aspendale north kindergarten
TRANSCRIPT
INFORMATION HANDBOOK 2019
ASPENDALE NORTH KINDERGARTEN
13 CONNEWARRA AVENUE ASPENDALE, VIC 3195
Phone / Fax (03) 9580 7976 Emergency Mobile: 0468 301 370
www.aspendalenorthkindergarten.com.au
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CONTENTS History 2
Staff 3
Timetable 4
Contacts 4
Important Dates 5
Our Philosophy and Values 6
OUR Values 7
Educational Program 7
Starting Kindergarten 10
Things to Bring to Kindergarten 11
Arrival and Departure 13
Committee of Management 14
Kindergarten/School Readiness 14
Health and Safety 15
Family Involvement 17
Communication 19
Policies 20
Aspendale North Kindergarten (ANK) Inc. was officially opened on 31st October 1970. ANK is
affiliated with the Department of Education and Training (DET), City of Kingston and is a member of
Early Learning Association of Australia (ELAA). ANK is managed by a Committee of Management
(COM) made up of volunteer parent/carers. It is the responsibility of the COM to manage and
maintain the kindergarten, including staff matters, grounds, building and equipment.
ANK has had a long history of catering to the needs of children in Aspendale and the surrounding
area. The Kindergarten’s program is structured around the children’s developmental and emotional
needs, recognising the diversity of children of different cultures and special needs children. We have
long worked in partnership with Yarrabah Early Intervention Education and Yooralla, as well as the
local primary schools attended by the children. Our staff aim to provide an environment which
encourages the values of security, friendship, trust, understanding, responsibility, co-operation,
safety, independence and care for the environment and nature.
There have been significant changes in the field of Early Childhood Education over the past few
years with the introduction of the Early Years Learning Framework (EYLF) in 2010 and the National
Quality Standards and Framework (NQF) in 2012, including updates from 1st October 2017. On 1st
February 2019, the new National Quality Standards will be introduced for all services and ANK is
ready to embrace these changes and are proud of our commitment to continuous improvement.
ANK underwent the National Assessment and Rating process in 2017 and was rated as meeting the
National Quality Standards.
HISTORY
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Educational Leader – Natalie Caughey Nominated Supervisor – Nicole Jones
Administration Officer – Kelly Cooper
Four-year-old Funded Kindergarten Program
Seahorse Group Dolphin Group
Teacher – Natalie Caughey Teacher – Nicole Jones
Educator – Narelle Toniolo Educator – Kellie Davis
Three-year-old Kindergarten Program
Penguin Group (P1 Tuesday & Thursday, P2 Tuesday, P3 Thursday)
Teacher – Kirsty Cipriano
Educators – Narelle Toniolo (Tuesday) and Kellie Davis (Thursday)
Staff Roles and Responsibilities
Nominated supervisor: The Nominated Supervisor has a coordinating role with staff and the COM.
The main responsibilities are to oversee the management and delivery of quality preschool programs
including ensuring compliance with all educational and care/safety guidelines and regulations and
management and leadership of staff as well as advising the COM.
Educational Leader: The role of the Educational Leader is to guide our educators in their planning
and reflection and mentor colleagues in their implementation practices. They are responsible for the
pedagogical (educational) direction of the kindergarten.
Early Childhood Teacher (Certified Supervisor): Each class must have at least one qualified
early childhood teacher in charge at all times. Teachers must hold a recognised early childhood
teaching qualification. As well as teaching the class, teachers do formal observations of the children
they teach, document their development, and plan programs designed for those children. All of our
teachers have current training in first aid, CPR, anaphylaxis and asthma management.
Educator (Certified Supervisor): The educator helps the teacher to provide the educational
program by sharing their observations and ideas and working directly with the children. They have
a role in documenting the program and learning as well as sharing the responsibility for cleaning
and restoring order to the room after each class. All of our educators have current training in first-
aid, CPR, anaphylaxis and asthma management.
Administration Officer: The Administration Officer works with the staff and COM, under the
guidance of the Nominated Supervisor to fulfil many of the administration requirements of the
kindergarten. Please see the administration officer for information relating to general kinder
enquiries, fees, uniforms or policy information.
STAFF
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2019 TIMETABLE
Address: 13 Connewarra Ave, Aspendale VIC 3195
Phone/Fax: 9580 7976
Emergency Mobile: 0468 301 370
Email: [email protected]
Website: www.aspendalenorthkindergarten.com.au
Administration Officer: [email protected]
President: [email protected]
MONDAY WEDNESDAY TUESDAY THURSDAY FRIDAY
11.45AM -
4.30PM
DOLPHINS
8.15AM -
3.15PM
SEAHORSES
8.15AM -
11.15AM
PENGUINS 1 & 2
1.15PM -
4.30PM
SEAHORSES
8.15AM -
12.45PM
DOLPHINS
8.15AM -
1.00PM
SEAHORSES
1.30PM -
4.30PM
PENGUINS 1 & 3
8.15AM -
2.00PM
DOLPHINS
2019 Timetable
Both four-year-old groups (Dolphins and Seahorses) will complete 15 hours at kinder each week.
