Childcare Centre: Rainbow Room COVID-19 Family Handbook

Childcare Centre Parent Handbook Madison – Half Day Program

Waldorf Academy

WELCOME TO WALDORF ACADEMY CHILDCARE CENTRE MADISON HALF DAY PROGRAM The Teaching Staff would like to extend a warm welcome to all parents and their children.

We hope you will find this handbook informative and we ask that you read it carefully.

Our standard hours of operation are 9 a.m. to 12:00 p.m., Monday to Friday. The Centre is closed all statutory holidays including Easter Monday, one week in March, two weeks in December and for one professional development day. The half day program is offered from September to June only. In all of our programs we offer a 5 day program, 3 day program (Mon/Tues/Wed) and a 2 day program (Thurs/Fri).

As Waldorf and RECE (Registered Early Childhood Education) teachers, we appreciate the trust given to us to educate your children. We pride ourselves in providing a unique learning environment based on Waldorf Philosophy in the hope that through working together we may grow in the understanding of each other and of your children.

Our hope is to form a strong community, through various seasonal activities and festivals that will include both you and your child while striving to provide an environment that meets the essential needs of all the children. The Waldorf Academy Childcare Centre appreciates all the families’ support and contributions.

This handbook will enable you to become familiar with all details and arrangements of the daily rhythm of this centre and its organization. The content may also help you find an area of interest, which may enable you to become an active participant in the life and growth of the Childcare Centre. If you have any further questions, please feel free to bring them to the Supervisor/Manager at any time.

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WALDORF ACADEMY MISSION Our Vision: Igniting a passion for the art of learning.

Mission: • • • •

Creating an inspired learning environment Having a profound understanding of the whole child Fostering healthy relationships among the children, parents and teachers Attracting highly capable, dedicated and skilled teachers who have a passion for teaching.

Waldorf Academy is an independent school, offering Waldorf education to children in Childcare, Kindergarten and Grade One to Grade Eight.

We are non-religious and a registered charity.

EDUCATIONAL PHILOSOPHY Waldorf Academy Childcare Centre is a non-profit Charitable Corporation committed to providing an environment that lays a solid foundation for life long learning.

The Waldorf school movement is the largest independent school movement in the world with over 900 schools worldwide and over 1,200 kindergartens in North America.

Waldorf education was founded in 1919 by Austrian philosopher and educator, Rudolf Steiner.

Waldorf Education offers a classical education with a multi-disciplinary approach that emphasizes the role of the imagination and develops thinking that is as creative as it is analytical. It is an education that is based on a developmental approach, addressing the needs of the growing child. It strives to transform education into an art that nurtures the whole child –“the hand, the heart and the head.” The goal is to provide young people the basis to become free-thinking, morally responsible, integrated individuals. We seek to cultivate the pupil’s sense of social responsibility.

Based on 90 years of research and supported by neuroscience in education, children under the age of 7 develop a stronger foundation for academic learning when it is experiential, imitative and sensory based. We offer an unhurried approach, an activity-rich experience that is a hand-first, not head-start, approach, a language rich, rather than print-filled environment, and an activity-rich, play-based experience within a calm, emotion-regulating and nurturing Childcare Family Handbook

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environment. Our teachers are trained to be worthy of imitation, strengthening attachment and developing empathy. Each teacher strives to understand each child and create an atmosphere of acceptance, reverence and love.

The developmental approach at this age builds socialization, language and will giving them the best foundation for academic success.

Accordingly Waldorf Academy Childcare Centre is a calming, positive and beautiful place, promoting exploration, imagination and creativity.

We have no doubt that a healthy partnership with our families, based on communication, mutual understanding, co-operation, and support, will provide a positive learning experience for the child, and allow optimum growth as an individual.

THE HISTORY OF WALDORF ACADEMY “Ever since Plato’s time, a true academy has been a place where learning and teaching are treated as an art and wisdom is understood to be the deeper purpose of knowledge.”

Waldorf Academy, an independent, co-educational and non-sectarian organization, opened its doors in September 1987, with a combined junior and senior kindergarten. It was originally called the Alan Howard Waldorf School. The name was changed to Waldorf Academy in 2010.

