TAS Early Learning Centre - Family Handbook

TRINITY ANGLICAN SCHOOL EARLY LEARNING CENTRE

FAMILY HANDBOOK Quality Area 6: Collaborative Partnership with Families Welcome to Trinity Anglican School Early Learning Centre!

Our Family Handbook provides the information you need to ensure your child receives the best possible quality education and care at our Centre.

We strongly recommend you read the provided information and ask questions to confirm your understanding of how our service operates.

You will be required to sign and return the form on the last page of the handbook to confirm you have read and understand the information you have been given.

Service Approval Number White Rock – SE-40021904 Service Approval Number Kewarra Beach – SE-40021932

Honouring First Nations Peoples Trinity Anglican School Early Learning Centre acknowledges and pays its respects to the Traditional Custodians of the lands on which our offices and centers are located and their continued connection to Land, Sea and Community.

Trinity Anglican School Early Learning Center also pay respect to all Elders past, present and emerging.

Trinity Anglican School premises and Early Learning Centre’s are located on lands where Australia’s First Nations Peoples’ have been teaching and learning ways of belonging, being and becoming for more than 65,000 years.

Our learning communities have been shaped, and will continue to be shaped, by the influences of Aboriginal and Torres Strait Islander cultures, wisdoms, and knowledges.

Honouring First Nations Peoples’ histories, perspectives, and continuing connections to land, sea and sky in all our programs, deepens everyone’s learning. It is a great privilege to learn from, and with, the oldest living and thriving cultures on Earth and walk together to a better future for all.

We carefully work with our curriculum to promote fairness, empowerment and respect, with teachers/educators embedding First Nations Peoples perspectives throughout what we do.

“Honouring our past, to teach our present, to create our future”

Page | 2

TABLE OF CONTENTS

Welcome........................................................................................................................................................................................................................................ 5 SERVICE INFORMATION ............................................................................................................................................................................................. 5 POLICIES AND PROCEDURES ............................................................................................................................................................................... 5 Our Commitment to Quality ......................................................................................................................................................................................... 7 CODE OF CONDUCT ...................................................................................................................................................................................................... 7 OUR EDUCATORS AND STAFF .............................................................................................................................................................................. 7 STAFF/CHILD RATIOS .................................................................................................................................................................................................... 7 FRAMEWORK GOVERNANCE ................................................................................................................................................................................ 7 REGULATORY AUTHORITIES ................................................................................................................................................................................... 8 QUEENSLAND KINDERGARTEN LEARNING GUIDELINE (QKLG) ............................................................................................. 8 EARLY YEARS LEARING FRAMEWORK (EYLF) ......................................................................................................................................... 8 Program and Goals for Your Child .......................................................................................................................................................................... 10 GOALS FOR YOUR CHILD AT OUR SERVICE ............................................................................................................................................ 10 Collaborative Partnerships .............................................................................................................................................................................................. 11 DOCUMENTATION OF LEARNING AND PORTFOLIOS ...................................................................................................................... 11 COMMUNICATION ........................................................................................................................................................................................................... 11 PUBLICATIONS FOR PARENTS/GUARDIANS AT TAS ELC ..............................................................................................................12 PARENT PARTICIPATION AND FEEDBACK ................................................................................................................................................12 Enrolment Information ..................................................................................................................................................................................................... 13 ENROLMENT FORM ...................................................................................................................................................................................................... 13 BOND ........................................................................................................................................................................................................................................ 13 FAMILY LAW AND ACCESS...................................................................................................................................................................................... 13 AUTHORISATIONS........................................................................................................................................................................................................... 13 INCURSIONS, EXCURSIONS AND REGULAR OUTINGS .................................................................................................................... 13 AUTHORISED NOMINEES......................................................................................................................................................................................... 13 PHOTOGRAPHS, SOCIAL MEDIA, PROMOTION .................................................................................................................................... 14 MEDICAL CONDITIONS- ALLERGIES, ASTHMA, DIABETES, OR EPILEPSY ...................................................................... 14 INCLUSION OF ALL CHILDREN ........................................................................................................................................................................... 14 TRANSPORTATION ........................................................................................................................................................................................................ 14 Fees & Rebates, and Attendance .............................................................................................................................................................................. 15 FEES ........................................................................................................................................................................................................................................... 15 STATEMENT OF FEES ................................................................................................................................................................................................... 15 EXCURSION FEES ............................................................................................................................................................................................................ 15 PAMENT MENTHODS .................................................................................................................................................................................................. 15 CHILD CARE SUBSIDY (CCS) .................................................................................................................................................................................. 15 COMPLYING WRITTEN AGREEMENT (CWA)............................................................................................................................................. 15

Page | 3

OVERDUE FEES AND SUPPORT ........................................................................................................................................................................ 16 ABSENCES............................................................................................................................................................................................................................ 16 WITHDRAWAL FROM CARE ENROLMENT DAYS ................................................................................................................................ 16 SERVICE CLOSING TIME AND LATE COLLECTION FEES ................................................................................................................ 16 HOLIDAYS ............................................................................................................................................................................................................................. 16 MAKE UP DAYS ................................................................................................................................................................................................................ 16 Preparing your Child ...........................................................................................................................................................................................................17 WHAT YOU NEED TO BRING .................................................................................................................................................................................17 ARRIVAL AND DEPARTURE ....................................................................................................................................................................................17 THE FIRST DAY/WEEK ................................................................................................................................................................................................ 18 SAYING GOODBYE ........................................................................................................................................................................................................ 18 UNIFORMS ........................................................................................................................................................................................................................... 18 LUNCHES .............................................................................................................................................................................................................................. 18 TOYS .......................................................................................................................................................................................................................................... 19 BEHAVIOUR GUIDANCE........................................................................................................................................................................................... 19 WELLBEING ........................................................................................................................................................................................................................ 19 PHYSICAL PLAY................................................................................................................................................................................................................ 19 REST AND SLEEP ............................................................................................................................................................................................................ 19 SUSTAINABILITY .............................................................................................................................................................................................................. 19 BIRTHDAYS ......................................................................................................................................................................................................................... 20 Health and safety ...................................................................................................................................................................................................................21 WORKPLACE.......................................................................................................................................................................................................................21 SUN SAFETY .........................................................................................................................................................................................................................21 HYGIENE .................................................................................................................................................................................................................................21 IMMUNISATION................................................................................................................................................................................................................22 MEDICATION ......................................................................................................................................................................................................................22 WHEN SHOULD I NOT SEND MY CHILD TO THE SERVICE? .......................................................................................................22 INFECTIOUS DISEASES ..............................................................................................................................................................................................23 INCIDENTS, INJURY OR TRAUMA..................................................................................................................................................................... 24 EMERGENCY AND EVACUATION PROCEDURES ............................................................................................................................... 24 Privacy and Confidentiality ...........................................................................................................................................................................................25

SERVICE POLICIES AND PROCEDURES

You will find a copy of our Service policies and procedures here. We are regularly reviewing our policies and procedures and ask for educators and family participation to ensure our policies and procedures adhere to the needs of our families and meet required regulations.

