EARLY EDUCATION PROGRAM BOOKLET
CONTENTS Program Statement.................................................................... HSC Mission & Guiding Principles............................................... HSC Program Goals.................................................................... Program Statement Implementation Policy.................................. Child Care and Early Years Act 2014, Adherence.......................... Wait-Pool Procedures................................................................. New and Wait-Pooled Selection Process...................................... Safe Arrival................................................................................. Safe Departure........................................................................... Lunch......................................................................................... Information-Sharing Consent...................................................... Behaviour Management Policy..................................................... Parent Code of Conduct............................................................. Playground Safety Check............................................................. Serious Occurrence.................................................................... Rest Period................................................................................ Volunteer and Student Supervision Policy.................................... Inclement Weather..................................................................... Health Information.................................................................... Allerject and Epi- Pen Users/Emergency Allergy Alert.................... Toileting..................................................................................... Outdoor Play............................................................................. Smoke-Free Policy.......................................................................
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PROGRAM STATEMENT The Early Education Schools at HSC are safe and nurturing learning environments that promote the physical well-being of each child. Positive interactions and communication between all constituencies are role modeled for the children. The children are encouraged to develop communication and self-regulation skills. The program fosters exploration and inquiry in a self-directed manner under the guidance of supportive teachers. Hands-on materials and group lessons encourage discovery. Our indoor and outdoor spaces promote the development of motor skills and provide children with quiet spaces as well. Our staff communicate with parents in reference to the program and each child’s participation. Community partners assist us in supporting the learning needs of our students. As our Preschool programs are part of Hillfield Strathallan College, rules and procedures of the College are detailed in the College Handbook, available on the College website: www.hsc.on.ca.
HSC MISSION & GUIDING PRINCIPLES OUR MISSION
HSC’s mission is to encourage our students to: Learn with Joy. Live with Purpose. Our core mission is to develop joyful and engaged students who live life with purpose. The best learning happens when students are happy to come to school, have opportunities to follow their passions, and participate in deep learning experiences that challenge them. Joyful, engaged students develop strong relationships with their peers and with the caring adults who spark and support their learning both inside the classroom and beyond. Their journey at HSC prepares students to live with purpose — to understand their world, inspire, lead, act, and make a difference in their own unique ways.
GUIDING PRINCIPLES • • • • •
WE LEARN with an understanding of ourselves • through creativity and an as learners entrepreneurial spirit to think with each other, and from each other critically with a blend of challenge and • with resiliency in mind and body support • an awareness of, and engagement in, with an expectation, and the global, cultural, economic, social, encouragement needed, to lead and environmental issues with excellence honoured and demonstrated
In keeping with the CCEYA guidelines, HSC supports student learning on three pillars; family, environment, and educator, so that our students can learn with joy and live with purpose. FAMILY •
staff work in partnership with parents to support each child’s social, emotional, physical, and learning development parents are included and informed on the developmental milestones of their child
environments are • prepared to support the developmental needs of each child • classrooms are a safe and nurturing environment that promote discovery, exploration, innovation, and • cognitive development
EDUCATOR our staff support the development of the whole child staff are self-reflective in their practice and collaborative in their learning and development of the program staff are informed on pedagogical principles and ministry requirements for the development of those principles
The Early Education programs at HSC embrace the Ontario Ministry of Education document How Does Learning Happen? (HDLD) and the Minister’s policy statement on programming and pedagogy. HDLD identifies program goals as Belonging, Well-being, Engagement and Expression. At HSC, we support those goals in the following way. MINISTRY GOALS
Each child should feel a connection to their environment and community.
Each child should be supported in developing physical, emotional and mental wellness.
HOW WE SUPPORT THE CHILD TO WORK TOWARD THE GOAL This is achieved by • attending to and tracking the individual needs of each child • and embracing the diversity of the • community.
