Grenfell Preschool
& Long Day Care Centre
Parent Information Booklet
35 Forbes Street, Grenfell NSW 2810
PO Box 35, Grenfell NSW 2810
Phone: 02 6343 1743
Fax: 02 6343 1304
Email:
Contents
1.Introduction...... 3
2.Philosophy and Aims...... 5
3.Enrolment...... 7
4.Priority of Access...... 7
5.Fees...... 9
6.Helping Your Child Settle In...... 12
7.Arrival and Departure...... 13
8.Lockers and Pockets...... 13
9.Day-to-Day...... 14
10.Parent Involvement...... 17
11.Behaviour Management...... 19
12.Programming...... 21
13.Child Portfolios...... 25
14.Interactions...... 26
15.Health and Hygiene...... 27
16.Medication...... 28
17.Accident/Incident Procedure...... 28
18.Sick Children and Infectious Diseases Policy...... 29
19.Bus Travel...... 30
20.Emergency Evacuation Procedure...... 31
21.Storage of Potentially Dangerous Products...... 31
22.Management Committee...... 31
23.Policies...... 32
24.Visitors...... 32
The Committee and Staff wish to extend a warm welcome to all parents, relatives and friends who have a child enrolled at our Centre.
We sincerely hope that you and your child will have a happy and satisfying association with our service and feel welcome at all times.
We look forward to meeting and working with you.
1.Introduction
Grenfell Preschool has operated from these premises since 1964, providing an educational service for children aged from 3 to 5 years. In 2000, the State Government provided an excellent opportunity for a Long Day Care Centre to be built, adjoining the Preschool.
Grenfell Preschool and Long Day Care Centre was established through a joint strategy between the Department of Community Services (DoCS) now known as the Department of Education and Communities and the Department of Family and Community Services (FaCS) – now known as the Department of Social Services.
Grenfell Preschool and Long Day Care Centre opened in June 2001. In June 2002, the Centre converted most of its Preschool placements to Long Day Care in order to make fees more affordable to the general community. Twelve state funded preschool placements are still available per day.
The Centre is administered by a volunteer Management Committee. Our primary aim is to provide high quality care for children,meeting the diverse and changing needs of our local community.
Our Centre provides three quality Early Childhood Programmes. We have three playrooms operating during school term. The Rainbow Room caters for 0 to3 year old children, the Garden Room caters for 3 to 4 year old children and the Star Room caters for 4 to 5 year old children. All children are combined in the Rainbow room from 8.00am- 8.30am and from approximately 5:15pm - 6.00pm. .
The Centre is open for 10 hours. Operation hours are 8.00am - 6.00pm. The Centre can cater for 70 children per day, with ages ranging from6 weeks to 12 years.
In addition, on Mondays, TuesdaysWednesdays and Fridays we operate the Weddin Mobile Preschool Service to the Caragabal and Quandialla areas which is held at the Quandialla Public Schoolon Monday and Wednesday and at the Caragabal Public School on Tuesdays and Fridays. This is available to children aged 2 ½ to 6 years from 9.15am - 3.15pm during school terms.
The Centre is open 50 weeks of the year. It is shut down for two weeks at Christmas time to enable staff to take their annual leave. We are closed on weekends and public holidays.
National Quality Standards
In December 2009, all Australian governments, through the Council of Australian Governments, agreed to a partnership to establish a National Quality Framework for Early Childhood Education and Care (‘National Quality Framework’).
The Australian Government and state and territory governments recognise the importance of increasing their focus on the early years to ensure the wellbeing of children throughout their lives and to lift the productivity of our nation as a whole. The drive for change is based on clear evidence that the early years of children’s lives are very important for their present and future health, development and wellbeing.
The National Quality Framework aims to raise quality and drive continuous improvement in education and care services through:
the National Quality Standard for Early Childhood Education and Care and School Age Care (‘National Quality Standard’)
a national quality rating and assessment process
streamlined regulatory arrangements
a new national body jointly governed by the Australian Government and state and territory governments—the Australian Children’s Education and Care Quality Authority (ACECQA)—to oversee the new system.
The new system replaces state and territory licensing and quality assurance processes.
Effective date
The National Quality Framework takes effect on 1 January 2012, with key requirements being phased in over time. Requirements such as qualifications, educator-to-child ratios, and other key staffing arrangements will be phased in between 2012 and 2020.
The national legislative framework
The National Quality Framework is underpinned by the Education and Care Services National Law (‘National Law’) and Education and Care Services National Regulations (‘National Regulations’). Together they set the National Quality Standard and the regulatory framework for most long day care, preschool/kindergarten, family day care and outside school hours care services in all states and territories.
The National Law provides objectives and guiding principles for the National Quality Framework.
In making decisions about operating education and care services and working to achieve the National Quality Standard to improve quality at services, the guiding principles of the National Quality Framework apply. These principles are:
The rights and best interests of the child are paramount.