Page | 4

Welcome Trinity Anglican School (TAS) Early Learning Centre (ELC) is grounded in early childhood pedagogy using the Queensland Kindergarten Learning Guidelines (QKLG) and the Early Years Learning Framework (EYLF).

Our program includes a play, inquiry, and project-based approach, which is balanced through formal and informal learning activities. The early years of schooling are an extremely integral and fundamental part of a child’s education. Research says that positive early learning experiences help shape brain development and set the foundation for success in later learning, behaviour, and health.

TAS encourages strong family and school relationships. We like to work in partnership with our families to ensure we are providing the best educational opportunities for each child. By working together, we can support each child and help them to establish a love of learning. We hope your family will enjoy being part of the TAS community and look forward to being able to assist your child in reaching their unique potential.

SERVICE INFORMATION Trinity Anglican School operates two Early Learning Centres, one at the TAS Kewarra Beach campus and the other at the TAS White Rock campus. The Centres are open Monday to Friday, 50 weeks per year, closing for 2 weeks over the Christmas period and on Queensland Public Holidays (advance notice will be provided for these days).

POLICIES AND PROCEDURES You can access our Service policies and procedures by scanning the QR code located in the foyer of each Centre. We expect all staff and families to follow these policies and procedures to ensure compliance with the National Law and National Regulations. We regularly review our policies and procedures and encourage input from both staff and families to ensure they meet the needs of our community and regulatory requirements. Your participation helps us improve our Service and may result in updates to our policies and procedures.

MANAGEMENT Approved Provider: Area Manager: Early Childhood Education and Care Manager: White Rock Nominated Supervisor: Kewarra Beach Nominated Supervisor:

Trinity Anglican School Darren Morrissy, Business Services Kelly Hart Kim Comport Megan Turner

WHITE ROCK EARLY LEARNING CENTRE Location: Hours: Email: Phone:

4-54 Sheehy Road, White Rock 7:30 am – 5:30 pm Kindy-wr@tas.qld.edu.au (07) 4036 8228

KEWARRA BEACH EARLY LEARNING CENTRE Location: Hours: Email: Phone:

45 Poolwood Road, Kewarra Beach 7:30 am – 5:30 pm Kindy-kb@tas.qld.edu.au (07) 4036 8263

Page | 5

IMPORTANT ORGANISATIONS Asthma foundation: Autism FNQ: Be you: Beyond blue: Blind & vision impaired support group: Cairns regional domestic violence service: Cancer helpline: Centacare: Child youth and mental health service: Child development unit: Child support: Community health centre: Dads in distress: Diabetes Australia: Department of human services – Centrelink: Epilepsy Queensland: Family planning Queensland: Family relationship advice line: Inclusion support Queensland: Legal aid Queensland: Kids helpline: Lifeline: Mission Australia: Oz baby hire: Ndis – mission Australia: Parent-line counselling: Playgroup Queensland: Queensland health: Vision Australia (cairns): Women’s centre far north Queensland:

1800 278 462 07 4034 6600 Https://beyou.edu.au/ 1300 224 636 07 4057 5590 07 4033 6100 131 120 07 4044 0130 07 4226 5280 07 4052 9323 131 272 07 4050 3500 1300 853 437 1800 637 700 136 150 1300 852 853 07 4031 3590 1800 050 321 07 4032 1713 1300 651 188 1800 551 800 131 114 07 4048 7500 0407 315 591 or 0447 100 882 1800 860 555 1300 301 300 1800 171 882 13 432 584 07 4434 5800 07 4051 9366

REGULATORY AUTHORITY: DEPARTMENT OF EDUCATION AND TRAINING PO Box 15033, City East QLD 4002 Ph: 13 74 68 E: ecec@deta.gov.au

OFFICE OF EARLY CHILDHOOD EDUCATION AND CARE: CAIRNS REGIONAL OFFICE PO Box 6094, Cairns, 4870 Ph: 4037 3911 E: cairns.ece@qed.qld.gov.au

Page | 6

Our Commitment to Quality Our Service is committed to ensuring the safety and wellbeing of children is always maintained whilst being educated and cared for by educators and staff at Trinity Anglican School Early Learning Centre. We promote a child safe environment that minimises the risk to all children in our care from all types of abuse, harm, and neglect. We understand our responsibilities and statutory duty of care to adopt and comply with the National Principles of Child Safe Organisations and the Reportable Conduct Scheme to build our capacity as an organisation to prevent and respond to allegations of child abuse. We request that you contact our Nominated Supervisor if you have any concerns.

CODE OF CONDUCT The Staff Code of Conduct establishes the standards for all employees of our Service. Employees are committed to adhering to the ethical responsibilities of early childhood professionals outlined in the Early Childhood Australia’s Code of Ethics. Our staff promote the human rights, safety and wellbeing of all children and consider and respect the diverse backgrounds and needs of all children.

OUR EDUCATORS AND STAFF Our staff carry out their responsibilities as mandatory reporters as required by law under the Children and Young Persons (Care and Protection Act 1998) and maintain up-to-date knowledge of child protection law and child protection training.

Our educators are recruited through an extensive screening process in addition to holding a validated Working with Children Check. We have zero tolerance for inappropriate behaviour towards children and any breach of child protection law, or any allegation or concern will be responded to promptly by management.

Our educators are continually evaluating how our curriculum meets the educational and wellbeing needs of our children and reflecting on ways to improve children’s learning and development. Our educators consider children’s individual learning styles, abilities, interests, linguistic and cultural diversity, and family circumstances when planning and implementing learning programs. We support and respect the history and backgrounds of Aboriginal and Torres Strait Islander people and aim to foster each child’s sense of identity.

All educators are encouraged and supported to attend professional training and development to further their knowledge and skills. For further details on the qualifications of the educators, please see our Nominated Supervisor at each Service.

STAFF/CHILD RATIOS We comply with the national regulations for the educator-to-child ratios across our Service to ensure adequate supervision is provided for all children. Ratios provide us with the flexibility to respond to children’s needs. At our Early Learning Centre’s, the staff-to-child ratios are: 24–36 months: 36+ months

Staff-to-child ratio is 1:5 Staff-to-child ratio is 1:11

FRAMEWORK GOVERNANCE Our Service complies with the Australian Government’s National Quality Framework (NQF) which consists of the legislative framework from the Education and Care Services National Law and National Quality Standard. Our educational program and curriculum are based on the EYLF and QKLG. We

Page | 7

regularly self-assess the National Quality Standard and strive for continuous improvement through our Quality Improvement Plan (QIP). The QIP assists our service to identify quality aspects of care we are already providing and assists in developing future goals for further improvement.

