for at least 15 hours per week (or 30 hours per fortnight) or have an exemption from this test.

The work, training, study test looks at whether you and your partner need child care for a work-related commitment. A work-related commitment is one or more of the following activities:

  • paid work
  • self-employment
  • setting up a business
  • looking for work, study or training
  • voluntary work to improve your work skills.

To see if you are eligible for CCB visit the Department of Human Services website or call 136 150.

Find out how much you could receive using the child care estimator on the Department of Human Services website.

Can I get Child Care Rebate if I use CCB approved care?

  1.  CCB approved child care, are eligible for CCB (even at the zero rate due to your family's income) and have met the work, training, study test at some time during the week or have an exemption. No minimum number of hours is required.

How do I claim a lump sum payment?

If you have now identified that you are eligible for Child Care Benefit but have not received it, you can claim by lodging a Claim for Approved Child Care payments as an annual lump sum payment form with the Department of Human Services for the appropriate financial year:

Up until 2012-2013, you have 24 months to make a lump sum claim. This means you have until 30 June 2014 to lodge a claim for 2011-2012.

From 2012-2013 onwards, you have 12 months to make a lump sum claim. This means you have until 30 June 2014 to lodge a claim for 2012-2013.

Extensions to the 12 month period may be provided in special circumstances.

You must be assessed as eligible for Child Care Benefit (even at the zero rate due to your family’s income) to get the Child Care Rebate.

Where can I get more information?

To find out more about approved child care, please check the fact sheets below or see the Information for families using child care fact sheet kit.

 

 

 

National Regulations

Regs

155

Interactions with children

156

Relationships in groups

 

 

 

 

 

EYLF

LO1

Children feel safe, secure, and supported.

Children develop their emerging autonomy, inter-dependence, resilience and sense of agency.

Children develop knowledgeable and confident self identities.

Children learn to interact in relation to others with care, empathy and respect.

LO2

Children develop a sense of belonging to groups and communities and an understanding of the

reciprocal rights and responsibilities necessary for active community participation.

Children respond to diversity with respect.

Children become aware of fairness.

Children become socially responsible and show respect for the environment.

 

Aim Our Service aims to ensure that all educators form positive relationships with children that make them feel safe and supported in the Service. Educators will encourage positive relationships between children and their peers as well as with educators and volunteers at the Service.

 

Related Policies

Additional Needs Policy

Continuity of Education and Care Policy

Enrolment Policy

Orientation for Children Policy

Physical Activity Promotion Policy

Implementation

Interactions with Children

Our Service’s statement of philosophy will guide our interactions with children and is the basis of our curriculum.

 