Penguins One will complete six hours at kinder each week, and Penguins Two and Three will each
complete three hours at kinder each week.
CONTACTS
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2019 Term Dates ANK follows the term dates set by the Department of Education and Training (DET).
Term 1: 29* January (*First day of Term 1 is a student free day) to 5 April
Term 2: 23 April to 28 June
Term 3: 15 July to 20 September
Term 4: 7 October to 20 December
2019 Public Holidays The centre is closed on the following public holidays: 11 March Labour Day
19 April Good Friday
21 April Easter Monday
25 April ANZAC Day
10 June Queen’s Birthday
27 September AFL Grand Final
5 November Melbourne Cup Day
2019 Community Days and Special Events Traditionally the community, along with the Committee of Management, supports the benefits gained with various programming initiatives that extend beyond the boundaries of our kindergarten. For instance, events that we usually enjoy include (but are not limited to):
Easter and Christmas barbeques towards the end of Term 1 and Term 4
Local primary school excursions such as our ‘step into prep’ day (4-year-old groups only)
Children’s Week Celebrations – in past years this has been a ‘Train Day’ held in late October
Trivia Night (every second year)
Friends of Aspendale Train Station projects
IMPORTANT DATES
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OUR PHILOSOPHY
We acknowledge the Traditional custodians of this land, the Boonwurrung people, proud members of the Kulin Nation. We acknowledge that the children of the Boonwurrung people
played, grew and learnt on this land, the same land our ANK children enjoy and are inspired by today.
At Aspendale North Kindergarten our philosophy is centred around the image of a child as a capable and unique individual who is naturally driven by their curiosity and imagination to create meaning from all they encounter. We believe young children learn best through play and bring with them previous experiences, strengths, abilities and interests to build upon.
We aim to deliver a hands on, play-based, responsive and flexible program that is open-ended and process-focused within long periods of uninterrupted play, that caters for the unique needs of each group of children. We believe both children and adults should play a role in the development of the program and therefore weave a balance of child-directed, adult led and intentional teaching experiences into each day that take advantage of both planned and spontaneous learning opportunities. We recognise that children thrive when they are cared for and educated in a secure, nurturing, fun and stimulating environment. We therefore strive to create a sense of belonging to the kindergarten community for all children and families through building relationships, respecting and embracing diversity and providing an inclusive setting. We are a proud committee of management run kindergarten that encourages families to actively participate and contribute to the program and to help to build a strong sense of community. We value the importance of connecting the children to the natural environment, embed sustainability in our daily practices and value aesthetically beautiful and stimulating environments with the aim of awakening the child’s senses in new and interesting ways.
As early childhood professionals, reflective practice is at our core. We focus on continuous improvement for the benefit of the children, our centre, ourselves and our community. We recognise children have their own journey of development and so ensure they are supported and challenged to succeed at their own pace. We take delight in sharing each child’s achievements and celebrating the extra-ordinary in the ordinary. In partnership with families we hope to instil a lifelong love of learning and build strong foundations towards readiness for school and all that life will bring.
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At ANK, we a guided by a set of values. These values are not just a reflection of our programs and learning intentions but are relevant to our entire community including COM, team members, children and parents. These values truly reflect the essence of our identity and purpose, and are a high-level overview or our philosophy. We use them to help guide us in everything that we do including decision making, recruitment, learning programs and culture. The entire ANK community is expected to act, and can expect to be treated, in accordance with these values.
Value Value statement Fun A learning environment that is social, fun and where children thrive and families
are engaged and united as a community.
Belonging
An environment where we belong and feel welcomed, where relationships grow stronger with teachers, peers and other families.
Integrity We are consistently honest, fair and professional. We respect and value diversity.
Partnership A collaborative approach between committee, staff and community to provide a supportive respectable, warm environment for the benefit of the children.
Passionate
United by passion we share resilience, perseverance and are agile in adapting to community needs.
EDUCATIONAL PROGRAM
ANK are committed to providing quality Early Childhood Education. The National and Victorian
Frameworks underpin our curriculum initiatives and overall operations of our kinder. With these in
mind, all groups at ANK offer play-based programs for children to learn and grow. The educational
program provided in kindergarten is guided by ‘Belonging, Being and Becoming’, the Early Years
Learning Framework for Australia. A copy can be viewed at our centre or downloaded from the
ACECQA website: www.acecqa.gov.au
The Victorian Framework provides teachers/educators with common principles to guide practice
which are outlined in the following educational outcomes:
• Identity: children have a strong sense of identity
• Community: children are connected with and contribute to their world
• Wellbeing: children have a strong sense of wellbeing
• Learning: children are confident and involved learners
• Communication: children are effective communicators
ANK Aims
OUR VALUES
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▪ To provide children with programs that cater for individual needs and levels of development, as well as offering a safe, stable, caring and stimulating environment.