REGULATORY AUTHORITIES Our Service is regulated by the Australian Children’s Education and Care Quality Authority (ACECQA) and the state-licensing department in Queensland.

QUEENSLAND KINDERGARTEN LEARNING GUIDELINE (QKLG) The QKLG supports Kindergarten teachers’ professional practice in a range of contexts across Queensland. The guideline embraces the inclusive vision that ‘all children experience learning that is engaging and builds success for life.’

EARLY YEARS LEARING FRAMEWORK (EYLF) The EYLF guides early childhood educators, early childhood teachers and approved providers to inform educational programs and practices that emphasise play-based learning and extend and enrich children’s learning and wellbeing from birth to 5 years and through the transition to school.

The EYLF was reviewed, updated and released in early 2023 to ensure the framework reflects contemporary developments in practice and knowledge while supporting educators to promote the learning, development and wellbeing of each child.

•

BELONGING Children belong to diverse families, neighbourhoods, local and global communities. Belonging acknowledges children’s independence with others and the basis of relationships in defining identities. In early childhood, and throughout life, trusting relationships and affirming experiences are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become. Childhood is a time to be, to seek and make meaning of the world. Being recognises the significance of the present, as well as the past in children’s lives. It is about children knowing themselves, developing their identity and building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about children being in the here and now.

•

BEING Childhood is a time to be, to seek and make meaning of the world. Being recognises the significance of the present, as well as the past in children’s lives. It is about children knowing themselves, developing their identity and building and maintaining relationships with others, engaging with life’s joys and complexities, and meeting challenges in everyday life. The early childhood years are not solely preparation for the future but also about children being in the here and now.

•

BECOMING Children’s identities, knowledge, understandings, dispositions, capacities, skills, and relationships change during childhood. They are shaped by many different events and circumstances.

Becoming reflects this process of rapid and significant change that occurs as children learn and grow. It emphasises the collaboration of educators, families, and children to enhance children’s connections and nurture their capabilities and for children to actively participate as citizens.

Page | 8

The framework conveys the highest expectations for children’s learning from birth to five years and through transitions to school. The expectations are communicated through the five overall learning outcomes: Outcome 1: Children have a strong sense of identity.

• Children feel safe, secure, and supported • Children develop their emerging autonomy, inter-dependence, resilience and sense of agency • Children develop knowledgeable and confident self-identities and a positive sense of selfworth • Children learn to interact in relation to others with care, empathy and respect Outcome 2: Children are connected with, and contribute to, their world.

• • • •

Children develop a sense of connectedness to groups and communities and an understanding of their as active and informed citizens Children respond to diversity with respect Children become aware of fairness Children become socially responsible and show respect for the environment

Outcome 3: Children have a strong sense of wellbeing.

• Children become strong in their social and emotional and mental wellbeing • Children become strong in their physical learning and wellbeing • Children are aware of and develop strategies to support their own mental and physical health and personal safety Outcome 4: Children are confident and involved learners.

• Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination, and reflexivity • Children develop a range of learning and thinking skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching, and investigating • Children transfer and adapt what they have learned from one context to another • Children resource their own learning through connecting with people, place, technologies, and natural and processed materials Outcome 5: Children are effective communicators.

• Children interact verbally and non-verbally with others for a range of purposes • Children engage with a range of texts and gain meaning from these texts • Children express ideas and make meaning using a range of media • Children begin to understand how symbols and pattern systems work • Children use digital technologies and media to access information, investigate ideas and represent their thinking

Page | 9

Program and Goals for Your Child We are committed to providing a developmental and educational program which caters for each child’s individual needs, abilities, and interests. Our educational program is delivered through an intentional, play-based pedagogy aligned to the EYLF. Our program continues to develop as we use the relationships children have with their families and communities, working in partnership with parents, to ensure each child’s knowledge, ideas, culture, abilities, and interests are the foundation of our programs.

We encourage children to be responsible for their own learning through choices in experiences, interests, and routine. We use conversations, actions and play as the basis for teaching which involves the children being partners in teaching by seeking out ideas, opinions, thoughts, and questions. We encourage children in promoting their independence and self-help skills by assisting within the routine and involving the children in interest-based projects to further enhance their learning and knowledge.

We value children and family input and encourage family involvement to gather a comprehensive and holistic view of the child.

We know that children learn effectively through play and educators who are diligent in their responsiveness to each child support this. Applying strong intentional teaching practices provide the children with an authentic and meaningful learning environment that challenges, supports and nurtures a child’s development.

All children engage in learning that promotes confident and creative individuals and successful lifelong learners. All children are active and informed members of their communities with knowledge of Aboriginal and Torres Strait Islander perspectives. (EYLF, V2.0, page 6)

GOALS FOR YOUR CHILD AT OUR SERVICE Educators’ practices and the relationships they form with children and families have a significant effect on children’s involvement and success in learning. Children thrive when families and educators work together in partnership to support young children’s learning. Children’s early learning influences their life chances.

Viewing children as active participants and decision-makers opens possibilities for educators to move beyond preconceived expectations about what children can do and learn. (EYLF V2.0 page 8) We will create a range of short and long-term goals for your child that we will program to and observe on which will be based on the outcomes in the Early Years Learning Framework and include: • mutual respect and empathy • self-discipline and self-regulation • concern and responsibility for self and • habits of initiative and persistence others • creative intelligence and imagination • a sense of self worth • self-confidence as an independent • social awareness learner • importance of sustainability • a love of learning.

• Respect for diversity

Page | 10

Collaborative Partnerships We strongly encourage communication between families and educators to ensure continuity in what we are delivering to your child and acknowledge that the role of the educator is to work in partnership with children and families. Our program continues to develop as we use the relationships children have with their families and communities, working in partnership with parents, to ensure each child’s knowledge, ideas, culture, abilities, and interests are the foundation of our programs.

If we, as educators, have any areas of concern about your child’s development, we will inform you and share our observations and advise of follow-up assistance, for example, speech therapy. We understand this may be a sensitive topic and it is always your decision to intervene. Educators are willing to discuss any aspect of learning and development with parents and support discussions with allied health professionals.

DOCUMENTATION OF LEARNING AND PORTFOLIOS Educators observe children and facilitate their learning to provide each child with a personal, confidential portfolio by documenting their learning throughout the year. The individual child’s portfolio is maintained and used as a direct tool for evaluation, future planning and in parent/educator meetings.