Mission Statement

  • We will provide a play based learning approach based on strengths and interests and encourage the development of relationships and interactions to support each child to develop a sense of belonging, being and becoming.
  • We will provide an inviting, welcoming and nurturing environment that meets and reflects the needs of the children, families and the community and provides opportunities to discover, imagine, explore, experiment and interact.
  • We will help support each unique opportunity for learning and assist each child to be a successful learner, and by extending on each child’s strengths, interests and previous experiences we will provide them with the best possible opportunities for learning and help them achieve key learning outcomes. Guided by the Early Years Learning Framework, we will promote quality outcomes for children’s learning through high quality, reflective and collaborative care. In order to maintain positive interactions with children our service and educators will maintain the following:
  • Our service will provide a relaxed and happy atmosphere for the children.
  • Our service will ensure mealtimes are relaxed and unhurried and educators take the time to sit and talk with children.
  • Our educators will encourage children to initiate conversations about their experiences inside and outside the service as well as what is happening around them, express their ideas and feelings, share humour with the nominated supervisor, educators, coordinators and educators and seek assistance as they take on new challenges and try to do things for themselves.
  • Our educators and coordinators will respond sensitively and appropriately to children’s efforts to communicate and engage them in sustained conversations about their interests in a positive manner.
  • Our routines, as well as planned and spontaneous experiences will be organised to maximise opportunity for meaningful conversations between children and educators and the service will ensure that all children have equal opportunity to engage in one to one and small group conversations with educators.
  • Our educators will be knowledgeable in the communication strategies and non verbal cues of toddlers, and staffing arrangements within the service will support the development of trusting relationships between educators, and toddlers to allow them to feel secure in the service.
  • Our statement of philosophy and policy on interactions with children will be visible
  • Our educators will participate in children’s play using children’s cues to guide their level and type of involvement while always maintaining a positive approach when responding to children and offering assistance.
  • Our educators will model reasoning, prediction and reflection processes and language.
  • Our educators will collaborate with children about routines and experiences.
  • Our educators will use techniques such as sign language and other resources and tools to support children with additional needs.
  • Our educators will engage in give and take communication by adding to interactions initiated by toddlers by describing objects and talking about routine activities with toddlers.
  • Our educators will use their interactions with children to support the maintenance of home languages and learning English as an additional language.
  • Our educators and coordinators will use information from their observations of interactions with children to extend the children’s thinking and learning.
  • Our educators will also support children to build secure attachments with one and then many educators and use a favourite toy or comfort item to help them feel secure in the service. Most toddlers suffer a form of separation anxiety when away from their families. Educators need to reassure the toddler and work with the toddler’s family in order to make the child feel safe and happy at the Service.
  • Our service will ensure that there are many opportunities for toddlers to experience relaxed physical contact and close interactions with familiar educators.
  • Our nominated supervisor, educators and coordinators will learn more about the histories, cultures, languages, traditions, child rearing practices and lifestyle choices of families using the service.
  • Our educators will frequently talk with families to get an idea of the non-verbal forms of communication used by their children in order to convey messages such as hunger, needing the toilet, tiredness and emotions. 
  • Our educators will allow time to talk to parents about their children. This allows educators to gain insight into their home life.
  • Our service will implement strategies to assist all children to develop a sense of belonging and confidence through positive interactions between the children and educators.
  • Our service’s roster will be planned in a way that promotes continuity for children.
  • Our service will gather information from families in the enrolment form in order to be able to provide support for children during the settling in process.
  • When children have special needs our service will consult with other professionals or support agencies that work with children to gather information that will guide our interactions with these children. This information will be recorded in the child’s file.
  • Our service’s approach to equity and inclusion will be documented in our statement of philosophy.
  • Our service will ensure that educators document the knowledge gained about children, through their interactions, in the child’s file for reference for other educators and will continually review the experiences that are planned for children in light of this information.
  • Our educators will talk with children in a two-sided manner. That is, encourage children to have their own opinions, ideas and comments. Educators should support children with this and let them know that their ideas are valued.
  • Our service will have in place predictable personal-care routines that are enjoyable experiences for toddlers and will respond to toddlers when they practice their verbal communication skills.

Group Relationships

In order to encourage respectful and positive relationships between children and their peers and educators our service will adhere to the following practices:

  • Our service will encourage children to participate in enjoyable interactions with their peers, respond positively to ideas, negotiate roles and relationships, contribute to shared play, and develop friendships.
  • Our educators will engage children in ongoing group projects that involve research, planning, problem solving and shared decision making.
  • Our educators will model strategies for children to initiate interactions and participate in group play and social activities and assist them when they have trouble understanding or communicating with each other.
  • Our service will ensure that the children have many opportunities for peer scaffolding.
  • Our educators will promote a sense of community in the service.
  • Our service will coordinate the staffing and grouping arrangements to support positive relationships between children.
  • Our educators will support and promote children’s interpersonal relationships and support the inclusion of children from diverse backgrounds and capabilities in group play, projects and experiences.
  • Our educators will learn about children’s shared interests and will use this information to plan further experiences that provide collaborative learning opportunities.
  • Our educators will pre-empt potential conflicts or challenging behaviours by monitoring children’s play and supporting interactions where there is conflict.
  • Our service will ensure that the program and routines of the service will include regular opportunities for children to engage in social play and group experiences.
  • Our service will ensure that food is being used appropriately and not as a reward or punishment.
  • Our service will ensure that corporal punishment is not used as part of behaviour guidance or any other aspect of our interactions with children. Corporal punishment is never to be used in our service.