This is achieved by providing emotional support for each child, ensuring they have rest, nutrition, and play and monitoring their mental wellbeing and tracking that development. Each child should This is achieved by engage in the providing the child program by exploring, with tasks geared to discovering, innovating, their age and stage developing curiosity, and development and their thinking critically. interest with blocks of time allowing them to explore, tinker, and discover. Each child should This is achieved develop the skills to by language role express their needs and modeling, language views and in return enrichment, and early they are heard. They math and language should also embrace exercises. foundational language and math skills to understand and communicate within their world.
Respectful interactions among community Happy and engaged students Students who are confident in class settings Socially engaged, healthy, and active children
• Focused and independent work • Collaborative learning opportunities • Repetition of tasks for mastery
• Child is able to express views and understand the views of others • Child develops a basic understanding of language and numbers as a communication tool
HSC PROGRAM GOALS a. WE PROMOTE THE HEALTH, SAFETY, NUTRITION AND WELL-BEING OF THE CHILDREN • Our students are supervised at all times in accordance with Ministry ratios, by qualified Early Childhood Educators and/or approved Montessori teacher or teachers accredited Ontario College of Teachers • Our health care and academic staff monitor students daily for illness and notify parents • Individual anaphylactic emergency plans are posted for all staff; EPI pens are available in our Health Services Office and dining hall, and all staff are trained in EPI pen administration through consultation with the parent and through our Registered Nurses • Regular handwashing procedures are encouraged by staff members before and after all sensory activities, washroom use, lunch and snack • Hand washing signs are posted in every class and proper handwashing demonstrations are provided yearly • Snack tables, lunch tables and any counter surfaces are disinfected before and after any food items are prepared • HSC’s food service has received the Eat Smart School Cafeteria and Workplace certification, which encourages healthy eating choices with a variety of foods • Collaboration with families to ensure the specific needs of individual children are met: dietary requirements, food allergies, cultural background or medical conditions • Safe food handling is promoted • Adults model positive behaviour to promote healthy eating habits • Snack time and lunch are opportunities to promote and encourage social interaction and learning • We inspect indoor and outdoor play spaces to ensure a safe learning environment • Our school complies with Accessibility Standards for people with disabilities as prescribed under the Accessibility Ontario Disabilities Act • We embrace diversity by welcoming all family dynamics, religions and backgrounds • We support inclusion policies for individuals with special needs and create individual education plan as required 8
SUPPORT POSITIVE AND RESPONSIVE INTERACTIONS AMONG THE CHILDREN, PARENTS AND PROGRAM STAFF • Staff works in partnership with parents to support the academic, social, emotional and physical needs of each child • Promote and empathetic and nurturing school dynamic • In our community we encourage all members to think and act for themselves and the betterment of others • Provide opportunities for group activities to promote a sense of belonging • Promote a respectful dialogue that considers the views and perspectives of all • Creates an environment that children make personal responsible choices about their learning and participation in the program ENCOURAGE THE CHILDREN TO INTERACT AND COMMUNICATE IN A POSITIVE WAY AND SUPPORT THEIR ABILITY TO SELFREGULATE • Encourage respectful interactions among community • Promote and invite children to engage in the program by exploring, discovering, innovating, developing curiosity, and thinking critically • Offer children the opportunity to assist their peers • Provide smooth transitions in daily routines by using visual or auditory cues • Offer comfortable space to share books, stories and toys with friends