Our Service uses a variety of documentation to demonstrate learning, including: • Your child’s profile • Goals from families and educators • Observations- learning stories, captioned photos • Objectives for further development • Work samples- drawings, photos, recorded video • Checklists and transition statements.

COMMUNICATION We support and encourage communication with your child’s educators about your child’s unique needs and their general enjoyment of their day at our Service. Everybody has a preferred time and method of communication. We encourage you to talk to our Nominated Supervisor to arrange a mutually convenient time.

• •

•

• •

PARENT-TEACHER INTERVIEWS - Families participate in informal parent-teacher interviews to discuss learning goals, while teachers liaise with outside agencies for children requiring support.

STORY PARK - Teachers log observations and photos each day on a mobile app called ‘Story Park’, where parents can monitor the progression of their child’s learning and understand what they do each day.

PORTFOLIOS - Centre’s provide a portfolio for each child containing their unique work, progression of learning, goals, observations, and evaluations. Parents are encouraged to reflect on their child’s portfolio, make comments and contribute recommendations.

EMAIL COMMUNICATION - Email is a valid and convenient means of communication, particularly for parents/guardians unable to make contact with the Centre in person.

TELEPHONE COMMUNICATION - Parents/guardians wanting to phone the Centre should limit their calls to before and after school.

Page | 11

PUBLICATIONS FOR PARENTS/GUARDIANS AT TAS ELC • • •

Service Newsletters – Each service publishes a Newsletter.

From the Principal’s Desk - TAS publishes a whole-school Newsletter called ‘From the Principal’s Desk’ once per term.

TAS TRINITAS Yearbook - TAS publishes a yearbook called ‘The Trinitas’, which is released annually at the end of each school year.

PARENT PARTICIPATION AND FEEDBACK Our Service has an open-door policy and actively seeks and encourages families to be involved. This can range from evaluating and adding input to your child’s program and observations, volunteering within the Service and sharing skills and experiences that the children and the program will benefit from and providing feedback.

HOW CAN I GET INVOLVED? • • •

• • • • •

Any family participation is much appreciated.

Family Walls help your child feel their family is part of the Service. If you would like to bring in a photo that represents your family, we would love to add them to our wall.

You are the most important person in your child’s world. Everything parents do interests children and sharing your interests is a great resource. We invite you to share aspects of your culture, history, language and celebrations with our service. Your involvement greatly assists us in enriching the lives of all our families and children.

Children love to be read to. If you or your family have the time, please contact your room educators to organise a day for reading.

We are always on the lookout for recyclable items, including empty food containers, ribbons, wrapping paper, towel tubes or anything interesting from your work.

Our Service organises special events throughout the year. We will communicate these to families as required and encourage parent input where possible.

Parents are welcome to visit or contact the Service at any time if you have any suggestions or ideas on how we best can work together in the Service.

The Service Notice board is used to display relevant programs, notices, updates and reminders for children and families. Please ensure you check this regularly.

Page | 12

Enrolment Information Before your child commences at our Service, you’ll be required to complete an enrolment form, provide documentation, and pay a bond.

ENROLMENT FORM If you require assistance completing the enrolment form, please contact our Admissions Team. We will require a copy of your child’s Birth Certificate and immunisation history statement from the Australian Immunisation Register. This must show that your child is up-to-date with vaccinations for their age, or your child is on a recognised vaccine catch-up schedule or has a medical exemption form preventing them from being fully vaccinated.

BOND Upon acceptance, a $500 bond per child will be payable before your child’s first day of attendance. Bonds will be returned in the event of a withdrawal of enrolment or at the end of the year, less any outstanding fees.

FAMILY LAW AND ACCESS Our Service will uphold any responsibilities or obligations concerning Family Law and access to the service. We require certified copies of any court order, parenting orders, or parenting plans relating to your child and request that if situations change, a copy of the Court Order is provided to our Service. We will only allow children to leave the Service with the written permission of the custodial parent/guardian.

Without a Court Order, we cannot stop a parent from collecting a child.

AUTHORISATIONS The enrolment form will include additional Authorisations for our service to seek medical treatment and emergency transportation for your child if required. Authorisations will also be requested for application of sun cream, permission to administer emergency medication to your child in the case of an asthma or anaphylaxis emergency (Ventolin or Epi-Pen), permission for an educator with current first aid to administer paracetamol in an emergency and permission to access medical treatment and transport in a case of an emergency.

INCURSIONS, EXCURSIONS AND REGULAR OUTINGS Incursions and excursions are an important and valuable part of learning in early education. They expose children to a range of different experiences and help them to observe and understand the world around them. For any incursion, excursion or regular outing in our community, we will complete comprehensive risk assessments to minimise any identified risks as part of our planning. We provide parents with information in advance and require written authorisation for each child to participate in an excursion or regular outing. Authorisation for regular outings will be gained once every 12 months or whenever circumstances may change. Authorisations for any excursions undertaken by the service will be sought at the time.

AUTHORISED NOMINEES You will be requested to provide information about authorised nominees on your child’s enrolment form.

Please understand that it is essential we have up-to-date information on your child’s enrolment record in case of an emergency. These are persons that you provide permission to: a) Collect your child from the service, b) Provide consent for medical treatment for your child from a medical practitioner, hospital, or ambulance service.

Page | 13

c) Provide consent for the transportation of your child by an ambulance service. d) Provide consent to go on an excursion.

It is important that you notify the Nominated Supervisor (or Responsible Person) of any changes to your enrolment information including your residential address, health of your child, contact numbers and details for any parent or authorised nominee, family changes (parenting orders) and emergency contact information.

PHOTOGRAPHS, SOCIAL MEDIA, PROMOTION We occasionally use social media to communicate, share information and celebrate what is happening in our Service. We promote the safety and wellbeing of all children and are committed to ensure safe online environments. Content is managed by the school’s marketing and admissions department and any offensive or inappropriate comments or users are removed. We maintain appropriate privacy of families, children, and educators by not publishing any personal information online. If parents do not give permission, they are to advise the Centre in writing at the enrolment stage or as soon as they wish to put the opt-out clause in place for their child/ren.

MEDICAL CONDITIONS- ALLERGIES, ASTHMA, DIABETES, OR EPILEPSY It is vital that we are aware of any medical condition including diabetes, epilepsy, allergies, eczema, asthma, risks of anaphylaxis of your child including any potential triggers at the enrolment stage.

Our Service requires a TAS Medical Management Plan and Asthma/Anaphylaxis Action Plan to be completed by your General Practitioner prior to your child’s commencement at the Service. In consultation with the Nominated Supervisor, you will be asked to develop and Risk Minimisation Plan and Communication Plan to assist our educators and staff. Any prescribed medication that your child may require must be provided each day they attend our Service as well as an administration of authorised medication form. To ensure the safety and wellbeing of your child, please update your child’s Medical Management Plan/ Action Plan every 12 months or whenever a change in their medication or treatment occurs. (Australasian Society of Clinical Immunology and Allergy) (ASCIA).