Behaviour Guidance

The behaviour guidance we provide children with will be guided by the following practices:

  • Our service will encourage children to engage in cooperative and pro-social behaviour and express their feelings and responses to others’ behaviour confidently and constructively, including challenging the behaviour of other children when it is disrespectful or unfair.
  • Our educators will support children to explore different identities and points of view and to communicate effectively when resolving disagreements with others.
  • Our educators will discuss emotions, feelings and issues of inclusion and fairness, bias and prejudice and the consequences of their actions and the reasons for this as well as the appropriate rules.
  • Our educators will encourage children to listen to other children’s ideas, consider alternate behaviour and cooperate in problem solving situations.
  • Our educators will listen empathetically to children when they express their emotions, reassure them that it is normal to experience positive and negative emotions and  guide children to remove themselves from situations where they are experiencing frustration, anger or fear.
  • Our educators will support children to negotiate their rights and rights of others and intervene sensitively when children experience difficulty in resolving a disagreement.
  • Our educators will learn about children’s relationships with others and the relationship preferences they have and use this knowledge to support children manage their own behaviour and develop empathy.
  • Our educators will work with each child’s family and, where applicable, their school, to ensure that a consistent approach is used to support children with diagnosed behavioural or social difficulties.
  • Our service will gather information from families about their children’s social skills and relationship preferences and record this information in the child’s file. Our educators will use this information to engage children in experiences that support children to develop and practice their social and shared decision making skills.
  • Our service will collaborate with schools and other professionals or support agencies that work with children who have diagnosed behavioural or social difficulties to develop plans for the inclusion of these specific children. These will be kept in the individual child’s file.
  • Our service will ensure that children are being allowed to make choices and experience the consequences of these choices when there is no risk of physical or emotional harm to the child or anyone else.
  • Our service will ensure that children are being acknowledged when they make positive choices in managing their behaviour.
  • Our educators will use positive language, gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them. They will also remain calm, gentle, patient and reassuring even when children strongly express distress, frustration or anger.
  • Our educators will guide all children’s behaviour in ways that are focused on preserving and promoting children’s self esteem as well as supporting children to develop skills to self-regulate their behaviour.
  • Our educators will speak in comforting tones and hold the child to soothe them when they are distressed.
  • Our educators will also respond positively to toddlers’ exploratory behaviour.
  • Our service will have in place strategies to enable educators and co-ordinators encourage positive behaviour in children while minimising negative behaviour. We will also have strategies in place to involve children in developing behaviour limits and the consequences of inappropriate behaviour. Strategies will also be put in place for the nominated supervisor, educators and co-ordinators to manage situations when a child’s behaviour is particularly challenging and when families have different expectations from the service in relation to guiding children’s behaviour.
  • Our service will support educators and co-ordinators to enhance their skills and knowledge in relation to guiding children’s behaviour.

Inclusion

Australia is a pluralistic society regardless of specific regional variations in cultural profiles. In order to reduce bias and ensure that no child is excluded our service will abide by the following practices:

  • Our service will promote and value cultural diversity and equity for all children, families and educators from diverse cultural and linguistic backgrounds;
  • Our service will recognise that children and adults from all cultures have similar needs and that each person is unique and valuable;
  • Our service will develop a positive self concept for each child and adult in the group by exploring the cultural backgrounds of each family and child;
  • Our service will endeavour to provide a foundation that instils in each child a sense of self identity, dignity and tolerance for all people;
  • Our service will increase the knowledge and understanding each child has about his or her own cultural ethnic heritage in partnership with their family, educators and community and other children in the Service;
  • Our service will explore family compositions, customs and lifestyles of children and families in many cultures;
  • Our service will assist, in partnership with parents, extended family and the community in exploring their own “roots” as they involve children in the culturally diverse environment of the Service;
  • Our service will provide support for fostered or adopted children to develop a sense of heritage and belonging;
  • Our service will avoid common stereotypes and recognise individual differences within a cultural or ethnic group;
  • Our service will assist wherever possible families who are new to Australia with a transition to a new and different culture.
  • Our educators will become aware of their own beliefs, attitudes, cultural backgrounds, their relationship with the larger society and their attitudes to people;
  • Our educators will acknowledge that they too have been influenced by their own background prejudices and their points of view;
  • Our educators will accept that all children can learn and that differences in lifestyles and languages does not mean ignorance;
  • Our educators will broaden their own cultural and ethnic group awareness and help children to understand themselves in relation to their family, community and other cultures;
  • Our educators will be actively involved in the development of appropriate resources, support and implement an anti bias, cross cultural program throughout the Service environment which is reflective of all families/children and the diversity present in Australian society and network with community agencies involved with cross cultural issues wherever possible;
  • Our educators will be actively involved with children, showing respect, sharing ideas and experiences and asking questions.
  • Our educators will access and make available resources and information supporting the delivery of anti bias concepts in the program and attend regular training courses as required. Such resources will be integrated into the daily program and be made available to families.
  • Our educators will reflect on the service’s philosophy and ensure that practices and attitude concur with the philosophy.
  • Our educators will work with families to encourage positive attitudes to diversity and an ant-bias ethos.
  • Our educators will ensure that casual workers or visitors to the service are aware of these practices and respect these values.
  • Children will listen to records and practice singing songs in different languages;
  • Children will learn words and phrases in a language not native to children in their group;
  • Children will talk to other children using the words from their culture;
  • Children will be encouraged to become independent wherever possible and be actively involved with their peers.
  • Children will explore with foods from other cultures (e.g. have family members from different home cultures come in and cook, to have “food tasting” parties);
  • Our service will encourage children to bring in real objects and artefacts used by their families that may be historical or typical of that child’s/family’s cultural group including food;
  • Our service will help children to develop ease with and have a respect for physical, racial, religious and cultural differences.
  • Our service will encourage children to develop autonomy, independence, competency, confidence and pride.
  • Our service will provide all children with accurate and appropriate material that provides information about their own and other’s disabilities and cultures.
  • Our service will not isolate a child for any reason other than illness, accident or a prearranged appointment with parental consent.

 

Supporting Children through Difficult Situations

When a child, family, educator or the service as a whole experiences a stressful or traumatic situation such as a bushfire, car accident, sudden illness or death, crime or violent situation it is important to provide appropriate support so they can recover from the ordeal.  A child’s reaction to a stressful or traumatic situation will depend on factors such as their age, stage of development and impact of the event on people around them.  A child may react in ways that you don’t expect and sometimes will act normally at first but be wary of a delayed reaction. Some reactions include:

  • Physical symptoms such as stomach aches and headaches.
  • Being anxious or clingy.
  • Suffering from separation anxiety.
  • Having sleeping problems or nightmares.
  • Re-living the experience through drawing or play.
  • Losing interest in activities.
  • Loss of self-confidence.
  • Regressing to “babyish” activities.

Our educators will talk with a child about the event to bring any issues out into the open. The ways our educators will approach this are:

  • Reassuring the child that they are safe, but only if they really are.
  • Talking to the child about what happened in a way that they will understand and without going into frightening or graphic detail. Our educators will not leave out important information though, as children will fill in the gaps.
  • Ensuring the child hasn’t jumped to conclusions. Some children will think they are to blame in a tragic event; our educators will make sure they know this isn’t so.
  • Talking about the event with appropriate people (for example, all children if the event has affected the whole service or the children that have been affected) and letting everyone have their say including children.
  • Talking to the children about how people react to stressful or traumatic situations and that the feelings they are feelings are normal. 

Coping Mechanisms

Some strategies that our educators will use to help children cope in these situations are:

  • Giving children a sense of control of their environment and life. Letting the child make minor decisions, such as what to eat for lunch, what to wear or what toy to play with will make the child feel more in control.
  • Allowing the children plenty of time to play and to do physical exercise; this will help the child burn off stress chemicals and allow for more sleep.
  • Helping the children physically relax with story times and cuddles.
  • Limiting stimulants like chocolate, lollies etc.

