Kindergarten Handbook 2018
All I can be
From the Principal Dear members of the John Paul College Family As the incoming Principal of our fine College, I warmly welcome you to 2018 at John Paul College. I look to our ongoing families to provide support to our many incoming families as we enjoy and work through the year together, in support of our students. We know that parent and broader family involvement in the life of each individual student, makes a difference to the manner in which he or she integrates into school life and also has an impact on their academic outcomes. Parents who are interested and engaged in their child’s schooling, assist in supporting that young person to get the best out of their schooling journey. As a College, we want to partner with you to ensure that your child or children, take full advantage of the extensive opportunities offered by the College and that they embrace the academic life of our school, with energy, focus and commitment. We are a College that is serious about academic outcomes for each child. We are serious about ensuring that every student has a viable academic pathway that leads to post school study or the workplace. We are also serious about their embracing the full and rich life of the College. Cocurricular activities are extensive at John Paul College and offer every student an opportunity to find his or her place. What we are most serious about though, is assisting each young person in our care to be the best they can be. We want each boy and girl; each young adult, to leave our College equipped with life skills which include a care for each other and our world and with a genuine desire to make a difference. We want them to be authentic young people who demonstrate responsibility and respect for others. I look forward to sharing the year with you as we progress our Mission as an holistic, connected, dynamic and innovative learning community.
Karen Spiller OAM Principal
Contents
Contact Details ................................................ 2
4.01
Term Dates ...................................................... 2
4.02 Communication with Parents and Families ..................................................... 17
General Information ......................................... 3 1.01
Welcome.......................................... 3
1.02
Governance and Management ........ 3
1.03
Fees ................................................. 4
1.04
Kindergarten Team 2018 ................. 4
Living and Learning – Children’s Programmes5 2.01
Educational Philosophy ................... 5
2.02 Queensland Kindergarten Learning Guideline ..................................................... 6 2.03
Primary Years Programme .............. 8
2.04
Documentation ................................ 9
2.05
Guiding Children’s Behaviour ........ 10
Our Kindergarten Day ................................... 12 3.01
Classroom Organisation ............ 12
3.02
Hours of Operation ........................ 12
3.03
Arrival and Departure .................... 12
We Value your Input ..................... 17
4.03 Concerns and Complaints [Grievance Procedure] .............................. 18 Kindergarten Committee ............................... 18 5.01
Friends of Kindy Committee ......... 18
Inclusive Services ......................................... 19 6.01
Inclusive Philosophy ..................... 19
6.02
Children with Additional Needs ..... 19
6.03
Cultural Diversity ........................... 19
6.04
Equity ............................................ 19
Teaching Staff ............................................... 20 7.01
Staff Positions ............................... 20
7.02
Staff Professional Development ... 21
7.03
Volunteers and Student Visitors ... 21
Keeping Our Children Happy, Healthy and Safe ............................................................... 21 8.01
Protecting our greatest asset ........ 21
8.02
Safety at Kindergarten .................. 21
8.03
Hygiene ......................................... 22
8.04
Injuries .......................................... 22
8.05
Sun Care ....................................... 23
3.08 Settling into Kindergarten – Staggered Start Programme ..................... 14
8.06
Health ............................................ 23
3.09
8.07
3.04 Persons Authorised to Collect Children ..................................................... 12 3.05
What to Bring to Kindergarten ....... 12
3.06
Kindergarten Uniform ................... 13
3.07
Kindergarten Routine .................... 14
Birthday Celebrations .................... 15
3.10 Outside School Hours Care (OSHC) – Kindy....................................................... 15
Common concerns .................................... 23 Medication ..................................... 24
The Kindergarten policy in relation to puffers, spacers and nebulisers is as follows: .................................................. 24
3.11
Extra Kindergarten Activities ......... 15
3.12
Excursions ..................................... 16
8.08
3.13
Environmental Awareness ............. 16
Current immunisation schedule ................ 26
Family Involvement ....................................... 17
Immunisation ................................. 25
8.09
Infectious Diseases ...................... 27
8.10
Child Protection Policy .............. 28
Contact Details KINDERGARTEN Address:
John Paul Drive, Daisy Hill Qld 4127
Telephone Number:
3826 3450 / 3826 3300
Fax:
3808 1028
OUTSIDE SCHOOL HOURS CARE - KINDY:
3826 3508
PRIMARY SCHOOL OFFICE:
3826 3300
EARLY LEARNING CENTRE (ELC)
3826 3444
COLLEGE ADMINISTRATION:
3826 3333
HEALTH CENTRE:
3826 3323
SECURITY:
3826 3338
During the times of 8.15am – 3.15pm all calls are made to the Office – 3826 3300. Calls will be transferred to the Kindergarten outside session times or if it is a matter of urgency. In all other cases, messages will be taken by the Office staff and they will pass these on to the Kindergarten staff.
Term Dates Semester 1
Orientation:
Friday 19 January 2018
Term 1:
Commences: Finishes:
Monday 22 January 2018 Thursday 26 March 2018
Term 2:
Commences: Finishes:
Tuesday 17 April 2018 Friday 22 June 2018
Term 3:
Commences: Finishes:
Monday 16 July 2018 Friday 21 September 2018
Term 4:
Commences: Finishes:
Monday 8 October 2018 Friday 30 November 2018 at 12pm
Semester 2
Pupil Free Day: (Excluding National and State Public Holidays) Monday 16 April 2018 Monday 22 October 2018
General Information
1.01
Welcome Welcome to John Paul College Kindergarten. Our Kindergarten is a learning environment in which all children have the opportunity to reach their individual potential for living a contributing and fulfilling life. Our Kindergarten community grows in an environment where Christian ecumenism is foundational; where our values are embraced; where mutual respect encourages us to reach out and welcome those of all cultures and faiths; and where the children’s confidence and capabilities are acknowledged, respected and celebrated. At John Paul College Kindergarten we aim to: • • • •
1.02
provide a Christian environment of acceptance and understanding where children feel respected, comfortable, happy and safe foster meaningful partnerships with parents and the community provide facilities and resources to promote possibility and investigation in the children’s learning journey provide warm, professional staff who promote and maintain high quality education and care
Governance and Management John Paul College Ltd is the Approved Provider of John Paul College Kindergarten and holds the legal responsibility for operating the service. A Nominated Supervisor, approved as a suitable, fit and qualified person by the Regulatory Authority and appointed by the Approved Provider, is in charge of the day-to-day operations of the Service. Staff Information and rosters are displayed near the entrance to each classroom. (Refer Kindergarten Governance and Management Policy) Nominated Supervisor: Leanne Zammit The Kindergarten is regulated by The Department of Education, Training and Employment, Early Childhood Education and Care. The department is responsible for the Service Approval, once it is assured that standards set under the Education and Care Services National Law Act 2010 and Regulations 2011 - are being met. The address for The Office for Early Childhood Education and Care is:
Level 2, 6 Ewing Road,
Postal: P.O. Box 250
WOODRIDGE Qld 4114
WOODRIDGE Qld 4114
Phone: 3884 7813 Fax: 38849881
1.03
Fees Five Day Fortnight Programme
- $4,100 per year
Five Day Programme
- $8,200 per year
A term’s notice, in writing from parents, is necessary if, at any time, parents choose to remove their child from the college. If notice of removal is not given, it is the policy of John Paul College that parents will be charged for the subsequent term’s fees.