INCLUSION OF ALL CHILDREN If your child has a disability, please speak to our Nominated Supervisor prior to enrolment. We provide a supportive and inclusive environments that allows each child to fully participate in quality education and care programs. We aim to develop and sustain supportive relationships with families and encourage discussions about how we can support your child to have equitable access to resources and participation.

If your child has a National Disability Insurance Scheme (NDIS) package, we may need your consent to contact services and/or therapists who are working with your child to seek information to support continuity of learning. Our Service may be eligible to apply for additional support through the Inclusion Support Program (ISP) to assist your child’s inclusion into the services environment and program.

TRANSPORTATION The service does not offer drop-off/pick-up.

Page | 14

Fees & Rebates, and Attendance FEES Please visit https://tas.qld.edu.au/elc-enrolments/ to view a current fee schedule.

STATEMENT OF FEES Statements are sent weekly via iParent Portal and email. Please check these statements to ensure all details are correct and accurate, if there are any discrepancies, please contact the Nominated Supervisor.

Fees are to be paid weekly, fortnightly or monthly through the services direct debit system. Your direct debit can be set up using bank account or credit card details. You will be provided with a Direct Debit Request form upon enrolment.

EXCURSION FEES All external excursions undertaken by TAS ELC will incur an additional cost. This costing information will be communicated to all families using a variety of methods. Families can choose not to send their child on an excursion, however dependent on the length and duration of the excursion, the option to attend the service may not be offered for that day. Your regular gap fee will be charged for this day.

PAMENT MENTHODS Parents/guardians are required to complete a Direct Debit form upon enrolment. Parents are responsible for ensuring that all bank details are current. Insufficient funds could result in a dishonor fee.

Accounts must have no outstanding value by Friday of each week. Additional payments can be made by credit card by telephoning Reception (07) 4036 8117 between 8:00 am and 4:00 pm on weekdays.

CHILD CARE SUBSIDY (CCS) Child Care Subsidy assists families with the cost of childcare. It is available for children aged 0-13 years. 3 factors will determine a family’s level of CCS, these include: • Combined annual family income • Activity test – the activity level of both parents • Service type – the type of childcare service and whether the child attends a school Families who wish to receive CCS must apply through the myGov website. This includes completing the CCS activity test. CCS is paid directly to our Service to be passed on to families as a fee reduction. Families will contribute to their childcare fees and pay the difference between the fee charged by our Service and the subsidy amount received. This is called the ‘gap fee’. On enrolment, we will need the Customer Reference Number (CRN) of the Parent/Guardian linked with your child, along with the child’s CRN, so we can confirm the attendance and ensure that you receive the appropriate subsidy.

Before Child Care Subsidy can be paid, you must approve the enrolment information within the CWA via the MyGov website. Providing medical certificate to offset your absence with Centrelink. Centrelink will not pay CCS on absence that exceed 42 days. Full fees will be charged. If your child has not attended our Service for 4 continuous weeks, your child’s enrolment will be canceled, and Centrelink will stop paying your CCS subsidy.

COMPLYING WRITTEN AGREEMENT (CWA) A Complying Written Agreement (CWA) is an agreement between our Service and a parent or guardian to provide childcare in exchange for fees. The CWA includes information about your child’s enrolment including your child’s full name and date of birth, the date the arrangement is effective from, session details and details of the fees to be charged.

Page | 15

OVERDUE FEES AND SUPPORT If fees are outstanding after two weeks, we will impose a late payment fee of $25.00. If you are experiencing financial hardship, please speak to the Nominated Supervisor or Director. Additional Child Care Subsidy (ACCS) may be available to support your family. We may be able to assist by organising a payment plan before your fees go into arrears.

ABSENCES We encourage families to notify the Service as soon as possible if children will be absent for any day or session booked. It is recommended that absences are notified to the Service by email or phone. CCS will be paid for any absence from an approved childcare service your child attends for up to 42 days per child per financial year. Additional absences beyond 42 days may be approved for specific reasons with supporting documentation. Please talk to the Nominated Supervisor about additional absences.

Public holidays will be counted as an absence if your child would normally have attended the Service on that weekday, and fees will be charged as usual.

WITHDRAWAL FROM CARE ENROLMENT DAYS We require 2 weeks' written notice to withdraw enrolment days for your child/ren. Fees are payable up to and including the end notification date. Please note that this only applies to notice of enrolment withdrawal up to the end of Term Three. Children are not able to attract CCS for any days after the last day your child physically attends our Service. There are some circumstances where CCS can be paid after the last day your child physically attends with an approved reason.

SERVICE CLOSING TIME AND LATE COLLECTION FEES Please be aware our Service’s open at 7:30am and close at 5:30 pm. Following National Regulations and licensing, we are not permitted to have children in the service before 7:30am or after 5:30 pm. A late fee is incurred for children collected after 5.30 pm.

The fee is $20.00 per child for every 10 minutes or part thereof and will be added to your next account.

The late fee is strictly adhered to, as two educators are required to remain at the Service until all children are collected. If we are unable to contact either the parent or a person nominated by the parent as recorded on the enrolment form to arrange collection of the child/children within an hour of the Service closing, we may contact the Police or other authorities to take responsibility for your child.

HOLIDAYS TAS Early Learning Centre’s offer discounted rates for holiday absences, with half-price fees available for four weeks through the year on a pro rata system. The discounted rate offered for holiday absences applies to holidays that are taken for a minimum period of (1) week from start date.

Please complete the Holiday Form and return to your Nominated Supervisor at least two weeks before your holidays to receive discounted fees for the upcoming holiday period. It is important to note that the discount is only valid if you are signed up for the Direct Debit System.

MAKE UP DAYS We do not have a make-up date policy.

Page | 16

Preparing your Child Orientation is an important start for your child and family to connect to our Service. We encourage each child to attend our Service in the company of a family member before they start their first day with us. This allows you and your child to gain an understanding of our program, the environment, where to put your child’s belongings and provide educators with additional information about your child, and how we can best support their transition and settling in period. The Nominated Supervisor will contact you to arrange suitable times and days for visits.

If your child is reluctant to attend, please discuss this with their assigned educator so that they can develop strategies with you to support the transition from home to the Service. You are welcome to take photos of your child in our environment to show and discuss at home with them. Some children like to take a book from our library to read at home and return on the next visit.

WHAT YOU NEED TO BRING 

       



 

A moderate-sized plastic lunch box with all items inside (no insulated lunch boxes are required as lunches are refrigerated). We promote sustainability and recommend containers instead of glad wrap and prepacked food items.