Children are successful, competent and capable learners.
Equity, inclusion and diversity underpin the framework.
Australia’s Aboriginal and Torres Strait Islander cultures are valued.
The role of parents and families is respected and supported
Best practice is expected in the provision of education and care services.
The National Quality Standard
The National Quality Standard sets a new national benchmark for the quality of education and care services. It will also give services and families a better understanding of a quality service. This will enable families to make informed decisions about the services providing education and care to their child. The National Quality Standard is a key aspect of the National Quality Framework. It brings together the seven key quality areas that are important to outcomes for children.
How the National Quality Standard was developed
The development of the National Quality Standard was informed by research on best practice and the way in which high-quality education and care contributes to positive outcomes for children. The Organisation for Economic Co-operation and Development identifies aspects of quality critical to the provision of early childhood education and care services. These aspects include educational concept and practice, structural quality, interactions between educators and children and targeting services to meet the needs of families and local communities. These aspects of quality are reflected in the National Quality Standard.
Approved learning frameworks
For the first time Australia has a National Quality Standard linked to national learning frameworks that recognise children learn from birth. These are:
Belonging, Being and Becoming: The Early Years Learning Framework for Australia (‘Early Years Learning Framework’)
My Time, Our Place: Framework for School Age Care in Australia (‘Framework for School Age Care’).
These frameworks outline practices to support and promote children’s learning
Early Years Learning Framework
The Early Years Learning Framework guides educators in developing quality programs for children. It describes the early childhood pedagogy (principles and practice) and the outcomes required to support and enhance young children’s learning from birth to five years of age, including their transition to school.
Framework for School Age Care
The Framework for School Age Care builds on the Early Years Learning Framework and extends the principles, practice and outcomes to accommodate the contexts and age range of the children and young people who attend school age care settings.
The Framework for School Age Care exists to ensure that children in school age care have opportunities to engage in leisure and play-based experiences that are responsive to the needs, interests and choices of the children attending the service and that contribute to their ongoing development. It provides guidance to educators working with school age children in outside school hours care, long day care and family day care settings.
Management Committee
President:Phoebe Baker
Vice President:Amanda Protheroe
Secretary:Wendy Little
Treasurer:Melissa Martens
Ordinary Members:Tanya Radnedge
Lorene Hazell
Amber Hunter
Staff
Director/Authorised Supervisor
Sharon Grant is the Director/Authorised Supervisorand is responsible for the day-to-day management of the Centre and works in the office from 8.30am to 4.30pm every day. Sharon holds a Bachelor of Teaching in Early Childhood Education and a Diploma of Management and is available to teach in any of the rooms when required.
Administration Officer
Lisa Jones works fulltime in the office from 8.00 am to 4:00pm. She is responsible for the day-to-day administration of the Centre, including the accounts.
Educators
Sharon Grantis a qualified Early Childhood teacher
Emily Riley is a qualified Early Childhood teacher
Ashleigh Mitton is a qualified Early Childhood teacher
Melissa Lutherborrow is a qualified Early Childhood teacher
Tracey McKellar is a qualified Early Childhood teacher
Lisa Jones holdsan Associate Diploma in Child Studies
Laraine Bland holds an Associate Diploma in Child Studies
Kim Durham holds an Associate Diploma in Child Studies
Katie Ryan holds an Associate Diploma in Child Studies
Jenny Daley holds an Associate Diploma in Child Studies
Holly Ryanholds an Associate Diploma in Child Studies
Zovi Armstrongholds a Certificate III in Child Studies
Wendy Bowerman holds a Certificate III in Child Studies
Jillian Causer holds a Certificate III in Child Studies
Sally Dun holds a Certificate III in Child Studies
Lorraine Harveyson holds a Certificate III in Child Studies
Lyn Hewen holds a Certificate III in Child Studies
Melinda Hewen holds a Certificate III in Child Studies
Jamie Miles holds a Certificate III in Child Studies
Nicole Reid holds a Certificate III in Childs Studies
Belinda Stevens holds a Certificate III in Child Studies and assists 4 days per week at the Weddin Mobile Preschool Service.
Casual Workers
Teachers –Melissa Lutherborrow, Sally Metcalfe andTracey McKellar
Child Care Workers – Lorraine Harveyson, Rebecca Smith, Helen Smith , Wendy Bowerman, Mandy Reid, Cassie Griffin.
Cleaners –Deborah Clarke and Marlene Millar job share the cleaning at the Centre.
2. Philosophyand Aims
Mission Statement
Grenfell Preschool and Long Day Care Centre aims to provide, develop, resource and manage a high quality early childhood educational service that fulfils the needs of the community and is accessible to all children, of all abilities, without discrimination.
Philosophy
The quality of care young children receive, their learning experiences and relationships in their first years of life are critical in shaping their future. Children learn more in their first 5 years of life than in any other 5 year period. The way children’s brains develop in the first years of life is critical to future development.