1.04
Kindergarten Team 2018 Leanne Zammit
Bachelor of Teaching (Early Childhood)
Kelle Adams (Kindy A Teacher)
Bachelor of Education Early Childhood
Monday - Friday
Lisa Lythaby (Kindy A Teacher Aide)
Diploma Children’s Services
Monday - Friday
Carolyn Wilson (Kindy B Teacher)
Bachelor of Education (Hons)
Monday - Friday
Melanie Angove (Kindy B Teacher Aide)
Diploma Children’s Services
Monday - Friday
Lyn Irvine (Kindy C and D Teacher)
Master of Education (Early Childhood)
Penny Mackenzie (Kindy C Teacher Aide)
Head of Early Education
Kindy C – Monday, Tuesday and alternate Wednesday Kindy D – Thursday, Friday and alternate Wednesday
Certificate 3 Children’s Services
Monday Tuesday alternate Wednesday
Diploma Children’s Services
Thursday, Friday, alternate Wednesday
Gail Lewis
Diploma in Children’s Services
Kindy Support
Chantel Ramsay
Diploma in Children’s Services
OSHC Coordinator
Claire Adams
Bachelor of Early Childhood Studies
OSHC Educator
Tahnia Barber (Kindy D Teacher Aide)
Living and Learning – Children’s Programmes
2.01
Educational Philosophy
The Italian city of Reggio Emilia is a world renowned leader in Early Childhood Education. The Reggio Emilia Educational Project, highly regarded in the EYLF, places the individual child at the centre of its approach and has influenced the principles and practices of our Kindergarten learning environment at John Paul College. Image of the Child We believe that all children have rights – a right to communicate, a right to be heard, a right to contribute and a right to learn. At John Paul College Kindergarten children are viewed as competent, curious, natural researchers who are full of knowledge, potential and interested in connecting to the world around them. Our strong image of the child ensures that their ‘voice’, their culture, their identity and their experiences are represented and reflected in the Kindergarten. We believe that children should be nurtured to collaborate and communicate with others as they explore experiment, hypothesise, take risks, create, imagine and interact in the environment. Educational Programme Our programme values the importance of building strong relationships with the children and their families; promoting collaboration and communication both with and between children, families and staff. The children’s right to experience the joy of childhood is fundamental and learning is promoted through play, and emergent and intentional experiences and interactions. We are committed to providing an environment rich in experiences where children have time, space and the opportunity to represent their knowledge of the world through the many ‘languages’ of expression. We value the children’s diverse ways of expressing themselves, and we will celebrate and document their learning to share with them, their families, and with other colleagues. We aim to provide a programme that embeds sustainable practices to develop respect and appreciation for nature and the world around us. A Community of Learners We value families as the most important people in children’s lives and engage in shared decision making where children, parents and communities have a voice. We acknowledge and value the traditional owners of the land our Kindergarten is situated on as being the Yugambeh country. We pay our respect to elders past and present by fostering learning and understanding of the Yugambeh people’s culture and traditions within our daily programme. We recognises that our Kindergarten is part of the wider community; living and learning within John Paul College and promoting children’s connectedness with the local community.
As a team of Educators, we are committed to reflective practice and continuous quality improvement through reflection, and collaboration with all members of our ‘learning community’.
2.02
Queensland Kindergarten Learning Guideline The Queensland Kindergarten Learning Guideline is the basis of our programme and aims to enrich children’s learning in the Kindergarten year. The guideline is based on the Early Years Learning Framework for Australia (EYLF) and embraces the inclusive vision that “all children experience learning that is engaging and builds success for Life.” (EYLF 2009). Throughout the Kindergarten Year, children’s right to experience the joy of childhood is fundamental and learning is promoted through play, and emergent and planned learning experiences and interactions. The guideline acknowledges children as competent and capable learners, and the significant role adults play in optimising and enhancing children’s living and learning experiences. Adults and children share responsibility for the learning process through interaction, negotiation and collaboration. International studies have proven that children learn and thrive in a warm, caring play based environment that includes parents in the learning process. We believe that children do not learn in isolation, it is a collaborative process. The Kindergarten Learning Guideline acknowledges the important role adults (educators and parents), other children and the physical environment play in children’s learning. The Kindergarten Learning Guideline – The guideline at a glance The guideline describes a set of five learning and development areas that relate to the five broad learning outcomes identified in the EYLF. Identity A Kindergarten child who has a strong sense of identity: • • •
is building a sense of security and trust acts with increasing independence and perseverance is building a confident self-identity
Related EYLF learning outcome: Children have a strong sense of identity. Connectedness A Kindergarten child who is connected with and contributes to their world: • • •
is building positive relationships with others shows increasing respect for diversity shows increasing respect for environments.
Related EYLF learning outcome: Children are connected with and contribute to their world.
Wellbeing A Kindergarten child who has a strong sense of wellbeing: • • • •
is building a sense of autonomy and wellbeing explores ways to show care and concern and interact positively with others. explores ways to promote own and other’s health and safety explores ways to promote physical wellbeing.
Related EYLF learning outcome: Children have a strong sense of wellbeing Active learning A Kindergarten child who has a confident and involved learner: • • • •
is building positive dispositions and approaches toward learning shows increasing confidence and involvement in learning engages in ways to be imaginative and creative explores tools, technologies and information and communication technologies (ICTs).
Related EYLF learning outcome: Children are confident and involved learners. Communicating A Kindergarten child who is an effective communicator: • • •
explores and expands ways to use language explores and engages with literacy in personally meaningful ways explores and engages with numeracy in personally meaningful ways.
Related EYLF learning outcome: Children are effective communicators. The Importance of Play John Paul College Kindergarten recognises the value and richness of play as a catalyst for children’s learning and their ongoing engagement in meaningful experiences. When children play they approach experiences with interest, ownership, empowerment and possibility. Through play at Kindergarten your child is: • • • • • • • • •
recognised as competent and capable. learning about and engaging in the community in which they live learning early literacy and numeracy skills and exploring the possibilities of technology exploring, interacting and appreciating the world around them actively engaged in negotiating and creating their own play environments building personal and emotional resilience, independence and self confidence building increased control of their physical skills, and learning about personal health and hygiene exploring relationships and developing friendships; listening to and appreciating the ideas and thoughts of others…….developing social competence building an understanding and respect for their own and others’ social and cultural heritage
•
learning to share their knowledge and ideas with others through engagement and enjoyment in the learning process, and representing their understanding and thinking in many ways “If we remove play from children’s lives we remove a possibility for learning.” Carla Rinaldi
2.03
Primary Years Programme The Primary Years Programme (PYP) is integrated into the Kindergarten programme. PYP is an international framework that ensures our students are prepared for the GLOBAL world we are part of today! The PYP combines the best research and practice from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant and engaging educational framework for all children. A driving force behind the PYP is a deeply held philosophy about the nature of international education and the development of international mindedness within each member of the school community.