▪ To provide an educational program that promotes growth and development of the “whole” child –including: physical, social, emotional, linguistic and cognitive areas.
▪ To offer opportunities for children to explore expression through story-telling, art, mime, dance, movement and drama.
▪ To offer children opportunities for discovery learning using music, science, mathematics, art, and social studies.
▪ To provide an environment which encourages the following values: - Love - Security
- Friendship - Trust - Understanding - Responsibility
- Co-operation - Safety - Independence - Respect and care for the environment and belongings
- Respect and care for nature - Respect and care for each other
Through these values, we are attempting to provide:
▪ A range of developmental programs, activities and equipment which extend the children’s skills and abilities in the areas of problem solving, co-ordination and creativity
▪ An environment that promotes consideration and concern for the welfare of others through sharing and co-operation
▪ A warm, loving and secure environment, which encourages children to explore and discover the world around them with independence and confidence.
▪ An opportunity to develop skills in “the three C’s”: Communication, Co-operation and Conflict Resolution.
Settling In As your child begins their year at kinder we are aware it is filled with a mixture of emotions, sometimes for parents too! It can be both wonderful and exciting, but for some, this experience can feel overwhelming and emotional. Starting kinder often marks the first time a child spends time away from home or the familiarity of family and friends. Adapting to their new kinder routine, feeling comfortable and safe in our care is therefore a priority for all the ANK children.
Children adjust to being part of their kinder community at their own pace – some make friends immediately, some begin at kinder already knowing friends from outside of the service - while others take time to feel connected, build relationships and participate in the program. It is vital all children experience a positive start to kindergarten, and feel supported by every adult around them to enable them to build their social and emotional confidence.
Three-year-old Program Overview – Penguins Our play based program provides a wonderful foundation that supports one of our primary goals for children in the three-year-old group - the development of children’s social skills. As children engage with each other, they trial different methods of interacting, they discover self-control, practice negotiating behaviours, and learn to share, co-operate and take turns. Through play, children feel safe to experiment. They learn what works and what doesn’t, they build confidence with their own capacity to maintain relationships and work out what to do when things don’t go as planned. Programming initiatives will vary and therefore impact what actually occurs within each session. As an overview however, our Penguins children will have opportunities to:
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• Spend time exploring a variety of activities and experiences inside and outside
• Extend their interests and build new understandings through play
• Participate in teacher initiated, intentional teaching / learning
• Explore the possibilities of open ended activities
• Share group / mat times which may include a combination of: discussions, games, music, movement activities, songs, mimes, story time
• Snack time
• Enjoy scheduled incursions (these vary from year to year depending on programming and children’s interests)
• Build community links when visitors / guests spend time and share knowledge or skills
• Develop, extend and build on emerging skills in these important areas: - social - emotional
- physical (fine and gross motor) - learning / cognition (problem solving) - communication
The Early Years Learning and Development Framework outline these as the primary outcomes for children’s development. These outcomes form the basis of all our planning, reflections and assessment of your child’s development throughout their kinder experience.
Four-year-old Program Overview – Seahorses & Dolphins Often by the time children commence their four-year-old kinder year they have already experienced some time in formal care such as long day care, occasional / family day care, or a three-year-old kinder program. Even those children with previous experience can sometimes feel anxious about being left in their new kinder environment, getting to know their teacher or making friends.
The program is tailored to support the transition process and individual strategies are put in place for children requiring additional time and support.
As with the three-year-old program, the overall objectives in the four-year-old groups are in line with the Early Years Learning and Development Framework outcomes (as outlined above) which aims to ensure children have all of these aspects of learning fostered. The focus however shifts to a greater intention of school readiness.
At ANK the teachers provide a good mix of:
• structured and unstructured activities
• intentional teaching and open ended play
• active physical play and quiet time / individual play
• small group and large group experiences
• opportunities to listen to others, and opportunities to be heard
• being the leader, and being able to follow another person’s ideas
Each teacher will provide a quality program to reflect and build on the children’s interests and particular learning needs.
Cultural diversity will be celebrated in partnership with families, and children’s identity explored using events that hold special meaning to them.
Through our 15 hour per week timetable, including a long day in our Seahorse group program, we are able to offer children time and opportunity to practice and revisit important skills and build learning in our four-year-old programs.