Please provide morning tea, lunch, and afternoon tea.

Please ensure your child is wearing the correct compulsory TAS uniform, including shoes.

TAS Hat –school uniform item, available from the TAS Uniform Shop.

TAS Small School Bag – school uniform item, available from the TAS uniform shop. Please ensure it is large enough to hold all their belongings and is clearly labelled.

Medication (if required).

Reusable Water Bottle. Please ensure that it seals well. We recommend 500ml or more . Ensure your child can open the bottle independently.

A full set of spare clothes plus two changes of underwear. These can be casual clothes and do not have to be school uniforms.

One fitted and one flat sheet no bigger than cot size. Pillows and blankets are not necessary. Please put it into a sheet bag, this can be a pillowcase. Your child needs to be able to manage to get their sheets in and out easily.

Enough nappies or pull ups for the entire day (pullups preferred). At least 6 per day is sufficient. If your child is still toilet training please provide 5 changes of spare underwear and clothes (uniforms are not required for changes of clothes).

Reusable Wet Bags - As part of the services commitment to sustainability, each child will require a reusable wet bag for wet or soiled clothing. They can be purchased at Little Aussie Monsters.

Please ensure all belongings and items of clothes are clearly labelled with your child’s name.

ARRIVAL AND DEPARTURE Each day, it is mandatory for you to sign your child in upon arrival and sign out upon departure and note the date and times. We use the Kidsoft iCheck in function for parents to electronically sign in and out. We are always required by legislation to maintain our attendance record. This record may be used in the event of an emergency at the Service.

Our staff have a duty of care to your child and will only allow your child to be released into the care of either a parent, guardian or an authorised nominee as listed on your child’s enrolment record. If your child needs to be collected by another person for some reason, an authority to collect form must be provided in writing to the Nominated Supervisor. Our staff may ask to view photo identification of the adult collecting your child from care to confirm their identity.

Page | 17

THE FIRST DAY/WEEK The first day in a new service is a big step for you and your child. Please don’t be alarmed if your child experiences some separation anxiety. This is normal and our experienced educators will assist you and your child through this transition period.

There may be tears and extra tight hugs when saying goodbye for the first few weeks but there are always cuddles, reassurance and genuine care from educators for both the children and their families. Sometimes this experience is upsetting more so for the family, not the child. We understand this and offer support through story park updated and open communication.

Ideally, your child will be settled at an activity before you leave, however some children find it hard to settle until their parents have gone. What works best is a set routine so try to establish the care routine from the orientation process. Being well organised and avoiding a rush usually results in a calm start to the day for your child. Most children will want to have a look around first to see who else has arrived and to look at what activities are available. Please tell your child when you are leaving as they may become upset if they haven’t had the opportunity to say goodbye. This will gain trust from the child, not only in you but in the educator, who is reassuring your child about their day and when you will return. Rest assured, we’ll contact you if your child becomes distressed.

SAYING GOODBYE Ideally, your child will be settled at an activity before you leave, however some children find it hard to settle until their parents have gone. What works best is a set routine so try to establish the care routine from the orientation process. Being well organised and avoiding a rush usually results in a calm start to the day.

Most children will want to have a look around first to see who else has arrived and to look at what activities are available. Please tell your child when you are leaving as they may become upset if they haven’t had the opportunity to say goodbye. This will gain trust from the child, not only in you but in the educator, who is reassuring your child about their day and when you will return. Rest assured; we’ll contact you if your child becomes distressed.

UNIFORMS Children are required to wear the TAS Early Years Uniform each day, including a hat and shoes that your child can take off and put on independently (brown or black preferred). Children will continue to wear this uniform from Pre-Kindy to Year 2. The school uniform policy requires:  All children wear their TAS hats and enclosed shoes to and from school.  Long hair is to be tied back in school colour ribbons or ties.  Jewelry is not permitted - Earrings are permitted if they are studs.

LUNCHES It is expected that your child’s lunch box supports them to consume 50% of the RDI at our Service. Please provide morning tea, lunch, and afternoon tea – please see your Onboarding Hub for Lunch Box recommendations. Recommended standards serve per day per Nutrition Australia. Avoid packing ‘sometimes foods’, including chips, lollies/chocolates, highly processed foods, chocolate custards or desserts, pizzas, sausage rolls, pies, flavoured milk, roll-ups or other high sugar bars, biscuits or cakes. These items will remain in your child’s lunch box for home time. A healthy environment is a group effort by all families and educators.

AGE

VEGETABLES & LEGUMES

FRUIT

GRAINS

PROTEIN

DIARY & ALTERNATIVES

ADDITIONAL OTHERS

2-3 YEARS

2.5

1

4

1

1.5

0-1

Page | 18

4-8 YEARS

4.5

1.5

4

1.5

1.5 girls 2 boys

0-1 girls 0-2.5 boys

Reference: Nutrition Australia http://www.nutritionaustralia.org/national/resource/australian-dietary-guidelines-recommended-daily-intakes

TOYS The Service has an abundance of developmentally appropriate resources and equipment available and we ask that children do not bring in toys from home. This eliminates negative social experiences, toys getting lost, broken, disappointment for other children and unnecessary responsibility on educators to track numerous toys throughout the day. We also ask that show and tell items are not toys, and instead an item that has family significance or special value.

BEHAVIOUR GUIDANCE We encourage children to engage in cooperative and pro-social behaviour. We give children the opportunity to self-regulate their behaviours during play to develop their confidence and self-esteem. We use a positive approach to guiding children’s behaviour to help them develop respect for others, for property and respect for themselves. For more information, please refer to the ‘TAS Guiding Children’s Behaviour Policy and Procedure’.

WELLBEING Wellbeing is more than just feeling happy, it is about our overall health- physical, social, emotional and mental. We provide opportunities for your child to develop a strong sense of wellbeing through dance, movement, yoga, mindfulness, music and relaxation.

PHYSICAL PLAY Physical play includes activities that use physical movements to allow children to use their energy, enhance their concentration, motivation, learning, and wellbeing. We feel physical play is a vital part of everyday life. We believe in providing children with a range of physical activities and experiences on a daily occurrence for them to challenge their large and small muscles, allowing them to gain increasing control over their bodies as they learn the importance of physical play. Physical play provides children with the opportunity to: • develop strong bones and muscles • improve strength and balance • develop Flexibility and coordination • develop Fundamental Movement Skills • develop spatial awareness • develop mathematical concepts • be confident as they learn to control their bodies and understand their limits • learn to cooperate and share with others • promote healthy growth and development

REST AND SLEEP Rest and sleep routines vary according to individual children’s needs. We aim to make rest time a relaxed, pleasant time for all children. We provide beds for children and play soft calming music in the background.