The school is a member of the Ontario Association of Waldorf Schools (WSAO) and a full member of the Association of Waldorf Schools of North America (AWSNA). Waldorf Academy is approved by the Ministry of Education and registered as a non-profit organization. Our Childcare’s Policies and Procedures follow the Provincial Child Care Early Years Act. The Childcare Centre was opened in the fall of 2008 supported by the groundbreaking work of American child psychiatrist, Stanley Greenspan and York University Professor, Stuart Shanker. Their research highlights the importance of positive emotional development to later cognitive and life success, supporting the work Waldorf Pedagogy has been nurturing for 90 years.

The Waldorf Childcare Centre represents an opportunity to bring the best of human development to those early years for families who require childcare.

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PROGRAM STATEMENT This Program Statement is provided to current and prospective parents of children at Waldorf Academy Childcare. It describes goals and approaches used in our program, and forms part of the Parent Handbook.

It reflects the requirements of the Child Care Early Years Act, and supports continuous learning from the following documents:  

How Does Learning Happen? Ontario’s Pedagogy in the Early Years Think, Feel, Act: Lessons from Research About Young Children

________________________________________________________________________ Waldorf Academy Childcare views children as competent, capable, curious and rich in potential. We also believe that children are creative beings who learn best through play. We regard play as the work of the child and believe that a play based environment allows children to grow their imaginations, learn at their own pace, and explore their own interests.

Our programs are language rich to support communication and the foundations of literacy while our play environments are open ended to allow children to explore materials imaginatively and develop creativity and problem solving skills. They are designed to work with the natural rhythms of the child to foster a healthy environment. This is supported through proper nutrition, the practice of healthy habits, active outside time, and adequate rest.

We believe that when the foundations for belonging, well-being, engagement, and expression, are met children grow with security to the fullest of their potential. Through our interactions with others we strive to build acceptance, learn to take care of others, and experience community. The warmth and intention that we bring to our interactions with children allow them to feel safe and valued. The environment that we build, both inside and outside the classroom, is designed to allow children to experience a feeling of wonder and reverence for the world around them.

The Physical Environment Waldorf Academy Childcare rooms have many elements similar to a home environment: a kitchen and table where food can be prepared and shared; places to play, both indoors and out and comfortable chairs to snuggle in as needed. Full-day children have their own beds with warm blankets and pillows to nap or rest on. The room design is intended to support the transition young children make from home to school; familiar home-like spaces help the children to be calm and self-regulate as they expand their worlds.

The design of the classroom is aesthetically beautiful and welcoming. The walls are painted in soft pastel shades. Decorations are minimal, allowing the beautiful and natural materials in the room to exude warmth and provide pleasing sensorial experiences. Materials from nature abound: wooden play stands, soft pastel silk play cloths; pieces of wood that serve many purposes to the imaginative child, a nature table or corner, puppets of silk and felted wool. Great care is taken to create a secure space from which children can experience, play and explore the world around them.

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The classrooms extend further into the outdoors, where play areas for our Waldorf Academy Childcare Programs are large enough for exploration and surrounded by nature. Opportunity abounds for sensory play with sand, water and snow. The children practice their gross motor skills rolling, climbing and sledding on the small hills in the playground. When children see the Early Childhood Educators gardening or raking leaves, they too, want to participate in caring for the natural environment.

Role of the Educator Our educators are thoughtful reflective learners who continually work to develop their practice. We take seriously our responsibilities, including the trust that families have given us to care for their children, and continually strive to keep the child at the centre of our practice. Our relationships are based on love, respect and care for each child who we view as unique in body, soul, and spirit. Our educators actively observe the children in their care, carry them in their meditation, and seek to work consciously and artistically to create the experiences that will serve their development. Their ongoing study of child and human development, artistic, and meditative practices, are essential ways in which educators find renewal and strengthen their craft. We understand that children learn through imitation and our teachers recognize the important role they play in being a person worthy of imitation.

The meaningful work and chores that the teacher engages in provide a rich opportunity for children to absorb the mood, gesture, and devotion to the task that the educator brings to their work. Chores that are done in the classroom are orchestrated to allow children to flow in and out of these activities, inviting them to engage fully for as long or as little as they like.