As an overview our Seahorse and Dolphin children will typically have opportunities to:
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• Spend time exploring a variety of challenging activities
• Develop learning and skills through play experiences in our inside and outside environments
• Enjoy extended periods of uninterrupted play
• Use their own interests to discover and build new understandings
• Participate in teacher initiated, intentional teaching/learning
• Explore the possibilities of open ended activities
• Share group/mat times which may include a combination of: discussions, games, music, movement activities, songs, mimes, story time
• Participate in communal, or progressive, snack times, as well as lunch on longer sessions
• Participate in a dedicated rest/relaxation time as required
• Enjoy scheduled incursions (see information below)
• Build community links when we go out on excursions, or we have visitors/guests spend time and share knowledge or skills
STARTING KINDER
Starting Kindergarten for the first time can be daunting for a young child as they step away from the familiar people in their lives and begin to develop trust and friendships with new adults and other children. Each child will manage the transition differently, and some children may need strategies to help them overcome their initial nerves.
The teachers and educators will encourage and support your child through this stage and will work together with families to provide a nurturing environment. Please feel free to discuss any concerns you may have about the transition process for your child with their teacher.
At the beginning of the year we provide a staggered start for the children. Your child will attend with a small group of children initially, which allows them to get to know the other children, feel comfortable in their new environment and also helps the teacher to get to know your child. This is gradually increased until all children attend together for their full session timeframe.
There are a few practices that families can implement to help your child as they settle into kinder:
• Help your child settle into an activity if they seem uncertain initially
• Always say good-bye to your child. If you slip away without letting your child know this can further increase their feelings of insecurity.
• Once you have said goodbye it is important that you leave promptly. If your child sees you hesitate, they may interpret it as you being worried about them, which in turn reinforces that they should be worried too
• You are always welcome to call the kindergarten during session time to see how your child is going. Children generally settle in happily once their parent/caregiver has left
• If you can’t avoid being late to pick-up your child, please ensure you call the kinder so teachers can reassure them that you are on your way.
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Each child should arrive with an easy access kinder bag that contains:
• A comfortable (and weather appropriate) change of clothes
• A labelled drink bottle, filled with water ONLY
• A healthy snack for snack time - ideas include: fresh fruit, vegetables, cheese, yoghurt, crackers, sandwiches (Please avoid chocolates, sugary sweets, processed foods such rolls ups etc. as these do not provide the nutrition that children need to last them through the day)
We ask that parents refrain from packing nuts, or products containing nuts to avoid allergic reactions
On the days when session times exceed four hours (4-year-old groups), children will need to also bring lunch. Lunch suggestions include:
• A sandwich with some protein (some ideas are cheese, turkey, chicken, ham or tuna and salad).
• A tub of yoghurt or some cheese cubes
• Fruit or vegetables
• Dried biscuits and dip Rest/Relaxation Relaxation periods will be incorporated into the sessions. However, if your child requires more rest time, feel free to supply a small comforter e.g. pillow, teddy etc.
Play clothes Please ensure that your child wears comfortable and practical clothing to kindergarten. Casual clothes allow children to become involved in play and not worry about getting dirty. Smocks are provided however children still need to feel comfortable participating in messy activities and may feel inhibited if dressed in special clothes. We highlight: long dresses, thongs and slippery-soled shoes (e.g. Croc’s) ARE NOT SUITABLE for Kindergarten, as they are dangerous when children climb and run. Clothing such as jackets, or any removable item should be clearly named to avoid items going missing. Weather Appropriate Clothing Summer: A summer hat is compulsory until April 30th and again from September 1st until the end of the year. Hats are supplied by the Kindergarten. We recommend you apply sunscreen to your child prior to the session (refer to Information & Policy Handbook for SunSmart Policy), we will facilitate the application of sunscreen after 4 hours on longer sessions. We usually have sunscreen at the sign in area to enable you to apply sunscreen prior to the session if necessary. If your child has skin sensitivity, please supply your own sunscreen in your child’s kinder bag and alert staff of this. Winter: A coat for winter is essential as we try to get outside as much as possible. We have the opportunity to play outside during the winter months due to the design of our centre and the amount of sheltered areas we have.
Change of clothes Sometimes your child may have a toileting accident. We are accustomed to these occurrences. Often the children become distracted by the activity they are participating in and leave toileting to the last minute. The Kindergarten has spare clothing however most children prefer their own clothes. Please pack a full change including underpants, pants such as leggings or tracksuit/shorts, socks, and a top. It is good to have extra shoes as well. If you haven’t supplied a spare set of clothes, your child may borrow kindergarten clothing. In this instance we request any borrowed items are washed and returned as soon as possible as our supplies are limited.
THINGS TO BRING TO KINDER
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Promoting independence A major part of our Kindergarten program is helping children to become independent. We encourage children to put on their own art smocks, shoes and socks, etc. We encourage them to clean up after themselves after finishing activities. We also promote independence with toileting routines. Let your child unpack their belongings at kinder! We would appreciate it if you could assist them in developing these skills at home as well.
Your child’s work Please remember to regularly check the “Take Home Box” for your child’s group, their artwork will be filed behind their named divider. It is important to your children that you show interest in the work that he/she brings home. Please remember that the majority of activities provided at kindergarten cannot be brought home, e.g. puzzles, blocks, home-corner etc. must be left behind. If your child comes out empty-handed, it doesn’t mean he/she hasn’t worked – in fact quite the opposite often occurs. A quick pasting or painting to prove he/she has been busy achieves far less than a concentrated effort elsewhere in the playroom or playground.