Your child may wish to bring a security item to have at rest time. Please feel free to discuss your child’s rest or sleep needs with educators. Each day we provide information about the times your child rested or slept.

Quiet activities, such as puzzles and books are available for those children who do not sleep.

SUSTAINABILITY Our Service is passionate about sustainability. We believe in supporting children to appreciate and care for the environment by embedding sustainable practice into the daily operation of our Service, infrastructure, and teaching. To empower our sustainability program, we emphasise children’s ability to make a

Page | 19

difference, enabling them to learn and appreciate their environment in an engaging, fun and exciting manner. We do this by engaging children in discussion about sustainable practice, developing an appreciation for the natural world, encouraging them to participate in a recycling program, and reducing energy and conserving water. We aim to provide children with the skills and knowledge required to take an active role in caring for the environment and to think about ways they can contribute to a sustainable future.

Further, we support children to appreciate that sustainability embraces social and economic sustainability as we engage in concepts of social justice, fairness, sharing, democracy and citizenship.

BIRTHDAYS We love celebrating birthdays and making each child feel special on their big day! To ensure the health and safety of all children, we have a no cake policy. Instead, parents are welcome to provide a sealed packet of icy poles to share with the group. This allows for a fun and inclusive treat that all children can enjoy.

Please speak with your child’s educator in advance to coordinate the celebration and ensure we can accommodate any dietary needs.

Page | 20

Health and safety Early childhood education and care services are busy places especially during the morning drop off and afternoon pickup periods.

We ask that parents be extremely mindful of danger when arriving and departing from our Service.

• Please always hold your child’s hand in the car park area • Be alert of reversing drivers in the car park as it is very difficult to see small children • Use the curbside, rear passenger door when getting your child into and out of their restraint • Never leave a child or infant in the car unattended • Never leave the front entry door/gate open • Always do a visual check around your vehicle before driving • Please ensure children do not enter areas in the Service that are for adults/staff only.

WORKPLACE We are committed to providing an environment that is safe and healthy for every employee, volunteer, child, family and visitor. We have made every reasonable effort to minimise the risk of serious injury and request all persons in our Service to adhere to our policies regarding Workplace Health and Safety.

Each morning, our educators conduct daily safety checks of the indoor and outdoor environment and will alert management of any potential risk or hazard to children. These hazards will be rectified before children use the equipment or space. We welcome all feedback regarding the safety of our Service. If you see something that concerns you regarding safe work practices, the safety of building and equipment or general work health and safety issues, please contact the Nominated Supervisor immediately.

SUN SAFETY Our Service always implements a combination of sun protection measures to ensure the health and safety of your child. We monitor the UV index levels daily, as well as the surface temperatures of play equipment and schedule outdoor activities when levels are safe. Our outdoor environment provides shade for play experiences, and we conduct regular risk assessments to ensure the play space and equipment are safe for children.

Children and educators must wear hats and appropriate clothing, including footwear when outside.

Educators will encourage children, including by way of modeling behaviour, to avoid excessive exposure to the sun and to wear suitable sunscreen (at least SPF 50+), which is reapplied according to the manufacturer’s recommendations. We ask that children come to the Service with sunscreen already applied so they can participate in outdoor play immediately and not have to wait 20 minutes after application. Consent to apply sunscreen is included in our enrolment form.

If you would prefer to use your own sunscreen, please speak to your Nominated Supervisor to obtain a alternate sunscreen authorisation form. You will need to provide this sunscreen to the Service clearly labelled with your child’s first and last name and expiry date.

HYGIENE Our Service has effective and systematic risk management systems in place to identify any possible risk of hazards to our learning environment and practices. All staff diligently practice and model personal hygiene measures such as hand washing, cough and sneeze etiquette and disposal of tissues. We request that all children and visitors to our service wash their hands or use the alcohol-based hand sanitiser upon arrival.

Page | 21

Our educators teach and model correct hand washing techniques to children and regularly clean and disinfect high-touch objects throughout the service to reduce the spread of infection.

IMMUNISATION When enrolling your child at our Service you will be asked to provide an up-to-date Immunisation History Statement as recorded on the Australian Immunisation Register (AIR) to prove that your child is up to date with their scheduled immunisations. This statement is available through your online Medicare account through myGov. Under the Public Health Act 2005, approved early childhood education and care services (ECEC services) can refuse the enrolment or attendance of children who are not up-to-date with their scheduled vaccinations as per the National Immunisation Program. TAS Early Childhood Education and Care Services implements the Australian Government Department of Health, ‘No Jab No Play’ policy which came into effect in January of 2016. All children must meet the immunisation requirements to be eligible for the Child Care Subsidy (CCS).

Prior to enrolment, all families are requested to provide a copy of their child’s Immunisation History Statement from the Australian Immunisation Register (AIR). The Immunisation History Statement must show that each child is up to date with immunisations for their age. This statement is available through your online Medicare Account via myGov. The only unimmunised children who can be enrolled at the Service are those who are on a catch-up schedule or have an immunisation medical exemption as shown on their Immunisation History Statement.

MEDICATION If your child requires medication whilst at our Service, you must complete an Administration of Medication Record to give your consent for an educator to administer prescribed medication to your child. Medication must be given directly to an educator for appropriate safe storage. Under no circumstances should medication be left in children’s bags.

Educators can only administer medication that is: • Prescribed by a registered medical practitioner (with instructions attached to the medication or in written form from the medical practitioner) • In its original packaging and have the original label clearly showing your child’s name • Before the expiry/use-by date.

Any child’s prescribed medication such as asthma inhalers, adrenaline auto-injectors (EpiPen), or Insulin (for diabetes), must accompany the child each day to our Service or parents ensure our Service always has adequate supplies of the required medication.

Prescribed medication can be given during operations hours if required, only if parents/guardians give the Nominated Supervisor/Coordinator clear written instructions stating the child's name, doctor's instructions, the time when a medicine is to be administered, and the required quantity. Medication must be clearly labeled with a pharmacy label. If possible, please administer any prescribed medication to your child before or after attending the program. Non-prescribed medication will not be administered by staff.

WHEN SHOULD I NOT SEND MY CHILD TO THE SERVICE? Attending the Service is a busy and demanding day for the bodies and minds of our children. We are not equipped to care for sick children; however, we will do everything we can to comfort a child who has become sick whilst in our care.

Page | 22

To minimise the spread of infections and diseases, and maintain a healthy environment for all children, educators and staff, we implement recommendations developed by the National Health and Medical Research Council (NHMRC)- Staying Healthy in Childcare (6th edition).