FOSTER THE CHILDREN’S EXPLORATION, PLAY AND INQUIRY • Provide open ended materials and resources • Provide a variety of options and challenging materials in the different areas to choose from • Offer material for representing ideas with print and drawings • Children should develop their skills to express their needs and views and, in return, they are heard PROVIDE CHILD-INITIATED AND ADULT SUPPORTED EXPERIENCES • Offer materials and extra resources to support projects • Provide children with opportunities for a reasonable degree of risktaking • Allow children to make choices related to their learning and participation in their program • Spend time with books and other resources discussing and making connections between books and stories in the children’s activities
PLAN FOR AND CREATE POSITIVE LEARNING ENVIRONMENTS AND EXPERIENCES IN WHICH EACH CHILD’S LEARNING AND DEVELOPMENT WILL BE SUPPORTED • Provide rich and stimulating learning environments with accessible materials and tools to provide the opportunity for their meaningful use • Present children’s ideas to others through leadership opportunities in the classroom, through drawings and storytelling • Avoid non-verbal and verbal responses to children’s thinking that imply judgmental praise, i.e. no right or wrong • Present material to support sensory exploration • Foster an environment that reflects different ideas, values and cultures INCORPORATE INDOOR AND OUTDOOR PLAY, AS WELL AS ACTIVE PLAY, REST AND QUIET TIME, INTO THE DAY AND GIVE CONSIDERATION TO THE INDIVIDUAL NEEDS OF THE CHILDREN • Offer opportunities to observe, investigate and discover elements of the natural environment • Offer equipment and materials to foster active play • Offer a balanced active play period with opportunities for rest and/ or quiet time • Incorporate music and movement in each day
FOSTER THE ENGAGEMENT OF AND ONGOING COMMUNICATION WITH THE PARENTS ABOUT THE PROGRAM AND THEIR CHILDREN • Staff work in partnership with parents to support each child’s social, emotional, physical and learning development • Parents are included and informed on the developmental milestones of their child • In keeping with our open-door policy, parents are welcome to visit the classrooms • Daily notes are recorded and shared with parents in reference to the social/emotional/physical health of their child • Parent information sessions and opportunities to learn about the program and initiatives are provided • A secure class website shares information and pictures about programming • A library of parent resources is available • In addition to daily communication, documentation of children’s ideas and progress is shared with parents through reports (3x per year) and individual parent conferences (2x per year) • Additional conferences may be scheduled by either party at any time
INVOLVE LOCAL COMMUNITY PARTNERS AND ALLOW THOSE PARTNERS TO SUPPORT THE CHILDREN, THEIR FAMILY AND STAFF • Contact different groups or organizations to offer encounters and materials that reflect different children’s cultures e.g. Caravan, First Nations Studies, Global exploration units • Partnership with local colleges (Teachers’ Colleges, Montessori Training Colleges, and ECE programs) for the learning experiences for the student teacher, staff and the students as part of the collective learning experience • Children who have had a professional assessment are eligible for learning services support by a learning services specialist. Each child will have an individualized learning plan written with input from the assessment, classroom teacher, learning services specialist, Principal and parents SUPPORT STAFF IN RELATION TO CONTINUOUS PROFESSIONAL LEARNING • Financial support for professional development both in house and externally • Support RECE with continuous professional learning program twoyear portfolio cycle required by the College of ECE • Dedicated professional learning days provided throughout the academic year DOCUMENT AND REVIEW THE IMPACT ON CHILDREN AND THEIR FAMILIES OF STRATEGIES SET OUT IN THE ABOVE GOALS • Encourage discussion and ongoing collaboration among staff to reflect on practices and procedures • Provide ongoing review of the preparation of the classroom environment to ensure learning areas are engaging and that children interact with the materials/activities • The program statement is meant to be a live document that is reviewed, revised and readjusted on an ongoing basis. All new program staff and volunteers in the classroom must be aware of its content prior to interacting with children and at any time when the program statement is modified 13