Bringing toys to Kindergarten Children’s toys are often un-named and therefore lost or misplaced, which can cause unnecessary distress. It is also difficult for staff to manage in the busy routine of the day. Children will have opportunities throughout the year to bring special toys to kinder to share with friends, however we otherwise request toys remain at home.
Emotional Self-Regulation We recognise children are not always going to play harmoniously. However, when conflicts do arise we work towards helping children see the ‘just’ way of resolving their conflicts. If children feel angry or frustrated, we help them to access other legitimate ways to manage their feelings and work towards resolution. We support resolution with strategies around learning to verbalise emotions in a positive way as well as redirecting children towards digging, pounding clay / play dough, using punching bags or hammering.
We spend time showing children a variety of strategies such as deep breathing, gentle music, meditation, relaxation and learning to be silent and quieten our bodies.
Celebrations We love to celebrate and share special occasions. During the kinder year, children love to share in each other’s birthday celebrations. Parents are welcome, and may like to select their child’s birthday as a parent duty day. Please discuss celebration plans with your child’s teacher so that preparations are appropriate for the needs of the children. As part of birthday celebrations at ANK, staff will invite your child to blow out candles on a wooden play birthday cake, sing ‘Happy Birthday’ and share birthday stories and events. If you wish to provide ‘take home’ treats please limit these to one treat per child e.g. mini bubbles, bouncy ball, mini play dough or special stickers. Your child will be welcome to hand these out at the end of the session during our goodbye routine. As we need to manage allergies and dietary requirements across the centre, providing food/sweet treats (e.g. cakes, chocolates, lolly bags etc.) is not recommended. It’s often difficult to invite all children from kinder to your child’s birthday party, so please be sensitive and discreet when handing out invitations so children (and parents) do not feel excluded.
Lost Property Please check our lost property basket from time to time. We tend to accumulate a great deal of lost property, therefore all items not collected by the end of the year are given to the local Op Shop.
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Please try to drop off and collect your child as near to their session time as possible. Entry to the foyer is via confidential keypad access.
Parents/carers must stay with their child until the kinder door opens. Supervision of the children only becomes the responsibility of staff members at the service once the session begins, they are signed in and parents/carers leave the premises.
All parents/carers must sign the attendance book, noting the exact time of delivery and approximate pickup time. It is important to write the actual name of who is picking up the child (not “mum” or “dad’). Parents/carers with multiple children attending the same session (e.g. twins) must sign in each child separately. Each child has their own assigned locker. Children’s personal belongings are to be placed into their lockers upon arrival. Children are able to access their lockers in the foyer throughout the day. Please place snack containers, lunch boxes and drink bottles on the trolleys upon arrival. On arrival and prior to commencing play, parents are required to supervise the children’s handwashing. This routine supports health and hygiene best practice within our centre. Please regularly check: Your individual group “Take Home Box” for notices and art work
• Displayed program /information located in the foyer & classroom
• Group Journal and Diary updates
• Group Communication books
• Emails
There is only 30 minutes between each group session to clean up and reset. During this period a number of tasks need to be completed by staff:
• Ensure children have been picked up safely
• Change and check the attendance books and rosters
• Clean toilets, playroom and playground
• Prepare the learning experiences and resources for the next group of children
• Evaluate the session and discuss progress of children
• And, if possible, have lunch and a small break
Please support us by supervising children and ensuring they do not interrupt the program resources that have been set for the next group.
When picking up children, the attendance book must again be signed by all parents/carers (or authorised person collecting the child) noting the exact collection time. Adults must sign their actual name when collecting the child. This process shifts the responsibility of the children’s supervision back to the parents/carers. Staff will only release a child to the parents/carers or person authorised to collect the child. If for any reason the collection arrangements change during the course of the session, the parents/carers must telephone the service to inform the staff about these changes before the end of the session. Staff will also advise the child of any changes in plans so they can prepare and not become confused or upset.
Note: To avoid unnecessary distraction for children in session, we request parents/carers do not arrive earlier than five minutes prior to the session ending. We also request families exit within five minutes of the session ending. Please ensure siblings or other children not enrolled in the program are appropriately supervised whilst on the premises.
ARRIVAL AND DEPARTURE
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Safety at the Gate
It is essential children are accompanied exiting out the front gate and adults maintain awareness of other children standing close to the exit. Do not allow any child to exit the kinder grounds unattended.
Children, including siblings are not to be shown/taught how to open the gate or how to use the keypad. This ensures we can keep our children and families safe at all times.
Children are not to climb or swing on the gate as this can misalign the closing and locking mechanism.
Dogs are to be left outside the kinder gate, away from the entrance; and must remain on a leash at
all times.