Please monitor your child’s health and do not bring your child to the Service if they are suffering from an infectious disease/illness or are generally unwell. If your child becomes unwell whilst at the Service, we will contact you or an authorised nominee to collect your child. When your child is collected, you will be provided with an Injury, Incident, Trauma and Illness Record completed by an educator which includes information about your child’s illness, their symptoms, general behaviour and any action taken. You will be requested to sign and acknowledge the details in this record.

Your child cannot attend the Service if they have had paracetamol within 24 hours. Children who are on antibiotics are to be kept away from the Service for the first 24 hours to allow the child to rest and the risk of spreading the infection to decrease. If your child has been vomiting or had diarrhea, they will be excluded for 48 hours. For certain illnesses, a medical clearance certificate may be required before your child returns.

INFECTIOUS DISEASES The National Health and Medical Research Council have supplied the following information regarding the minimum exclusion period for children from early childhood education and care service:

CONDITION

EXCLUSION

FEVER DIARRHEA/GIARDIA HAND, FOOT, AND MOUTH HIB HEPATITIS A

At least 24 hours after symptoms have ceased Excluded until at least 48 hours after symptoms have ceased Until all blisters have dried Exclude until a medical certificate of recovery is received Exclude until a medical certificate of recovery is received, but not before 7 days after the onset of jaundice or illness.

Young children unable to comply with good hygiene practices should be excluded while symptoms persist. Lesions to be dressed, where possible.

Colds with fever, nasal discharge, coughing, wheezing are excluded for the period of acute illness (Not including COVID19) Exclude for at least 4 days after onset of symptoms Exclude until well Exclude until adequate carrier eradication therapy has been completed Exclude for 9 days or until the swelling goes down (whichever is sooner) Exclude until all blisters have dried Exclude for at least 14 days from onset. Readmit after receiving a medical certificate of recovery Exclude until fully recovered or for at least 4 days after the onset of rash Exclude until symptoms cease Exclude until the child has received antibiotic treatment for at least 24 hours and the child feels well

HERPES/COLD SORES

FLU AND FLU-LIKE ILLNESSES

MEASLES MENINGITIS (BACTERIAL) MENINGOCOCCAL MUMPS CHICKEN POX POLIOMYELITIS RUBELLA (GERMAN MEASLES) SALMONELLA, SHIGELLA STREPTOCOCCAL INFECTION (INCLUDING SCARLET FEVER)

Page | 23

TUBERCULOSIS WHOOPING COUGH WORMS (INTESTINAL) IMPETIGO (school sores) Rotavirus infection

Exclude until a medical certificate from an appropriate health authority is received Exclude the child for 5 days after starting antibiotic treatment Exclude if diarrhea present Exclude until antibiotic treatment has started. Cover any sores on exposed skin with a watertight dressing Exclude until there has not been any diarrhoea or vomiting for at least 24 hours

INCIDENTS, INJURY OR TRAUMA We aim to minimise the risk of accidents and injury as much as possible, however, through play, exploration, and adventure, children sometimes have accidents. All educators have current First Aid, emergency asthma, anaphylaxis management, and CPR qualification.

An Incident, Injury, Trauma, and Illness Record will be completed, and a parent will be required to acknowledge and sign this record. A copy of any documentation from the hospital or treating doctor will also be requested. Our Service will also be required to notify the Regulatory Authority in the event of any serious incident or injury. In these circumstances, you may be contacted by our Approved Provider and the Regulatory Authority to follow up on the incident and actions taken by our Service. Any serious incident will be logged with the Regulatory Authority.

If an injury or incident is serious and we believe urgent medical attention is required, the Nominated Supervisor will contact you immediately. If we cannot contact a parent or guardian, we will attempt to contact an authorised nominee for consent. Where you or your authorised nominee cannot be contacted, we may call an ambulance. If you are unable to meet the ambulance at the Service, we will send one of our educators/staff members to accompany your child in the ambulance. Please note that Ambulance cover is the responsibility of each family.

TOILETING AND NAPPIES Toileting and nappy changing will be carried out at frequent intervals throughout the day. Children who are in nappies will have each nappy change recorded in the Nappy Change Register by educators. This is situated in the children’s bathroom for parents to sight. Educators will monitor the progress of a child’s toilet training and provide information to parents on how many times the child sat on the toilet or managed to use the toilet in a day. Families are required to provide children with pull ups if their child is not fully toilet trained.

EMERGENCY AND EVACUATION PROCEDURES Our Service conducts risk assessments regularly and develops emergency management plans for a range of possible hazards. Throughout the year we follow our policies and procedures to carry out emergency and evacuation drills. These may occur at any given time throughout the day and week to ensure all children know what to do in case of an emergency. Emergency and evacuation drills are carried out in a well-organised and orderly manner and will simulate a range of possible emergencies such as fire (bush fire), lockdown, or flood. Under regulations, we are required to practice emergency and evacuation drills every three months.

Educators are trained to use the fire extinguishers that are in the Service. An emergency evacuation plan and lockdown procedure are displayed in every room and exit locations are indicated.

Page | 24

Privacy and Confidentiality We are committed to protecting the privacy and confidentiality of children, individuals and families and have policies in place to ensure strict confidentiality is maintained.

To plan programs for your child/ren, we need to collect information from you. This information helps us to assess and plan programs in partnership with you. We do not disclose personal information about you or your child to other people or organisations without your consent unless we are required to do so by law.

We do not ask for personal information about you or your child from other professionals or organisations without your consent. You can view the information in your child’s file at any time or request a copy of the information in the contained file.

Our Privacy and Confidentiality Policy is available to view at any time. This policy sets out how we ensure our Service acts per the requirements of the Australian Privacy Principles and the Privacy Act 1988. We ensure all personal information is protected, records and documents are maintained and stored following Education and Care Services National Regulations. All educators understand the requirements of the Notifiable Data Breaches (NDB) scheme. Any Privacy complaints will be managed promptly and in a consistent manner as outlined in our Grievance Policy.

Our Service is required to keep and maintain detailed records about children, parents and staff per relative legislation contained in the National Law and Regulations and Family Assistance Law. We ensure all records are stored in a secure and locked location. We must keep records for the prescribed periods of times as legislated related to child enrolment, attendance, medication records, incident, injury, trauma and illness records, child assessments and any relevant legal information/documents. Full details about record keeping are available in our Record Keeping and Retention Policy.

DECLARATION AND ACKNOWLEDGEMENT I have read this handbook carefully and understand our responsibilities to the Service. I have read and agree to comply with the requirements set out in this handbook and the Service’s policies.

Y / N

Child CRN:

Y / N

Parent CRN:

Child Full Name:

Claiming CCS: DOB:

Print Name:

Signature:

Date:

Print Name:

Signature:

Date:

Page | 25