PROGRAM STATEMENT IMPLEMENTATION POLICY Expectation for implementation of our Program Statement under (CCEYA) Pursuant to the Child Care and Early Years Act s. 46 b. SUPPORT POSITIVE AND RESPONSIVE INTERACTIONS AMONG THE CHILDREN, PARENT AND PROGRAM STAFF c. ENCOURAGE THE CHILDREN TO INTERACT AND COMMUNICATE IN A POSITIVE WAY AND SUPPORT THEIR ABILITY TO SELF-REGULATE • Children are supervised at all times • Staff will model behaviour for children offering materials, taking turns and exchanging ideas • Staff support student development in a positive manner appropriate to their age and stage • Encourage conflict by acknowledging the child’s feelings and encouraging attentive listening practices • Outline a positive and clear expectations about standards of behaviour that promote a collaborative and respectful community assist children in making responsible choices • Staff provide cues and/or encouragement to assist individual children to self-regulate and calmly solve conflicts • Classroom management techniques will be implemented in order to minimize conflict or dangerous situations • Staff will encourage, remind and celebrate appropriate behaviour
• Staff will promote empathy and encourage students to see the consequence of their actions or choices on others • Students are encouraged to consider the views of others • Staff and volunteers will use classroom-appropriate voices and use discretion in reference to the nature of their conversation’s in regards to children • Staff encourage group activities to develop a sense of belonging • At snack and lunch students are encouraged to try different foods and develop healthy eating habits • Collaboration among students is encouraged by staff • Avoid judgmental praise both verbal and non-verbal (right or wrong) and cultivate an environment in which mistakes are used as learning opportunities • Routines are established for independent personal care and students are assisted in routines as required • Emphasize the importance of hands washing to stay healthy. Hands must be washed after going to the washroom, creative activities, playing with sensory materials like Playdough, sand or water and before and after eating • Staff are encouraged to seek help or relief in situations where they feel they are losing patience with a child to ensure no child is penalized As our Preschool programs are part of Hillfield Strathallan College, rules and procedures of the College are detailed in the College Handbook, available on the College website: www.hsc.on.ca . This booklet was created for the families of our preschool children and pertains to children 3.8 and younger.
CHILD CARE AND EARLY YEARS ACT 2014, ADHERENCE The Ministry licenses all programs operated by Hillfield Strathallan College for children 3.8 and under each year. The Child Care and Early Years Act, 2014 (CCEYA), which has replace the Day Nurseries Act, identifies the legislative requirements for obtaining and keeping a licence to operate a licensed preschool program. The CCEYA also outlines the consequences to the operators if the CCEYA is contravened. Included are legislative requirements in the areas of staffing, program, premises, playground, nutrition and health. A program advisor from the Ministry inspects the College for annual renewals of this licence and may make periodic visits. Hillifield Strathallan College is committed to meeting an exceeding all legislative requirements of the CCEYA. A review of all policies, procedures and individualized plans will be completed by all employees and volunteers before they are hired and then annually or any other time when changes are made. This includes a full review of our Program Statement. A record is kept of the date of review, and will include signatures of those who participated in the review.
Applicants wishing to enrol at Hillfield Strathallan College may have their name added to a wait pool should a spot in the desired grade not be immediately available. An admission application must be completed along with the accompanying non-refundable application fee before the applicant will be added to our wait pool. Submitting the application & application fee does not guarantee admission. Applicants will be contacted should a place become available.
NEW AND WAIT-POOLED SELECTION PROCESS
Should a place become available in the desired grade, priority will be given to siblings of current students and children and grandchildren of alumni. The application date will also be considered. Applicants, should they be contacted, will still be required to complete the full admissions process prior to an enrolment offer decision.