In this way, out of imitation, a healthy will force is developed through children’s joyful participation to the task at hand. ________________________________________________________________________ Promoting the Health, Safety, Nutrition and Well-being of the Child Goal: Every child is a capable, curious and competent learner and can develop resilience, when provided with healthy food, nutrition and a sense of well-being in a loving, warm, nurturing and safe environment.

Approaches Used:  Nutritious, organic food is provided (when possible for snacks and lunch) to promote physical health and nutrition  Shared snack and meal times are served family style, supporting the child’s feeling of belonging to a group and encouraging a healthy table culture.  Regular, predictable daily and weekly rhythm (routine) supports a sense of security and well-being.  Educators communicate with parents regarding each child’s needs for nutrition, sleep, and warmth.  Children’s learning and sense of well-being flourishes in calm, peaceful and safe environments where plenty of fresh air, natural lighting, a reduction of loud noise and clutter are offered.

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Educators maintain certification in Standard First Aid and CPR, Sanitary practices are implemented to limit the spread of communicable illness.

Policies and procedures ensure Educators maintain safe practices with the children.

________________________________________________________________________ Supporting Positive and Responsive interactions among the children, parents, child care providers and staff Goals: Every child has a sense of belonging when they are connected to others in loving and secure relationships. Each child is encouraged to share, work together, care for each other and respect the needs of others in positive and interactive relationships in the classroom.

Educators respect and regard the children positively to help them become capable communicators. Creating close familial interactions with parents, children and educators, strong connections are made to build the bridge between home and classroom for the child.

Approaches Used:  Educators work in the knowledge that positive, caring and respectful relationships are the foundation for optimal learning, development, health and well-being.  Educators model warm, caring interpersonal relationships, by verbal or non-verbal expressions and gentle gestures which the child may freely imitate.  Through imitating the adults, children learn to take responsibility for themselves, each other and the environment.  Educators see each child as a unique individual, full of gifts to be shared with others  Educators strive to convey that the world is a good place.  Children are given the opportunity to resolve their own conflicts when appropriate under the loving and watchful guidance of the Educators.  Educators interact with colleagues and families in a warm and respectful way ____________________________________________________________________ Encourage children to interact and communicate in a positive way and support their ability to self- regulate Goals: Every child is an active and engaged learner who explores the world with their body, mind and senses, in different ways. Child initiated and creative play are encouraged in the classroom to help the children feel secure as they learn to trust, explore, interact and communicate in a positive way with the support of their Educators. Each child’s individual needs are considered and respected in the rhythm of the day, supporting their needs and ability to self-regulate.

Approaches Used:  Calm, supportive environment assists children in self-regulation, supporting the children to focus their energies on exploration, inquiry and increasingly complex, social play.

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The strong daily rhythms and weekly routines in the classroom help children feel secure in the environment, and confident to reach out and interact with others. These rhythms and routines with alternating structured and unstructured times help to reduce stress on the children Expectations are based on each child’s needs and developmental stage.

Consistent boundaries are given to the children to allow them to feel secure and to selfregulate Attention is given to children’s varied ways of communicating, both verbal and nonverbal. Facilitating successful communication between children by helping them to listen, ‘hear’ each other, and express themselves to one another.

________________________________________________________________________ Foster children’s exploration, play and inquiry Goals: Everything in a young child’s environment has an impact on them inwardly and outwardly.

Through play, exploration and inquiry children develop a curiosity about the world they live in and where they belong. Creative play enhances physical, emotional and social well-being allowing children to learn through investigation, exploration and discovery. Parents are encouraged to engage and initiate meaningful, positive communication with Educators to support their children as curious learners.