The Learner Profile is central to the PYP definition of what it means to be internationally minded and it guides schools towards a focus on learning. This profile is expressed in a series of desired attributes which create the PYP learner profile to which we all aspire to be. The Learner Profile encompasses all that we do! We are..... Inquirers Our natural curiosity has been nurtured. We are acquiring the skills necessary to conduct purposeful, constructive research. We actively enjoy learning, and this love of learning will be sustained throughout our lives. Thinkers We exercise initiative in applying thinking skills critically and creatively to make sound decisions and to solve complex problems. Communicators We receive and express ideas and information confidently in more than one language, including the language of mathematical symbols. Risk-takers We approach unfamiliar situations without anxiety and have the confidence and independence of spirit to explore new roles, ideas and strategies. We are courageous and articulate in defending those things in which we believe. Knowledgeable We have spent time in our schools exploring themes which have global relevance and importance. In doing so, we have acquired a critical mass of significant knowledge. Principled We have a sound grasp of the principles of moral reasoning. We have integrity, honesty and a sense of fairness and justice. Caring We show sensitivity towards the needs and feelings of others. We have a sense of personal commitment to action and service.
Open-minded We respect the views, values and traditions of other individuals and cultures, and are accustomed to seeking and considering a range of points of view. Balanced We understand the importance of physical and mental balance and personal wellbeing. Reflective We give thoughtful consideration to our own learning and analyse our personal strengths and weaknesses in a constructive manner.
The Curriculum Model PYP is carefully guided inquiry learning – it is about discovering. PYP is concept driven focussing on the enduring understandings that children will take with them for life. PYP is about inspiring children to WONDER and to celebrate learning. The development of attitudes and the expectation of socially responsible behavior are also essential elements of the programme. The Kindergarten children in 2018 will undertake four units of inquiry, investigating their world through the transdisciplinary themes of inquiring into....... How We Organise Ourselves… How the World Works…… How We Express Ourselves and Who We Are.
2.04
Documentation Documentation is a powerful tool for viewing the learning processes of both adults and children. By making learning, living and thinking visible it immediately becomes a shared encounter: “A collection of traces to be used at the end of the process for reflective purposes” (Rinaldi 2003). Documentation gives children and adults an opportunity to revisit their thinking either together or on their own.
Individual Learning Journals When we stop to ask children what they think, the possibilities abound. Not only are they active seekers of knowledge but also ardent, and sometimes surprising, carriers of knowledge. At John Paul College Kindergarten our trained and qualified staff strive to make this knowledge visible to you by capturing your child’s learning and thinking in their learning journals. Learning Journals are more than a memory or keepsake of your child’s time at Kindy. Not only do they provide an insight into your child’s learning, they also make the quality of our teaching practice visible to you. These learning journals are a collaborative effort and will be available to families and children. They provide children with an opportunity to revisit and reflect on past experiences; record their learning, including their emerging literacy and numeracy skills, and provide our teachers with the knowledge they need to ensure your child’s time with us is full of wonder and possibility. You are encouraged to be a co-participant in three-way communication (i.e. child, parent and educator) and contribute photos, stories, art works or any memorabilia that tells a story about your child’s life and their learning journey.
Documenting the Curriculum As well as individual Learning Journals the Educators at our Kindergarten will reflect the curriculum through a variety of documentation methods that could include: observations that focus on social interactions, relationships, dispositions and learning processes; stories and conversation transcripts; tape recordings, slide shows and CDs; writing, drawing and painting, photographs of interactions, constructions and group projects; contributions from families. Through these records that incorporate the voices of children and parents, we are able to visualise the thinking of both children and adults. The variety of documentation methods allows us to capture all of the languages of expression of children. Through careful observation, documentation and critical reflection, teachers gather information to determine the ideas and potential experiences that may emerge in this democratic learning forum. Our Kindergarten teachers adopt a reflective approach to planning whereby planning formats are open ended, retrospective and shared; and planning decisions tentative, flexible and open to possibility. Planning is a continuous and collaborative process occurring within the programme as children and adults together create opportunities for living and learning through the spontaneous and unpredictable encounters that occur in the here and now of every context. Our teachers will support children to become involved in what is interesting and meaningful to them. Parents and guardians are invited to discuss the activities and experiences provided as part of our learning programmes and the goals to be achieved through our curriculum. Please ask the Teacher or Head of Early Education for more detailed information about your child’s learning and development and how we collaborate to foster your child’s learning opportunities.
2.05
Guiding Children’s Behaviour It is our policy that all children and staff have the right to a safe environment. At John Paul College Kindergarten we establish an environment with the children that supports their development in communicating and interacting with others. Our goal is to develop the children’s self-control and responsible behaviour, and to support children in their journey to face the challenges and obligations of living. Staff use strategies such as directional language, guidance and behaviour teaching processes to encourage children to understand and choose appropriate behaviour. The concept of guidance is an important one in the area of behaviour. The goal of the guidance process is for the adult to interact with the child in a caring and understanding way, empowering and enabling the child to develop self-respect, self-responsibility and selfcontrol. For example, if physical contact occurs between one or more children, staff will encourage the child to think about the child who has been hurt… “How do you think the child you hurt is now feeling?” “What could you do next time to solve the problem?” Children will be expected to take responsibility for their actions which often looks like sitting with the child for a while to comfort them, holding ice on a bump, helping to rebuild something that was knocked down in the incident etc.
When staff observe challenging behaviours, they make notes for the child’s records so that a clearer picture can be obtained. Staff try to establish reasons for a particular behaviour and plan experiences which will assist the child to: 1. 2.
meet their needs in other ways learn the appropriate behaviour.
Families are consulted about any issues or concerns regarding their child’s behaviour. Families are encouraged to collaborate with teachers in promoting and guiding positive behaviour with the child.
Our Kindergarten Day
3.01
Classroom Organisation The full time Kindergarten rooms (Kindy A and Kindy B) cater for twenty-four children, aged three and half to five years. Each class has a qualified Early Childhood teacher and qualified Teacher Aide to provide the educational programme. The part time Kindergarten rooms (Kindy C and Kindy D) cater for 25 children, aged three and half to five years. Each class has a qualified Early Childhood teacher and a qualified Teacher Aide to provide the educational programme. There is an additional Teacher Aide that supports the groups where it is needed.