SAFE ARRIVAL: MONTESSORI SCHOOL The school day begins at 8:30 a.m. and runs until 3:30 p.m. when students are escorted to the Early Bus run. When the buses arrive in the morning, our Montessori School Matron and staff meet the children and escort them to their classrooms. The half-day program runs 8:30– 11:30 a.m. or 12:30–3:30 p.m.; at 11:30 a.m., students are delivered to the Noon Bus by a staff member. End-of-Day Routine Uncertainty about how a student will get home at the end of the day can produce anxious moments for both children and the members of our staff. All new students, and returning students who have moved over the summer, need a note on the first day of school confirming the name of their new bus and the name of their new bus stop, and whether they will take the Early or Late Bus run. The same request is made of the halfday students. Younger children are accompanied by their classroom teacher to the buses for the 3:40 p.m. run. All children staying for the 5:00 p.m. run are accompanied by the staff on duty to the Late Bus. If your child’s regular end-of-day routine needs to be changed, we must have a: • written note, or • phone call prior to 3:00 p.m. at 905-389-1367, ext. 139. In the absence of a note or a phone message, we will follow the regular routine that has been previously established. Children picked up at 3:30 p.m., and from the after-school childcare program, wait in the piazza or classroom located in the Montessori building. The transportation program is not available to the Toddlers. Parents/ guardians will drop off and be received by their classroom teacher. Your child’s arrival will be recorded before you leave the premises. 18
JUNIOR SCHOOL The school day begins at 8:30 a.m. and runs until 3:25 p.m., at which point students are escorted by the duty teacher to the Early Bus run. When the buses arrive in the morning, students are greeted by a faculty member and directed to the Junior School. End-of-Day Routine All new students, as well as returning students who have moved over the summer, need a note on the first day of school confirming the name of their new bus, the name of their new bus stop, and whether they will take the Early or Late Bus run. Younger students are accompanied by their classroom teacher to the buses for the 3:40 p.m. run. All children staying for the 5:00 p.m. run are accompanied by the teacher on duty to the Late Bus. If your child’s regular end-of-day routine needs to be changed, we must have a: • written note in the student planner, or • phone call prior to 3:00 p.m. at 905-389-1367, ext. 168. In the absence of a note or a phone message, we will follow the established routine. Children picked up at 3:30 p.m., and from the afterschool childcare program, wait at the bench located outside the Junior School Principal’s office. When picking up your children at 3:30 p.m., please wait outside the double doors at the end of the hallway in order for the younger bus students to proceed safely down the hallway. After-School Childcare Program The College offers an after-school childcare program* until 5:00 p.m. for students in both the Junior and Montessori School who are unable to take the Early Bus home. Children in the program play outside when the weather is good, and we provide a variety of indoor activities during inclement weather. Students may take the Late Bus home at 5:00 p.m. or be picked up by 5:00 p.m. Please call the Early Education School Assistant at ext. 168 to register your child for this service. *Please note that this program is offered at an additional fee.
SAFE DEPARTURE Staff members are to be alerted by the parent or guardian, or by any adult authorized to pick up your child, that your child is being picked up from their classroom. Your child’s departure must be recorded before you leave the premises. Your child will only be released to adults listed on the Authorization for Pick-up Form. If someone other than those adults listed is scheduled to pick up your child, you must notify the College and complete the Authorization for Pick-up Form available in your child’s classroom. ABSENTEEISM If your child is going to be absent for any reason, please notify the College (Montessori students to the Montessori Matron ext. 139 & Junior School students to the school assistant at ext. 168). This will eliminate any unnecessary calls to your home or workplace. Please see health-related policies for more information.
We provide nutritional lunches, plus a.m. and p.m. snacks. The daily lunch menu can be found on our MyHSC. The snack list will be posted weekly outside of your child’s classroom. If your child has allergies they should be identified through the Student Health Information Form that was completed during the admissions process, and you should also inform the staff if an allergy presents itself after enrolment. We are a nut-safe environment.
INFORMATION-SHARING CONSENT Ongoing communication among professionals involved in your child’s day enhances your child’s educational experience. In order to best serve the children’s needs there are times when it is appropriate to exchange information about the children, and give access to their files, to outside agencies. The following agencies require access to your child’s file for licensing purposes only: • The Ontario Ministry of Education • Hamilton Children’s Services Inspectors • Hamilton Public Health Inspectors This is to ensure that we have collected the proper information in order to comply with Hamilton’s Operating Criteria and Licensing regulations. This is all the information you filled out on your child’s application. HSC’s staff will also require access to these files for communication and emergency purposes only.