It is important to remember how you respond to the stressful or traumatic event will affect your child’s response. Children look to their families and educators to find ways to deal with a situation they probably don’t understand. Children need their family members (and other adults who are close to them) to help them understand the situation and their emotions and also offer comfort and support. If adults are distressed about a situation it is important for them to seek help for themselves.

At the service, we wish to help in whatever way we can if your family has undergone a tragedy. Talk to educators (or confidentially to the Nominated Supervisor) and we will endeavour to work with families and children to support all parties through the situation.

Should it be required, educators will liaise with appropriate authorities, such as the Department of Education and Children’s Services, and follow any recommendations made by these authorities. 

Bullying

 

In order to overcome bullying in our service, our educators will be aware of the following information and maintain the following practices:

 

Our educators will be aware of the following characteristics in children who bully -

  • Children of all backgrounds can bully
  • Preconceived notions of children who bully should be avoided
  • The child who bullies may also be the victim of bullying
  • The child who bullies will often think that they are innocent, and that the child being bullied is somehow deserving of this negative experience.
  • Recent research demonstrates that aggressive behaviour and bullying inclinations begin in some children as early as two years old, which highlights the importance of children’s services educators in effectively responding to children who bully.

 

Our educators will be aware of the following characteristics of victims of bullying -

  • Children of all backgrounds can fall victim to bullying
  • Preconceived notions of children who fall victim to bullying should be avoided
  • Boys are victims of bullying more than girls.
  • Victims may have low self-esteem, lack of confidence, lack social skills or be viewed as unpopular.
  • It is important to remember that victims are often sensitive and easily hurt, and feel incapable of preventing such negative experiences.

 

Our educators will implement the following strategies to overcome bullying -

  • Our educators will practice all-encompassing and socially inclusive care.
  • Daily programs will recognise value and reflect the social and cultural diversity of our community.
  • Our educators will role model and actively encourage appropriate behaviours.
  • Our educators will form a close relationship with family members in order to work cooperatively to overcome instances of bullying.
  • Our educators will empower children by giving them responsibilities that will make them feel valued.
  • Our educators will help children deal with their anger. This includes offering alternative dispute resolution techniques that are socially acceptable.
  • Our educators will seek the support of children’s services professionals when it is necessary.
  • Our educators will respond promptly to children’s aggressive or bullying behaviour.

 

Biting

All individuals involved in the care of a child need to recognise that at times, some children, for a variety of reasons, attempt to bite other children.

 

Some reasons a child may bite are:

 

  • Infants – Experimental, Sensory Pleasure, Teething
  • Toddlers – Frustration, fatigue, attention seeking, confined spaces.
  • Older Children – Aggression, deliberate.

 

In the event of a biting incident, educators will abide by the following procedure:

  • Check for broken skin.
  • Clean all bites, regardless of whether the skin is broken or not.
  • Apply a cold compress to the bitten area
  • Our educators will contact the families of the child who has bitten and the child that has been bitten as soon as possible. Families are then responsible for any follow up medical treatment.
  • If the biter is a known infectious disease carrier, or can be seen to have facial herpes and the victim’s skin is broken, the Nominated Supervisor or Authorised Supervisor will convey this information to the family.
  • Should the behaviour continue, our educators will work in conjunction with families and, if necessary, external agencies, to develop a Behaviour Guidance plan for the child who is biting.
  • Our educators will complete an incident report for any occasion where a child bites and submit to the Nominated Supervisor.
  • Monitor the behaviour of the child who has bitten and use distraction techniques to prevent the child reaching the point where the child feels the need to bite.

 

Sources

National Quality Standard Education and Care Services National Regulations 2011 Early Years Learning Framework

 

Review

The policy will be reviewed annually.

Review will be conducted by:

  • Management
  • Employees
  • Families
  • Interested Parties

Reviewed: 20 November 2016                        Date for next review: 20 November 2017

 

 

 

 

 

 

                                                       

 

 

 

                                    

                                                    

 

Get in touch

Link to NSW Government Regulator

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