3.02
Hours of Operation The Kindergarten opens at 8:15am and the programme begins formally at 8.40am. Parents can leave their children anytime from opening or may choose to play with their children until the teacher calls the children together on the carpet. The programme finishes at 3.15pm. Care required outside these times is available, as outlined below, in Outside School Hours Care. Term times and attendance days are outlined on the calendar, given to each family.
3.03
Arrival and Departure The children must be brought into the Kindergarten and signed in by a responsible adult. The register to be signed is located on the bench inside each classroom. Again on collection, this register must be completed. Children in Outside School Hours Care will be cared for by the staff of this facility and handed to the teacher when Kindergarten begins.
3.04
Persons Authorised to Collect Children Children must be collected and signed out of the Kindergarten by an adult. At the time of enrolment, you must provide the names, addresses and telephone numbers of persons authorised to collect your child. It is your responsibility to notify the Kindergarten of any changes in this authorisation. The Kindergarten requires that, all authorised persons to collect your child (other than parents) show identification.
3.05
What to Bring to Kindergarten The children need to bring several items with them each day to Kindergarten. Please send these along in a named bag that your child can manage to open and close themselves.
•
Morning Tea and Lunch in named, separate containers Parents are requested to pack healthy foods for meals at Kindergarten. Please do not send chocolate. As Early Childhood Educators we will be encouraging the children to develop an awareness of food that is nutritious. The children’s food will be kept in the fridge so that healthy foods will remain fresh. We will also be developing the children’s awareness of the environment and teaching them to reuse and recycle, and would prefer that you send a rubbish free lunch and morning tea. Please remember to supply a spoon for yogurt and a fork for fruit if required. We would also prefer if morning tea is packed in a bag for ease of storage in our refrigerators. A calico bag has also been provided for you to pack morning tea in. This
can be washed and recycled at the end of each week. Please label and decorate your morning tea bag so that is easily identified by your child. Lunch may be packed in a standard lunch box.
Please Note: -
We request NO insulated lunch boxes as these cannot be stored in the fridge.
-
Food that requires heating must be heated at home and stored in a small insulated flask.
-
For the wellbeing of all children and particularly those with allergies, Kindergarten has a NUT and EGG FREE POLICY. No nuts or nut by-products, whole eggs, egg sandwiches or quiche are to be included in the children’s lunchboxes or morning tea bags.
-
There is NO TUCKSHOP at Kindergarten.
•
Named water bottle The children will be accessing their own water bottles throughout the day. During the first week, please check to ensure that your child’s bottle fits in the carry container located on the kitchen bench.
•
Another drink to have with lunch if desired The children will always be provided with water at both morning tea and lunch but if you wish to send along juice or milk, these will be kept in the fridge until lunch time.
•
A change of Uniform clothes and underwear Please store these clothes in a small cloth bag (or similar – NO PLASTIC BAGS PLEASE) inside your child’s Kindy bag. This will keep them clean until needed. Your child will need spare underwear and spare pair of uniform shorts.
•
Hat The John Paul College bucket hat is compulsory for all children. Please ensure that your child’s hat is named. Hats will remain at Kindy in the children’s lockers until the end of their week with us.
•
Sheets in a named bag The mattress size is 130 x 55 x 5cm and a fitted cot sheet covers the mattress. A top sheet, small pillow and cuddly can be included if desired and needs to fit inside the sheet bag also. The sheet bag usually has a drawstring so children can independently take out their sheets. Please ensure your child’s name is marked on both sheets, and on the outside of the sheet bag.
3.06
Kindergarten Uniform The children are required to wear a compulsory Kindergarten uniform each day. This includes: - Navy JPC Kindergarten Shirt - Burgundy PE Shorts (or culottes for the girls if they wish) - JPC bucket hat
- JPC sports socks accompanied by predominantly white joggers. The Kindergarten uniform is available from the Retail Shop at John Paul College. Please also ensure that all items are clearly labelled. 3.07
Kindergarten Routine Parents are requested to assist their child with some basic routines each day. •
The food and drink containers for the day should be placed on the kitchen bench each morning on arrival so they can be placed in the fridge by a staff member.
•
Sheets contained in a child’s own sheet bag will need to stay at the Kindergarten for the days of attendance and placed in the children’s lockers until rest time.
•
The named hats will remain in the children’s lockers for the days of attendance so that they are easily accessible to the children, yet remain separated to avoid cross infection.
•
Parents are requested to take their child’s belongings home on the last day of the week’s attendance so that space is available for the other groups’ requirements.
•
Parents are required to sign the attendance register on arrival and departure each day. The folders are located on the kitchen bench of each room.
An Example of a Kindy Day
8:15am –
8:40am
Settling and organising belongings
8:40am –
9:00am
Welcome / sharing session
9:00am – 10:30am
3.08
Outdoor Experiences
10:30am – 11:00am
First Break
11:00am – 12.20pm
Indoor Experiences
12:30pm –
1:00pm
Second Break
1:00pm –
2:00pm
Rest / Relaxation
2.15pm –
3:15pm
Group Experiences. Goodbye and Collection of children.
Settling into Kindergarten – Staggered Start Programme Starting Kindergarten is a big step for a young child and for this reason we make a few changes to the normal programme for the first week. During the first week there is a staggered start to enable the children to settle happily in smaller groups and become familiar with their teachers and friends. It also allows teachers to spend more time with individual children to ensure that they feel happy and secure in their new environment.
To enable a smooth transition into Kindergarten parents are encouraged to stay with their child in the mornings until they feel they are settled. If work commitments prevent this, parents need to settle their child with a staff member before they leave. When parents are ready to leave, you are asked to talk to the staff members so that your child can be supported if necessary. Children usually adjust to a new environment quickly, so parents can adapt their length of stay, as their child becomes familiar with the environment. Here are a few suggestions that may help to promote your child’s positive feelings toward Kindergarten.
3.09
•
Talk about starting Kindy as a sign of your child getting bigger, a reward for growing up as such.
•
Encourage evidence of independence so your child feels proud about doing things for them self.
•
Provide appropriate opportunities for your child to speak to other adults so that confidence and self expression are developed.
•
Be positive and excited about this new stage in your child’s life because children sense these emotions and will develop these feelings also.
•
Talk to your child about some simple scenarios so that they have some strategies ready – e.g. What do you do when you need to go to the toilet? Who could help you at Kindy?
•
Place something in the sheet bag or lunchbox that may please your child when they find it – e.g. a funny picture, a photo, a note the teachers can read.