BEHAVIOUR MANAGEMENT POLICY At Hillfield Strathallan College, each child is respected as a unique individual. As educators, our role is to help children develop and maintain high self-esteem while facilitating a positive learning environment. Our disciplinary practices are based on empathy and respect for children and their parents. If a child chooses behaviour that is unacceptable, cause for concern, endangers the safety or moral tone of the other children, displays resistance to authority or is non-responsive to efforts to modify his or her behaviour, our policy is to engage in a corrective approach that is positive and aims to keep the child’s best interest in mind. Our staff must nurture, comfort and assist the child as we guide him or her toward acceptable behaviour. Additionally, as we are committed to the principle of inclusion, our policy of acceptable behaviour management practices supports a culturally appropriate, racially sensitive and non-discriminatory environment for the children in our care. Our Behaviour Management Policy supports the philosophy of HSC: the safety, emotional and physical well-being of the child is the primary goal. The school’s policy is congruent to the CCEYA legislative requirements dealing with the following aspects of Behaviour Management: • Disciplinary Practices • Review of Policies • Contravention of Behaviour Management Policies • Record of Policy Review • Procedures for Tracking and Monitoring Disciplinary Practices • Disciplinary Practices
HSC staff will be required to follow the acceptable disciplinary practices as follows: • All staff will be expected to treat children with respect and utilize positive teaching methods that aim at maintaining the child’s selfesteem at all times. • Teachers are expected to speak to children using a calm tone of voice at all times. • Teachers will observe the child to recognize patterns or changes in behaviour that may be cause for concern, endanger the safety or moral tone of the other children, displays persistent resistance to authority or non-response to efforts to modify his or her behaviour. • Teachers will notify the Principal of any student whose behaviour represents any of the above conditions. Parents are notified of any behaviour concerns and a meeting is arranged between the Principal, Teacher(s) and Parents to consult on next steps which keep the best interest of the child in mind. Actions and next steps may include: • Bringing in support staff (College Counsellor, Learning Services Teacher) for a specified time • Requesting that parents contact the service of an independent professional • Requesting that parents find alternative schooling that is better suited to the child Unacceptable Practices This provision forbids corporal punishment and sets out other prohibited disciplinary practices in order to protect the emotional and physical well-being of children in the care of HSC according to the CCEYA. Our disciplinary practices reinforce these goals by setting out clear prohibited behaviour management practices and acceptable behaviour management practices.
The following practices are not permitted: • Corporal punishment of a child by any employee or by another child or group of children • Physical restraint of a child, such as confining the child to a high chair, car seat, stroller or other device for the purpose of discipline or in lieu of supervision, unless the physical restraint is for the purpose of preventing a child from hurting himself, herself or someone else, and is used only as a last resort and only until the risk of injury is no longer imminent • Locking the exits of the school for the purpose of confining the child, or confining the child in an area or room without adult supervision, unless such confinement occurs during an emergency and is required as part of the licensee’s emergency management policies and procedures • Use of harsh or degrading measures or threats or use of derogatory language directed at or used in the presence of a child that would humiliate, shame, or frighten the child or undermine his or her selfrespect, dignity or self-worth • Deprivation of a child’s basic needs including food, drink, shelter, sleep, toilet use, clothing or bedding • Inflicting any bodily harm on children including making children eat or drink against their will.
PARENT CODE OF CONDUCT We strive to create a supportive family atmosphere in which the program is an extraction of both home and community. We believe we must all work together in order to meet the needs of our children. Any deliberate, harsh or degrading measures directed towards staff will not be tolerated. We ask that you direct any concerns you may have directly to the classroom teacher in person or in writing. If we are unable to meet your needs, you can speak directly to the Principal of the School. If our standards do not meet your requirements, we respect your right to choose alternative facilities/programs.
PLAYGROUND SAFETY CHECK In compliance with the Canadian Standards Association CSAZ614-98 for Children’s Play and equipment, HSC has devised a Playground Safety Policy that all staff will follow.
SERIOUS OCCURRENCE Serious occurrences that happen in your child’s school will be posted at your child’s program location for your information. The College has an Emergency Management policy which states that all parents/guardians will be notified in the event of an emergency.