Grenfell Preschool and Long Day Care Centre aims to:
- employ professional early childhood staff
- respect children and provide educational programs
- form partnerships with families and the wider community
Professional Staff
We will employ professional staff who are committed to children, families and the community. We will create an environment which supports the motivation and commitment of staff and fosters their professional development.
We will provide children with a positive and stable environment where they will feel secure and confident to explore, discover, create and learn. We believe in the importance of providing children with a stimulating environment in which provisions are provided for children to make choices and learn from.
We recognise the importance of play as one of the main ways in which children learn and develop.
We believe strongly that childhood is a very special period in a child’s life and it should be treasured. We believe that all children are unique individuals and that each child should be allowed time to be a child.
As educators and carers of the precious children entrusted to us we believe our role is to nurture, support, extend, challenge, facilitate, guide, direct and teach.
We strongly believe in supporting children in their transition to school. We will establish links with families and schools to assist with a smooth transition to school.
The Child
We perceive a child as a human being with many skills and abilities, a powerful and active contributor to his or her own learning.
We will make efforts to see the world through the child’s eyes, to take their perspective in order to discover the child’s meaning rather than imposing our own meaning.
We will identify and respond to each child’s strengths which contribute to lifelong confidence and competence.
Children need to feel safe and secure in order to learn, to take risks, and to explore. We will provide a predictable environment which follows a flexible routine.
We believe that children are capable and resourceful and we provide an environment which facilitates children’s play and learning.
We will place careful thought into planning for the whole child’s development. Time will be provided for children to be together, helping them to interact with other children, in small and large groups.
Partnerships
Parents and families are the most important people in children’s lives and have the biggest influence upon their learning. A relationship of mutual respect, trust and empathy will be established with parents and staff to promote the child’s wellbeing and is built on open, honest, respectful communication. Through the establishment of positive partnerships programs will be developed which will enhance your child’s learning. Parents and families will be welcome at the Centre at all times and their involvement will be greatly encouraged.
Community
Grenfell Preschool and Long Day Care Centre aims to promote children’s wellbeing, development and learning. We aim to support children in developing life skills that will help them to be effective members of the broader community in which they now live and will live in the future.
Our community is made of people who are diverse in many ways; cultural, language, socio economic levels, abilities, beliefs and values. Our Centre will honour and embrace diversity.
We believe, in particular, the Rainbow Room will reflect a home-like environment, through nurturing and caring interactions from both staff and other children. The children need to feel secure and happy in their environment and should be praised and encouraged for every effort.
The Star Room will have a heavy focus on school readiness. The Preschool period is important as it provides an opportunity for your child to interact with children of the same age on an individual basis and in a group setting. Your child will further develop his/her emotional and socialisation skills and develop friendships which will assist with their transition to school.
It is important that children are encouraged to make the most of every opportunity that arises. Children are our future and what they learn as young children will be reflected in their lives as adults.
3.Enrolment
The Director/Authorised Supervisor and Administration Officer are responsible for taking all enrolments. An appointment will be made with the parent and staff to enrol prospective children. Parents must bring:
- Copies of any court orders or access rights. This is to be attached to the child’s enrolment form.
- Immunisation History Statement.
- Copy of Birth Certificate.
- Letter of assessment with CRN and CCB details.
The enrolment form will need to be completed and returned before the child may use the service.
If applying for CCB, parents will be informed to contact the Department of Human Services so that they can lodge a claim for Child Care Benefit (CCB) as reduced fees or notify their intent to .
They will forward a letter of confirmation regarding the percentage of CCB to the parents and the Centre. If the letter is not received within 10 days,parents should ring the Department of Human Service as further information may be required before the application can be processed.
To improve immunisation rates, the Government has linked the payment of CCB to immunisation for children aged less than 7 years. The Department of Human Services will check the immunisation status of children who CCB is being applied for. If the child is not immunised and do not have an exemption, the Department of Human Services will contact the family requesting that they meet the requirements. If a child does not meet the immunisation requirements CCB will be cancelled. The child may continue to attend the service but must pay full fees.
Families not receiving the Family Tax Benefit (FTB) may also be eligible and should contact the Department of Human Services.Parents wishing to claim CCB should apply prior to or within 28 days of their child starting care at a Child Care Service. It is the responsibility of the parents to complete this form and return it to Centrelink. The Centre will charge full fees until notification from Centrelink what percentage the government will contribute to the cost of fees.Parents are to inform the Centre of any changes to information on the child’s enrolment form.
4.Priority of Access
These are guidelines set down by the Child Care Benefit scheme. According to the guidelines, if there are no vacancies, a child may be required to leave the service or change the day of attendance to allow a child with higher priority to be enrolled. The education and care service will use the Priority of Access Guidelines to prioritise the waiting list and to allocate available education and care places to families.