COMMITTEE OF MANAGEMENT
ANK is a community run kindergarten in council owned premises. We are a stand-alone, not-for-profit organisation. The service is managed by a Committee of Management (COM) comprising parents and community members who offer their time voluntarily.
The licensee of the service is the incorporated body, represented by the management committee, the members of which are elected each year at the annual AGM in November. The committee makes all major legal, financial, employment, planning and policy making decisions.
At ANK, committee members work together in partnership with staff for quality outcomes and best practice. Each committee role has been structured in such a way that no job is too big for anyone. Furthermore, becoming a member of our committee is an opportunity to contribute to your child’s future at the kindergarten.
Committee Members The Executive Committee comprises of the President, Vice President, Treasurer, and Secretaries.
The General Committee comprises of the Enrolment officers, Fee Officers, Policy Officer, Grants Officer, Staff Liaison & Wellbeing Officer, Communications Officer, Events Coordinator and Fundraising Coordinator.
Throughout the year, sub-committees are formed to manage larger projects (such as the Trivia Night or similar). If you are interested in making this sort of contribution, please let a committee or staff member know.
If you have any concerns regarding your child’s readiness for kinder or progressing to school you must raise these with your child’s teacher as soon as possible. While age is a factor, children develop at their own rate which requires individual consideration. Accessing a second year of funded kindergarten is a formal process, (assessed externally) where the child must meet criteria for having two or more areas of developmental delay.
Learning and Development Transition Statements Transition Learning and Development Statements are completed for all four-year-old children moving from kindergarten into their foundation year (prep) the following year. These will be
KINDERGARTEN/SCHOOL READINESS
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completed by the teacher and the parent to support a positive transition to school. The statement has two parts; one for the family, one for the teacher.
Forms will be sent via email for parents to fill out. The Educator forms will be given confidentially to each parent. Parents who have concerns regarding their children commencing school or 4yo Kindergarten should see the teaching staff before August /early September.
Additional Support The Educational Leader provides support to all staff as well as parents in the community on matters regarding a child’s development, progress at kinder, and readiness issues. They can also make recommendations for additional services for parents to access outside of the kinder, such as community based services or early intervention.
The Preschool Field Officer (PSFO) Service is a team of highly experienced and trained kindergarten educators who provide a free service to kindergarten staff for children who are enrolled in a funded four-year-old kindergarten program. (If required, three year old kindergarten children have access to this service in fourth term). Their service provides insight and strategies for home and kindergarten, helping parents and educators understand a child’s unique development. Support options may be presented in their report/ discussion, along with ideas for maximising learning in the kindergarten context.
Allergies and Sensitivities If your child has a diagnosed health issue, an individual health plan must be provided prior to your child commencing kindergarten. Your child will not be able to attend kindergarten without provision of a signed ‘Action Plan’ and appropriate up to date medications.
All staff maintain up to date first aid, anaphylaxis and asthma training.
Parents are required to keep staff informed with up to date allergy or sensitivity information throughout the year. At the commencement of term 1, teachers will issue a notice outlining all the food allergy concerns for your child’s group so cooking activities are managed appropriately and to help us all be vigilant, aware and avoid unnecessary allergic responses.
Allergies, Asthma and Anaphylaxis ✓ If your child has known allergies, asthma and or anaphylaxis, parents must provide the
kindergarten with an up to date ‘Action Plan’ signed by the doctor. ✓ Risk minimisation plans and communication plans must be completed in conjunction with
your child’s teacher as this allows clear information to be communicated to staff about triggers etc.
✓ All medication such as Ventolin and a spacer, or EpiPen etc. will need to be provided to the kindergarten prior to the commencement of Term 1. Medications will be stored and remain accessible for staff during session and taken off site for excursions. If a child uses our back up spacer, they will take it home and the parent is responsible for replacing it.
✓ Family contact details must always remain up to date throughout the year. ✓ If you have any questions regarding management of your child health issues at kinder and
relevant documentation, please speak directly to your teacher
HEALTH AND SAFETY
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Working together for Health Management If your child is unwell, please keep them home for observation and/or use common sense to assess their attendance at kinder. Do not ask your child if they feel well enough to attend kinder, they will always say yes! It is up to you as a parent to assess their health and make that decision. Parents must notify staff if their child has experienced symptoms of illness so appropriate communication can be distributed to other families attending the centre. (Refer to Committee of Management Policy Folder for a list of infectious diseases and procedures). Parents are also responsible for updating their child’s health status during the year e.g. if your child has been given a diagnosis with asthma or anaphylaxis, staff must be advised. If you believe your child is too ill to participate in outdoor activities, they MUST remain at home.
Medication Procedure If your child requires medication whilst at kinder, staff require the written consent from the child’s parent/guardian/authorised nominee, which is to be written on the appropriate Administration of Medication Form. Medication must be handed to the teacher, and not left inside a child’s bag or locker.