REST PERIOD Each child enrolled at HSC who is 3.8 and under will have the opportunity for a rest time of up to a maximum of 2 hours. Staff will monitor sleeping children regularly and perform direct visual checks by being physically present near the children and looking for indicators of stress or unusual behaviours. Sleep areas will have sufficient light to conduct visual checks. Children will be assigned individual cots. Parents will be consulted respecting a child’s sleep arrangements at the time the child is enrolled and at any other appropriate time.
VOLUNTEER AND STUDENT SUPERVISION POLICY Only HSC employees will have the direct responsibility for the supervision of children in the programs. Volunteers and students are not considered part of the staff / caregiver to child ratio and will never be left aone with the child.
INCLEMENT WEATHER In the event of inclement weather and dangerous road conditions, we may need to close early or not open the School. Please contact your child’s program directly or tune into your local radio or television station for closure information. 27
HEALTH INFORMATION When a child is ill, he or she should be kept at home to encourage recovery and reduce the risk of spreading the illness among the other children. Your child should not be in the program if he or she has: • • • • • • • • •
Severe coughing Difficulty breathing Yellowish skin or eyes Pink eye Unusual spots or rashes Diarrhea Vomiting Fever / Headache Grey or white stools
If your child develops symptoms of illness while at school, the parent or guardian will be notified and asked to pick up your child. If your child requires medication while in care, it will be dispensed in accordance with the guidelines of the Child Care Early Years Act, which are: • The medication is prescribed by a physician • The child’s name is on the prescription label • The dosages and times to be administered are on the prescription label • The prescription is recent • You have filled out a “Medical Authorization” form In addition, non-prescription medication will be administered by our Registered Nurse if authorized by you.
ALLERJECT AND EPI- PEN USERS/ EMERGENCY ALLERGY ALERT Parents are responsible for providing and/or reviewing the necessary health information for their child prior to the first day of attendance at school. Each school is responsible for creating, updating and distributing the Student Anaphylaxis Medical Response Plan forms for students in their respective schools. Plans related to Toddlers and Preschool children will be posted in the childâ€™s classroom, in the eating area, in health services and with the Principal. Parents and/or the Health Services staff will review the health plans with the teachers and support staff as the plan relates to EPI pen, allergies and any other medical care that has been identified on the Health Information Form. A minimum of two validated epinephrine auto-injectors must be provided by the families of identified children. Epi Pens are kept with the classroom teacher, in the Health office, in the dining area, on the buses and brought out on recess with the duty teacher. Please refer to the College Handbook for full details of all HSC Health related policies and procedures. 29
TOILETING Parents are required to supply diapers for children who are not yet toilet trained. We ask that parents bring in extra clothing to support toilet readiness.
OUTDOOR PLAY Parents are required to supply for children sunscreen, sun hats and appropriate attire for outdoor play.
SMOKE-FREE POLICY HSC will abide by the Smoke-Free Ontario Act to help protect the health of all Ontarians by prohibiting smoking in all enclosed work places and public places. Under the Act, smoking is prohibited at all times at HSC, whether or not children are present.
SCHOOL HOLIDAYS For a list of all School Holidays, please see the HSC online calendar at www.hsc.on.ca/page/calendar
EARLY EDUCATION PROGRAM BOOKLET Hillfield Strathallan College 299 Fennell Avenue West, Hamilton, ON L9C 1G3 www.hsc.on.ca Charitable registration number: BN 11895 7810 RR0001
RESPECT. INTEGRITY. COMMUNITY. INDIVIDUALITY. DETERMINATION. Our core mission is to develop joyful and engaged students who live life with purpose. The best learning happens when students are happy to come to school, have opportunities to follow their passions, and participate in deep learning experiences that challenge them. Joyful, engaged students develop strong relationships with their peers and with the caring adults who spark and support their learning both inside the classroom and beyond. Their journey at HSC prepares students to live with purposeâ€”to understand their world, inspire, lead, act, and make a difference in their own unique ways.