Birthday Celebrations Birthdays are a very important part of a young child’s life. Please feel welcome to join us to celebrate your child’s special day. Parents may choose to bring along cupcakes to share with other children to mark this special occasion. We find that individual cupcakes or ice blocks are ideal and easily organised by the staff. As a note, ice blocks are more inclusive if there are any children with allergies in the class. No extra celebratory items – lolly bags, balloons etc. – are able to be shared at Kindy. Any parent who does not want their child to eat the cakes during the year must advise the class teacher in writing, so the teacher is aware of this requirement.
3.10
Outside School Hours Care (OSHC) – Kindy Care is provided in the Kindergarten building for the Kindy children. Care is available from 7:00 to 8.15am and 3.15 to 6.00pm each day of the term. Care will also be available during school vacations for the Kindergarten children. This programme will operate 7.00am to 6.00pm in the holidays. The child /adult ratio for these care periods is 1:11 (1 adult with 11 children)
3.11
Extra Kindergarten Activities Optional lessons are available for the children in a variety of activities. These activities are facilitated by separate providers and parents must complete the appropriate permission forms provided to authorise their child’s participation. Please see the notice board in the Kindergarten foyer for further details on the following extra activities. •
Kindy Dance – Experiences in Kindy Dance foster the love of dance and movement.
3.12
•
Intro Tennis – During these sessions children are developing ball handling and coordination skills as an introduction to tennis.
•
Kindy Bounce - Is a sports programme incorporating the basic skills of basketball
Excursions Visiting performances and on-campus excursions are organised throughout the year. These are experiences designed to support and extend the children’s learning within the classroom. Parents are invited and encouraged to attend any of these events. Information is distributed to parents prior to these occasions and written permission for each child to attend must be given by parents or guardians.
3.13
Environmental Awareness The programme will also develop awareness in children for recycling and re-use. Sustainable practices are encouraged such as rubbish free lunches, composting, recycling of materials, use of a worm farm and water tank as well as saving power where and when we can.
Family Involvement
4.01
We Value your Input In order to offer the best developmental programme possible to our children, it is essential to have the valuable input from parents who are, after all, the first teachers of our children, to support and reinforce the educational programme. We appreciate any relevant information you can share about your child with the teacher. This enables the staff to understand your child’s and family’s needs better. We have an “open door policy” which means you are welcome to visit and spend time with your child throughout the day, once the classes have settled in for the year. A compulsory roster is not practised at our Kindergarten but the teachers will display a timetable for requested help to provide a rich and varied programme for the children. Any parent help is greatly appreciated and can be rostered or impromptu. Parent helpers may be involved in a variety of tasks such as interacting with small groups playing and making games, cooking and helping with art experiences as well as general tidying in the classroom. The sharing of interesting occupations, talents, traditions etc by parents and grandparents are also wonderful additions to the programme. Please speak to the teachers if you would like to visit and share your talents with us! Not only does parent participation assist the teachers tremendously, but it also allows parents to understand the developmental process and gives each child great satisfaction to see that his/her parents are interested in what he/she is doing. There are many other opportunities for you to participate in your child’s education apart from regular classroom visits. In our school calendar you will see outlined such activities as Parent/Teacher Meetings, Back to Kindy Nights, Family Fun Day, Mother’s Day celebration, “Under-Eights” Week, Book Week, Grandparents Day etc. During the year, you will be advised when these opportunities occur so that you will be able to participate in the full academic and social life of the Kindergarten community. Just as children have rights to high quality care and education, so too [do] parents have rights to be involved in all aspects of their children’s school lives. Gandini in Hill et al 2005
4.02
Communication with Parents and Families Communication between the teachers and parents is an essential component in fostering strong partnerships with our families. Teachers aim to communicate informally with parents regularly to share stories and experiences about their child’s time with us in Kindergarten. Regular Parent/teacher discussions are also an essential part of understanding a child’s development. This allows the correct learning experiences to be established for each child. Please feel free to discuss your child’s progress with his/her teacher, at a time convenient to both teacher and parent. In addition to these incidental contacts, arrangements are made for more formal interviews to take place during the year. Parent /teacher discussions occur during Terms 1 and 3.
Kindergarten children will also receive a written Transition Statement at the end of their year. We also communicate information to our parents and families through journey notes in the children’s diaries, on our Kindergarten noticeboards and on the LCD screen in the Kindergarten foyer. Please take the time to read these notices regularly. 4.03
Concerns and Complaints [Grievance Procedure] If you have any concerns relating to the care of your child, a staff member, or another child please see the Head of Early Education, Mrs Leanne Zammit. Parents and children will not be discriminated against or suffer any repercussions if they make a complaint. The rights of all in the Kindergarten are respected and no visitors or parent/s may reprimand staff or other children. We hope that all concerns of parents can be satisfactorily met. However, if you are unhappy with the result of the complaint handling, further assistance can be received from Mr Andy Gordon, Primary School Head at John Paul College. After discussion with the parent, the Head of Early Education and Primary School Head will investigate the complaint, focusing on the issue of concern, and working towards a resolution that meets the needs of everyone involved. The Office of Early Education and Care can also be contacted if a parent has any further issues that they would like to discuss and resolve.
Kindergarten Committee
5.01
Friends of Kindy Committee At John Paul College Kindergarten the ‘Friends of Kindy’ Committee (made up of parents) works closely with the teachers to facilitate activities and projects for the children and their families. The members of the kindergarten, being the parents of the children at the centre, elect a small group to form the Friends of Kindy Committee. This election will take place at our AGM which will be held on Wednesday 1st February 2017 at 6.30pm.
There are a number of roles available on our ‘Friends of Kindy’ Committee for parents dedicated to facilitating projects at the Kindergarten: -
President Secretary Treasurer Events Coordinator Kindy Group Coordinators – we need 4 coordinators (1 for each class) Library Coordinator
Inclusive Services
6.01
Inclusive Philosophy John Paul College Kindergarten appreciates respects and encourages individuality and interdependence of all children, including those from culturally and linguistically diverse backgrounds and children with a disability or an additional need.
6.02
Children with Additional Needs John Paul College Kindergarten provides an inclusive environment and programme to meet the different and diverse needs of all children and their families accessing our service. Following an interview with the parent and child, the Head of Early Education and the Primary School Head, together with the parent/s, will collaborate to discuss possible programme plans and modifications where appropriate. Enrolment in the programme will be based on what programme the Kindergarten can offer that is best suited to the needs of the child. The Head of Early Education will communicate with the Coordinator of the Learning Enhancement Centre at John Paul College and related services in order to make an appropriate decision regarding funding. With funding, the Kindergarten will be able to arrange appropriate additional support and training for the staff, families and children as the need arises. The sharing of information between the teaching team and the child’s medical and support services is vital in order to support the child’s total inclusion.
6.03
Cultural Diversity John Paul College Kindergarten recognises and celebrates the multicultural nature of our community and aim to provide an environment and curriculum of acceptance towards all people. We value each child and family’s culture and beliefs. All parents are encouraged to communicate any concerns or considerations with staff upon enrolment and on a daily basis.