Children can only be given prescribed medications that are signed for by the parent, and have the child’s name on the bottle/container. Staff will record any medications given along with any important notable health changes.
General Health Alerts and Notification To help minimise and manage infections and illness throughout the year we need your help. If your child is suffering from any of the below, please refrain from sending them to kindergarten:
• Severe or lingering coughs or colds
• Cold sores/skin sores of any kind (infectious)
• Eye infections
• Gastric upsets
• Green/yellow runny nose
• Untreated head lice or crawling lice
• Infected sores
• Ringworm
• Sore throat
• Threadworms
• Infectious or contagious diseases
Staff will communicate infections as they arise to ensure families can be vigilant and manage symptoms if/when they arise. The Australian Government publish a minimum exclusion period table, for an up to date version please review online. https://www.nhmrc.gov.au/guidelines-publications/ch55
Incident/Injury/Trauma/Illness Notification Whilst the greatest care is given, accidents do happen. On the occasion where a child has suffered an incident, injury, trauma or illness at kindergarten, arrangements will be made to ensure parent/carers are advised and appropriate treatment is received as soon as possible (refer to Committee of Management Policy Folder). Parents will be required to sign a record form at kinder, which formalises and documents that the information has been reported from the service to the parent/guardian.
No Jab, No Play After January 1st 2016 all children are required to be vaccinated before attending kindergarten. The government has issued these laws to increase the immunisation rates amongst young children in the community, to provide maximum protection against vaccine preventable diseases. Information can be accessed on https://www2.health.vic.gov.au
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We value family involvement in the program. We welcome your insight, and recognise that you are the expert when it comes to your child. Over the course of the year we will invite your contribution in a variety of ways:
• Parent discussions
• Feedback forms/surveys
• We also welcome family contribution to run activities in our program such as cooking, dancing, singing, music, art projects or other initiatives.
We are vitally interested in the family as a unit and encourage visits from all family members, including extended family to our Kindergarten. Throughout the year we have evenings and weekend activities to enable full family participation.
In some situations, a home visit helps to strengthen the bond between home and the kindergarten, and allows us to discuss matters relating to your children and our program in a more personal way. Please let us know if this is something you are interested in.
Parent Skills Any parents / guardians with special interests or abilities are most welcome to offer these to our program, e.g. art, music, cooking, etc. Please speak to your child’s teacher.
Fees After initial enrolment fees are due by the Annual General Meeting in the year prior to your child’s commencement date; all other term fees will be invoiced to families approximately two weeks prior to the end of each term. These fees must be paid by the date indicated on the invoice; (generally this is the last week of the prior term). If families are experiencing financial hardship they should contact the fees officer ([email protected]) to discuss payment options.
• Three-Year-Old Group Fees (Penguins): $425 per term
• Four-Year-Old Group Fees (Seahorses & Dolphins): $465 per term
• PLUS $25 per term fundraising levy per family
Parent Participation Rebate (Enrolment Deposit $100) The Committee considers appropriate levels of mandatory family participation, which is reviewed from time to time. The ‘Fees Schedule’ outlines the parent participation rebate requirements each year. The current parent participation rebate is linked to families completing a working bee throughout the year. Specific details are outlined below.
Working Bees
• Completion of one working bee per year for a minimum of two hours, per family
Each group are assigned a date, however if families cannot attend on that date they can make it up on another day with a different group.
Parent Duty
A traditional and essential part of a kinder program is having the assistance from parents in our community to help during the session in managing practicalities. Your support assists staff with various practical activities and initiatives, allowing for a more dynamic and flexible program. This is also a wonderful opportunity to become involved, spend time with your child and see the meaningful learning unfold. Beyond that, it also gives staff more personal time to get to know you and build those important relationships with families. We kindly request that families ‘sign-up’ for:
FAMILY INVOLVEMENT
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• Four-Year-Old Groups: two duty sessions per term
• Three-Year-Old Group: one parent duty per term
Duty responsibilities will vary from session to session however there is a list of recommended duties displayed in the kitchen that will help guide you when you attend, and staff can also direct you with what might assist the most on that day. Rosters are continually displayed at the sign in desk, which allows families to select a date and time that suits. For ‘long day’ sessions, parents are only required to stay for ½ the session. If unforeseen circumstances arise and you are unable to attend, it is your responsibility to swap your day/date with another parent ahead of time, and advise staff of changes when possible. Please record your participation on duty in the visitors register, signing in and out every time you attend. Siblings are welcome; however, they do remain the responsibility of parents at all times. As a legal requirement, siblings must also be signed in and out of the visitors register. If you are unable to attend working bees/parent duties there are a number of tasks available
as an alternative e.g. mending/fixing equipment, cleaning toys etc. Please speak to a member of staff to make arrangements and have your contributions recorded.
Supervision and Working with Children Check Parents are not permitted to be alone with any child (other than their own) whilst on the kinder premises. Supporting children on the toilet is something only staff members are allowed to do. Any child requiring toileting assistance should immediately be referred to staff.