Approaches Used:  Children have the opportunity to meet challenges and take appropriate risks extending the boundaries of their learning in their self directed play. .  Educators encourage each child to explore and follow their own curiosity, responding to the child’s discoveries and sense of wonder  Children are presented with rich language to model through games, storytelling and puppet plays  Children are offered open ended materials to use in a myriad of ways, to foster exploration and imagination. These toys may be suggestive, but not prescriptive, of their uses. A block of wood may be a telephone, a shoe or a magic wand in the hands of a child at various times in their play.  Children are able to test out their ideas through self-directed and free play  Sensory explorations are encouraged with beautiful, natural materials readily at hand for the children’s play: silk play cloths, wooden stands/play frames, blocks of wood, and items from nature, puppets and play kitchens  Children are provided longer periods of unhurried time to engage in sustained, complex play and inquiry  Child-directed play allows relationships to evolve gradually, at a pace comfortable and age appropriate for the children  Open-ended free play allows children to practice and develop relationship and language skills. ________________________________________________________________________

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Provide child initiated and adult-supported experiences Goal: Children are encouraged to create their own learning situations in child-initiated and creative play enhancing their social, emotional cognitive and physical skills. Educators facilitate their learning experiences with patience and care to help the children become motivated and independent learners.

Approaches Used:  Educators engage in daily domestic activities such as bread making, folding laundry or sweeping the floor. Children are welcome to join in as they wish, and are supported to do so.  When children are younger, the Educators may initiate activities and explorations and as children mature the Educators initiates less, allowing more space for the children to initiate play.  Child initiated activities are alternated with educator-guided activities (at snack time, at the table, or story time)  Educators are not attached to the outcome, but engage with the children as needed to support and continue their play. Children choose, the activities they want to be involved in their free play time  Children are respected for their unique gifts, and are supported in developing at their own pace.  In the outdoors, children may choose to join the Educators in raking, shoveling, or gardening. These ‘domestic’ activities often appear in the open-ended play children initiate themselves ________________________________________________________________________ Plan for and create a positive learning environment in which each child’s learning and development will be supported Goal: The environment is a key factor in supporting children’s development, learning experiences and because the environment is impressionable to the young child, the use of natural materials in the environment fosters a connection to the natural world, developing in the child an appreciation, awe and wonder for nature and the world they live in.

Approaches Used:  Educators create peaceful and calm environments, indoor and outdoor to support positive interactions and feelings of well-being in the children.  Educators allow enough time for children to move at their own pace, initiating and exploring the world through play. When play is self-directed, the children feel free to explore as their curiosity suggests, allowing them to set the pace for their exploration.  A lower child to Educator ratio allows for time to respond to individual children needs.  Educators give careful consideration to the quality of the environment, both indoor and outdoor. Toys and play materials offered are simple, so the children can be imaginative.

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When Educators are active and purposeful in their daily tasks, children imitate their activities through play.

________________________________________________________________________ Incorporate indoor and outdoor play, as well as active play, rest, and quiet time, into the day, and give consideration to the unique needs of the children receiving childcare Goal: The physical space, both indoor and outdoor, reflects a home-like environment where children can identify with a regular routine for active play, rest and quiet time. The rhythm of the day includes outdoor play twice daily; morning and afternoon, allowing for physical movement in the natural outdoors. Educators support regular rhythm and patterns of activities in the classroom to support the children’s physical, emotional, social and cognitive developmental needs.

Approaches Used:  A wide range of sensory experiences are available to all children, indoors and out  Each day includes generous time for both indoor and outdoor free play.  The outdoor playground provides safe and stimulating outdoor play with lots of fresh air  Children have the opportunity to explore with sand, water and snow.  Various elevations in the playground provide children the challenge to develop their varying motor skill.  Children are given sufficient space to challenge and explore their vigor in the outdoors yet with an appropriate boundary of a fence to keep them safe and within visual eye contact.  Rest and quiet activities are available in a range of forms as children need them.  Children are supported during a quiet rest time after lunch with each in their own cot  As long as weather conditions are safe for children to play outside groups participate in outdoor play. We ensure that the children are well dressed for the weather. ________________________________________________________________________ Foster the engagement of and ongoing communication with parents about the program and their children Goal: Parents and Educators share ongoing communication to support each other about observations of the children at home and in the classroom. The partnership between parents and Educators help support the child’s sense of security and well-being, contributing to the development of positive, authentic and caring relationships. This bond serves to support the child’s developmental needs.