6.04
Equity The Kindergarten is committed to and firmly believes that experiences in the early childhood period have a significant impact on later childhood and adult life. John Paul College Kindergarten is a learning environment in which all children are encouraged to engage in a range of experiences which will promote their optimal development, and the opportunity to reach their individual potential for living a contributing and fulfilling life.
Teaching Staff
7.01
Staff Positions All staff directly working with children at John Paul College Kindergarten are qualified with an appropriate early childhood qualification. It is an Office of Early Education and Care requirement that all permanent staff have a current Senior First Aid and CPR certificate. Staff are all trained in Child Protection, Asthma and Anaphylaxis. All staff working in the Kindergarten will also have a positive notice for working with young children, more commonly referred to as a Blue Card.
Head of Early Education • • • • • •
To ensure quality service delivery which provides young children with a secure and nurturing environment and serves to meet the needs of the community To be an advocate for children and children’s rights To oversee the overall operation of the centre To oversee the formulation of educational programmes which are aimed at promoting the development of individual children, are developed in co-operation with parents and reflect the multi-cultural nature of our community To ensure a safe and healthy work environment for everyone To promote the Kindergarten to the local community
Early Childhood Teacher • • • •
To facilitate a high quality, inclusive and educational programme incorporating a playbased curriculum, which will provide children with a secure nurturing environment for their play and learning To document and share information with families about their child’s learning and engagement in the programme To develop positive connections with children and families and to support parents with their involvement in the programme To develop an environment which is relaxed, home-like, aesthetically pleasing and safe for children and staff to live and work in
Teacher Aides • • •
To assist the Teacher in the delivery of a high quality, inclusive and educational programme which will provide the children with a secure nurturing environment To develop positive connections with children and families and to support parents with their involvement in the programme To maintain the environment and equipment in a safe, hygienic and aesthetically pleasing state
7.02
Staff Professional Development Our Kindergarten believes that ongoing staff professional development is essential for high quality practice. Professional development provides staff with the opportunity to learn new skills and to challenge current practice. We actively promote and support the ongoing professional development of all staff members by encouraging their attendance at courses, seminars, workshops and conferences. Staff are also encouraged to develop an ongoing approach to their own professional development.
7.03
Volunteers and Student Visitors Occasionally, there will be new faces in the Kindergarten when volunteers and students visit to gain experience in the education field. These new faces will also include relief staff who will sometimes be present at the Kindergarten. Every visitor is interviewed by the Head of Early Education and provided with guidelines to ensure that there is no disruption to the children’s daily routine. All volunteers must hold a blue card. These visitors will be under the supervision of regular staff members and parents will be informed about visitors attending the Kindergarten.
Keeping Our Children Happy, Healthy and Safe
8.01
Protecting our greatest asset As most parents are well aware, a healthy child is a happy child and at John Paul College Kindergarten, we do everything we can to make sure children are happy, healthy and most of all, safe. Whether this is helping them cope when mum or dad drop them off in the morning, making sure they have their hat on during outdoor sessions, or knowing what to do if they have an allergic reaction. Don’t hesitate to tell us about anything that will make your child’s day happy and safe.
8.02
Safety at Kindergarten To enable the Kindergarten to maintain the highest standards of safety, we ask parents to ensure gates and doors are closed behind them and that our ‘No Smoking’ policy is strictly adhered to. Fire and other emergency evacuations are practised once a month by staff and children at the Kindergarten. Evacuation procedures are outlined in all rooms with diagrams and steps to follow. Parents are encouraged to familiarise themselves with this information. At the time of an emergency evacuation drill we ask all people in the Kindergarten to join in the drill with the children and staff members. It is important that all parents and visitors cooperate with staff and follow the necessary directions to ensure a quick and safe evacuation.
Workplace Health and Safety The safety of your child is of paramount concern to us. On a daily basis staff carry out routine procedures to ensure an optimal level of safety is maintained. Such procedures include: raking sandpits to check for foreign objects, covering sandpits after use, emptying water trays when not in use, and checking equipment and the environment for wear and tear. Other safety procedures include: • • • • •
ensuring all poisons and dangerous items are kept in locked cupboards filling out incident report forms to document injury training staff on accident and emergency procedures ensuring that safety devices are installed requiring all permanent staff to hold a current senior first aid certificate. Should you have a concern about any safety issue please see the Head of Early Education.
8.03
Hygiene To minimise cross infection at the Kindergarten, several procedures are followed for the well being of the children. Parents and children are requested to wash their hands on arrival and departure of the building. All children are required to wash their hands after toileting and before meals. Staff members wear disposable gloves when attending to a sick child or changing soiled clothing. Toys and equipment are disinfected regularly. Sunscreen is applied by each child under the supervision of a staff member. A disposable cloth is used by the staff member to assist the child if required.
8.04
Injuries If a child sustains an injury at Kindergarten, first aid is delivered immediately and the Director is informed of the incident. If a child is ill or has a minor accident, contact will be made with the parent and further instructions obtained. If the accident is serious, an ambulance will be called immediately and parents advised accordingly. It is essential that parents leave all emergency telephone numbers with the Kindergarten, including the family doctor, and ensure that an up-to-date record is available at all times. All incidents are recorded and parents are asked to sign these forms when the staff members have informed them of the incident. If the incident is serious and/or requires parent or medical assistance, a parent will be notified as soon as possible after the incident. Small knocks and scrapes will be reported to parents at collection time in the afternoon. In the event of a child requiring transportation by ambulance to hospital, a staff member will accompany the child in the absence of a parent.
8.05
Sun Care The outdoor programme is an important part of Kindergarten and consideration of sun safety is paramount. Despite avoiding exposure to the sun in the hottest part of the day, children are still required to wear sunscreen and a hat when outside. The John Paul College Kindergarten Sun Care Policy provided to parents, outlines the detailed procedures for sun safety at Kindy. Parents are required to implement the measures outlined in this policy and to complete the form either granting or denying permission for staff to apply sun screen. The Kindergarten provides a SPF 30+ Sunscreen for the children’s use. Parents who choose not to use the provided sunscreen are required to supply alternative sun screen for their child. Children are required to wear the John Paul College bucket hat and the Kindergarten shirt is designed to provide adequate protection from the sun with the close weave, collar and sleeves.