According to the Victorian State Government, ‘if you are a parent volunteering in an activity in which your child participates, or normally participates…(or)... If you are 'closely related' to each child they have contact with in their activity…. you are exempt and do not need a Working with Children Check’ (WWCC)
‘Closely related’ refers to;
• parent
• spouse or domestic partner
• step-parent
• mother-in-law or father-in-law
• grandparent
• uncle or aunt
• brother or sister, including half siblings, step siblings, brother-in-law or sister-in-law
Whilst ANK accepts all family member’s support at the centre and understands that WWCC are not compulsory, we do request that parents apply for a WWCC as this supports best practice. If you have an up to date WWCC please show this to your child’s teacher so we can take a record of this.
Applications are made at http://www.workingwithchildren.vic.gov.au/utility/home/ and require the form to then be taken to Australia Post for lodgment. WWCC checks are free for volunteers, and Australia Post will not charge you for the necessary photo.
Laundry Laundry is completed by parents on a term roster basis. Washing includes cleaning the children’s smocks, kitchen linen etc. Laundry is washed weekly and returned by their child’s first session the following week. Refuse, Reduce, Reuse, Repurpose and Recycle Parents often have materials at home which can contribute to the Kindergarten program, e.g. books, charts, objects, toys etc. Children can bring these along to show at appropriate times. This helps the children’s kindergarten experience to be more meaningful as well as creating an interest at home about what is happening at Kindergarten.
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From time to time we will request recycling materials such as boxes, paper, bottle tops, corks, materials, ribbon, lace, wood, and other odds and ends for the children to use in our art and craft activities.
We request no empty toilet rolls, egg cartons, and boxes or containers that have had nuts or food with nut ingredients as these are unsuitable for use at kindergarten.
Teaching staff are available for discussions with parents about important events or occurrences of
the day.
Important upcoming events are logged in group diaries located at the sign-in book area and
reminders for these are often sent via email.
Each group has a Communication book, which is for use by all parents & staff. For more personal
or confidential discussions, please email your child’s teacher requesting an appointment time to be
mutually agreed upon.
Parents are asked to note what is happening at Kindergarten by regularly checking the “Take Home
Box” for your child’s group.
Individual group notices are communicated via email by your teachers
Newsletters are regularly sent out electronically to keep parents informed of the program and up
and coming events.
Contacting staff during the session
▪ If you telephone the kindergarten and we are unable to answer, messages can be left on the answering machine and a staff member will call you back ASAP.
▪ Kindergarten landline number: 03) 9580 7976 ▪ To contact us whilst we are on an excursion, please use the kindergarten emergency
mobile: 0468 301 370 (Please save this number in your mobile phone) Observation, Documentation and Reporting Throughout the year, we carefully observe your child in relation to others as they play and engage and respond to their world. Depending on the situation, context and personal style, teachers will use a variety of strategies and techniques to record and capture children’s learning. For instance, you may see us use photography, writing scribble notes, using a formal notebook or even recording children at play. These documented observations are discussed with the teaching team to set individual and group objectives. While the focus is strength and interest based, we will also target areas that require development/support. The individual learning objectives are reviewed over time; however targeted plans occur within (approximately) a two-week cycle with small groups of children being observed in that given period. The group learning objectives evolve throughout the year, and shift as needs and interests change within the group. These may be focused on behavioral learning, adjusting to routines, being a good friend etc. or our goals may focus on a topic such as ‘marine life’.
COMMUNICATION
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Individual Portfolios* Providing insight into your child’s learning is important, so each 4-year-old group child has a personal portfolio that we add to over the course of the year. This tool is a wonderful keepsake, it helps us celebrate their accomplishments and remember their special year at Aspendale North Kindergarten.
*NB Portfolios are currently being reviewed
Group Learning Reflections Providing insight into our program is important for families to feel connected, and for teachers to display and demonstrate the important learning that occurs in our programs.
Each teacher uses their own creative way to display children’s learning. Depending on your child’s teacher, a different style of documentation will be used. Here are some examples;
- Reflective emails - Group journals - Photobooks
- Digital photo frames - Noticeboard displays
Discussing your child’s progress We have an open door policy for discussing your child’s progress or to discuss personal concerns that may arise throughout the year. We are happy to make time to talk to you over the phone, in person, or make arrangements for a private meeting at a suitable time. These discussions are confidential.
Any queries concerning your child’s progress need to be directed to child’s your teacher. If parents wish to discuss anything in private, an appointment can be made at a convenient time.
If you have any concerns regarding your child’s program, you must first discuss the issue with your child’s teacher; however, you may also contact Natalie Caughey, as the Educational Leader of the Centre.
All Policies can be found in our resources bookshelf in the foyer, as well as on our website. Our
policies are regularly reviewed and updated as required.
POLICIES