8.06
Health The Kindergarten is committed to protecting the general health and wellbeing of children and staff by minimising the risk of the spread of infections with the Kindergarten. Dealing with sickness and infectious diseases is very serious, especially when so many children are in contact with each other. Preventing the spread of infectious diseases is an important part of our commitment to protecting everyone’s health and wellbeing. By limiting the attendance of sick and unwell children from the Kindergarten we can reduce the risk of infecting other children. Children should not be brought to Kindergarten unless they are able to cope adequately with the normal daily routines and experiences within the programme. Usually, if you are in doubt, then he/she is not well enough to attend. It would be appreciated if children, who are ill at home or appear to be ill, are kept at home to recuperate. Children who become ill during the day will be removed from the class to rest. The staff or School Nurse will contact the parent / guardian immediately to come and collect the child from Kindergarten. Infection can move swiftly through a group, therefore, we ask that parents come to Kindergarten within the hour to collect their child. Common concerns If children are showing any of the following signs, parents are well advised to keep them at home. •
Vomiting - If your child is suffering from vomiting, regardless of the cause, they must be kept at home for 48 hours from the completion of the vomiting attack.
•
Diarrhoea - Regardless of the cause, children must be kept away from the Kindergarten for 48 hours, from the last attack, and have a normal bowel motion before they return.
•
Conjunctivitis - Children must be kept away from Kindergarten from the time medical treatment has started and until the discharge has stopped.
8.07
•
Ear Infections - If there is a discharge, the child will need to be excluded
•
Colds - If children have any of the following symptoms, they need to be kept away for a minimum of 24 hours or until well enough to cope with a normal Kindy day: - thick green discharge - persistent or deep cough - wheezing - fever - listlessness or lack of appetite
Medication In the event that a child is required to take prescriptive medication during his/her attendance at Kindergarten, instructions from the child’s Medical Practitioner or the attached pharmaceutical label must contain the following information: name of the child, name of the medication, dosage to be taken, frequency of dosage, prescribing doctor’s name, and date issued. If this information is not on the label we will not administer the medication. Prescribed Medication Parents are asked to enter the details of medication to be given on the ‘Authority to Administer Medication Form’ located inside the sign-on folder. The name of the medication as it appears on the bottle, dosage and time to be given, must be entered on the form by the parent. Staff will not administer medication unless specific time/dosage is indicated by the parent. The medication must be given to a staff member on arrival. The staff member will check the form and Medication with the parent to ensure all details are correct. Staff will place the medication in a locked storage bag that is inaccessible to all children or in a locked bag in the fridge. Non-prescribed Medication (including alternative therapies) Non-prescribed medication (i.e. over the counter medications and alternative therapies) will not be given to any child unless prior written permission and instructions from your child’s doctor have been received by the Director or teacher. Administering Puffers, Spacers and Nebulisers The Kindergarten policy in relation to puffers, spacers and nebulisers is as follows: • • • • • • •
All asthma medication is to be administered as per the requirements of Prescribed Medication in the Giving of Medication policy. A letter from the doctor or instructions as per pharmacy label is required. Parents must provide an asthma management plan for the child, which has been developed in consultation with the child’s doctor, advising staff of the child’s triggers, symptoms and appropriate management techniques. A spacer must be used with a puffer for all children. Nebulisers will not be administered more often than four-hourly. If more frequent use is required the child should not be attending the centre. The doctor’s letter must be renewed every three months if ongoing use is required. In the case of the child having an acute asthma attack or showing no improvement after the use of the nebuliser/puffer, the parent will be contacted or the child will be taken to hospital. You are required to show the staff member the procedure for using the nebuliser so that both staff member and child feel secure in using the machine.
Please note: All medication must be given to a staff member on arrival. For the safety of children, under no circumstances is medication to be left in the child’s bag, on top of lockers or in any other unsecured location.
8.08
Immunisation John Paul College Kindergarten supports the recommendation of the National Health and Medical Research Council in Australia, that all children should be immunised, unless there is a clear medical reason as to why this should not occur. Immunised Children You are required to provide information regarding the immunisation status of your child upon enrolment. A copy of your child’s vaccination certificate or personal health record is required for your child’s file. Please note that it is the responsibility of the parents to regularly amend the child’s vaccination status by submitting new vaccination certificates after each immunisation. All immunisation information for the following diseases must be kept up to date for school records: • • • • • •
Diphtheria / Tetanus / Whooping Cough (Triple Antigen) Haemophilus influenzae type b Poliomyelitis (Oral Polio Vaccine) Measles / Mumps / Rubella Hepatitis B Boosters as required
Non-immunised children It is policy of John Paul College Kindergarten that a non-immunised child is withdrawn from the Kindergarten in the event of an outbreak of a vaccine preventable disease until the outbreak has cleared. If your child is non-immunised, you will be required to complete an agreement to “Withdraw a Non-Immunised Child” form stating that you will comply with this policy in the event of an outbreak of a vaccine preventable disease. If you have any questions regarding immunisation and vaccination contact the School Nurse, or your family GP. For more information go to: www.immunise.health.gov.au The routine schedule of vaccines provided under the National Immunisation Program (NIP) is as follows:
Current immunisation schedule AGE
VACCINE
Birth
Hepatitis B
2 months
Hepatitis B (refer note 1) Diphtheria, tetanus and acellular pertussis (whooping cough) Haemophilus Influenzae type b Inactivated poliomyelitis Pneumococcal conjugate vaccine ( refer to note 2) Rotavirus
4 months
Hepatitis B (refer note 1) Diphtheria, tetanus and acellular pertussis (whooping cough) Haemophilus Influenzae type b Inactivated poliomyelitis Pneumococcal conjugate vaccine (refer to note 2) Rotavirus
6 months
Hepatitis B (refer note 1) Diphtheria, tetanus and acellular pertussis (whooping cough) Haemophilus Influenzae type b Inactivated poliomyelitis Pneumococcal conjugate vaccine (refer to note 2) Rotavirus
12 months
Hepatitis B(refer note 1) Haemophilus Influenzae type b Measles, mumps and rubella Meningococcal C (refer to note 3)
12 -24 months Hepatitis A (for Aboriginal and Torres Strait Islanders in high risk areas) 18 months
Varicella (chicken pox) (refer to note 4)
4 years
Diphtheria, tetanus and acellular pertussis (whooping cough) Measles, mumps and rubella Inactivated poliomyelitis
Note:
1. Total of three doses required following birth dose. 2. Pneumococcal vaccine is funded under the NIP for children born from 1 January 2005 3. Meningococcal C vaccine is funded under the NIP for children born from 1 January 2002. 4. Varicella vaccine is funded under the NIP for children born 1 May 2004.
8.09
Infectious Diseases
The National Health and Medical Research Council guidelines have been used as our authority on the following exclusion times for communicable diseases. Whenever in doubt please contact the school.
CONDITION
CASES
Chickenpox and Shingles
Exclude until fully recovered or at least five days after the eruption first appeared. (Some remaining scabs are not a reason for continued exclusion)
Conjunctivitis
Exclude until discharge from eyes has stopped
Cytomegalovirus Infection
Exclusion not necessary
Diarrhoea cryptosporidium, rotavirus, salmonella, intestinal worms)
Exclude until no loose bowel motion for 48 hours.
Glandular Fever
Exclusion not necessary
Hand, Foot & Mouth Disease
Exclude until blisters have dried
Haemophilus influenzae type b (Hib)
Exclude until medical certificate of recovery is received
Headlice
Exclude until day after proper treatment has started
Hepatitis A
Exclude until a medical certificate of recovery is received, but not before seven days after the jaundice or illness started
Hepatitis B
Exclusion not necessary
Hepatitis C
Exclusion not necessary
Herpes (cold sores)
Exclude if child cannot comply with good hygiene practices while sores are weeping. (Sores should be covered with a dressing where possible)
Human immune deficiency virus infection (HIV / AIDS virus)
Exclusion not necessary unless child has a secondary infection which requires exclusion in its own right
Impetigo (“school sores”)
Exclude until proper treatment has started. (Sores on exposed skin should be covered with a watertight dressing)
Influenza and influenza-like illnesses
Exclude until well
Measles
Exclude for at least four days after rash has started
shigella,
Meningitis (other than meningococcal infection)
Exclude until well and has received appropriate antibiotics
Meningococcal infection
Exclude until carrier eradication antibiotic course is completed. Written medical clearance from a doctor is required before returning to Kindergarten.
Molluscum contagiosum
Exclusion not necessary
Mumps
Exclude for nine days or until swelling goes down
Parvovirus (erythema infectiosum or “Fifth Disease”)
Exclusion not necessary
(Ringworm, Scabies, Pediculosis, Trachoma
Exclude until day after proper treatment has started
Rubella (German measles)
Exclude until fully recovered or for at least four days after the rash started
Streptococcal infection (including Scarlet fever)
Exclude until child has received antibiotic treatment for at least 24 hours and feels well
Typhoid Fever (including paratyphoid fever)
Exclude until a medical certificate of recovery is received
Whooping Cough
Exclude for 21 days from onset of coughing or until child has taken five days of a (pertussis) 10 day course of antibiotics (erythromycin)
Parents are requested to observe these actions if their children should contract any of these diseases. This list should be read in conjunction with NHMRC’s publication Staying Healthy in Child Care – 4th Edition available from the Government Info Bookshops or online at www.nhmrc.gov.au/publications/index.htm
8.10
Child Protection Policy John Paul College Kindergarten recognises that protecting students from harm and the risk of harm is fundamental to maximising their personal and academic potential. For this reason the welfare and best interests of the children within our Kindergarten will always be a primary consideration. We expect our students to show respect to our staff and volunteers and to comply with safe practices and we expect all employees to ensure that their behaviour towards and relationships with students reflect proper standards of care for students, and are not unlawful. The Kindergarten will respond diligently to a report of suspected or actual harm, or risk of harm to a student. What does the Kindergarten mean by harm? Recent Queensland legislation defines harm as:
“any detrimental effect of a significant nature on the child’s physical, psychological or emotional wellbeing. It is immaterial how the harm is caused.” Harm can be caused by: • • •
Physical, psychological or emotional abuse or neglect; Sexual abuse or exploitation; or Domestic or family violence.
How does the Kindergarten protect students from harm? The Kindergarten has a comprehensive Child Protection Policy, which covers the actions to be taken if a member of staff or a parent of the Kindergarten becomes aware or reasonably suspects that harm has been done to a student of the Kindergarten by other staff, people outside the College or by other students. What should you do if you become aware or reasonably suspect that harm has been caused to a student of the Kindergarten by a member of staff, someone outside of the College or by other students? You should report your concerns to the Head of Early Education or any other member of the Kindergarten staff. What will happen next? If you report your concerns to a member of staff other than the Head of Early Education, the member of staff will report it to the Head of Early Education immediately, or if the subject of the complaint is the Head of Early Education then the member of staff will report to the John Paul College Primary School Head and to the Department of Children’s Services (DOCS). What will the Head of Early Education and DOCS do? If the Head of Early Education or the Department of Children’s Services receives a report of harm or suspected harm to a student of the Kindergarten; and he/she becomes aware of the harm having been caused or reasonably suspects the harm to have been caused then it will be reported to police immediately if the harm relates to sexual abuse; or to the Department of Child Safety if appropriate; or it may be dealt with internally if the matter does not require mandatory reporting to an outside body. What happens about confidentiality? Your report will be treated in a confidential manner and with respect. Knowledge of it will be limited to the Head of Early Education and those directly involved. It is the Kindergarten’s policy that confidentiality between the Kindergarten and parents will be respected as much as possible and any concerns raised by parents will not rebound adversely on their children. Each person who has access to information regarding suspected or disclosed harm has an obligation to observe appropriate confidentiality. However, the Kindergarten is unable to promise absolute confidentiality since the steps of the policy will require disclosing, internally and externally, certain details involved in responding to the report. State authorities can compel people to give evidence about actions under the policy and to produce documents. You would be fully informed if information you provided were to be passed on to a third party.
Any action, which needed to be taken under staff disciplinary procedures as a result of an allegation not requiring police intervention, would be handled confidentially within the Kindergarten. How will the Kindergarten help my child? The Kindergarten will ensure that the following things are done to reduce the chance of harm occurring: •
Ensure that each staff member understands and fulfils their obligations under this policy and the policy for reporting abuse.
•
Ensure that there is an acceptable reference for each staff member engaged since the commencement of this protocol, from his or her previous employer.
•
Ensure that each staff member and volunteer who has contact with children has a current positive suitability notice issued by the Commissioner for Children and Young People.
If the Head of Early Education receives a report of harm to your child, he/she will support the child by: • • • • •
responding rapidly and diligently to the report; reassuring the student; protecting the child’s confidentiality as much as possible; offering continuous support; and providing counselling if requested.
What should I do if I require more information? The Kindergarten’s complete Child Protection Policy is available at the Kindergarten. Parents and students may have access to this policy at any time. You may also make an appointment to discuss the policy with the Head of Early Education if you wish to clarify any matters.
The Hundred Languages of Children The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking. A hundred, always a hundred ways of listening of marvelling, of loving, a hundred joys for singing and understanding. A hundred worlds to discover, a hundred worlds to invent, a hundred worlds to dream. The child has a hundred languages (and a hundred, hundred, hundred more) but they steal ninety-nine. The school and the culture separate the head from the body. They tell the child: to think without hands to do without head to listen and not to speak to understand without joy love and marveling only at Easter and Christmas. They tell the child: to discover the world already there and of the hundred they steal ninety nine. They tell the child: that work and play reality and fantasy, science and imagination, sky and earth, reason and dream are things that do not belong together. And thus they tell the child that the hundred is not there. The child says: No way The Hundred is there. Loris Malaguzzi 1920 - 1994
John Paul Drive, Daisy Hill, Qld 4127 Australia Phone: +61 7 3826 3333 www.johnpaulcollege.com.au
CRICOS 00500B