Approaches Used:  Educators recognize that children grow up in families with diverse experiences, cultural perspectives, and understand that all families have their own individual strengths and potential.

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The first contact with a family may be at the intake Family Meeting. The warm tone of the interview and inquiry about the family and the child’s personal ‘story’ or biography set the stage for partnership between Educators and parent.

Supporting parents is an important role in child rearing. Educators communicate daily with parents, and ongoing through; Parent/Teacher gathering, parent meetings Parents are invited to community events such as Gardening Day, Lantern Walk and the Maypole Picnic.

Educators send regular email correspondence and updates to parents regarding the program.

________________________________________________________________________ Involve local community partners and allow those partners to support the children, their families, and staff Goal: Educators support both children and their families through cultural events year round and have interest with local community partners. Educators encourage families to feel a sense of belonging and connection with their local communities.

Approaches Used: Educators work closely with the school community to establish a positive and collaborative relationship. This may include the following:  sharing resources  special events (year end gathering & festivals)  When children require extra support, we work with community partners to access resources and strategies that help remove barriers preventing children from active participation in our programs. _____________________________________________________________________ Support staff or others who interact with children in relation to continuous professional learning Goal: The role of the Educator is to be conscious and responsible to provide nurturing, warm and secure environments for the children to develop and grow holistically. Educators meet regularly to review their work and the children’s development; attend lectures and continuing professional development workshops and trainings, have study groups and offer parent/teacher gatherings that support and update their knowledge of the health, safety and well being of the children in their care.

Approaches Used:  Educators document and reflect on children, from the individual child to the class as a whole.  Daily personal reflection is an expectation for the Educator. Consideration of each child, how they engaged and reacted during the day, and what they might need from the Childcare Family Handbook

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educator is an active practice at Waldorf Academy. This reflection informs and supports the interaction between the educator and child the next day.

Regular meetings of the Early Childhood Faculty include discussions of issues and opportunities in support of the children’s development.

Educators’ continuous learning is well established at Waldorf Academy Childcare.

Peer support is available to all Faculty

________________________________________________________________________ Document and review the impact of strategies on children and their families Goal: Observation of the whole child is an important part of understanding each child’s development. Educators have interviews with parents to share observations of the children’s development; Educators are available weekly to meet with parents to discuss, child development and to reflect on the children’s milestones of accomplishment.

Approaches Used:  Documentation includes a monthly log of what has occurred in the class,  Meetings with parents present opportunities to review the impact of the Childcare program and its approaches on the both the child and the family.

PRE SCHOOL Pre School 2 ½ - 4 years Young children, filled with wonder and curiosity, see beauty and purpose in everything. The teacher’s role in this program is to foster this sense by creating an environment that is beautiful and natural, and an atmosphere that permits exploration of the natural world.

Children will make independent discoveries through their experiences of this world and use these discoveries in their own creative play.

Children learn from their parents, each other, their teachers and the world around them by first seeing and then by imitating what they see. It is necessary at this age to provide them with as many experiences as possible, such as singing, dancing, creating music, puppet shows, crafts, baking, gardening, painting, beeswax modeling, creative movement, and dramatic play. In addition, time for free play, indoors and outdoors is essential as children need time to assimilate and synthesize what they have observed around them. The foundation for academic learning is laid through imitative play.

Our daily rhythm includes free play, time for snack preparation, outdoor time, group and story time with seasonal verses.

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ARRIVAL AND DEPARTURE PROCEDURES Please refer to our COVID-19 POLICIES & PROCEDURES below for our current arrival and departure procedures. Drop-off and screening for Rainbow families will be at the front doors of 250 Madison Avenue. Program hours as of September 9, 2020 are 9am – 12 pm.

Our drop-off and pick-up for the Waldorf Childcare Centre is from Madison Avenue.

Parents who are walking or travelling by public transit are welcome to use our Spadina back entrance which is at the end of the path that runs along the south side of the Spadina building.

In the winter we will be working with our snow removal vendor and the city to ensure pathways are clear in time for drop-off. Please respect the drop-off and pick-up procedures.

We are trying to establish and maintain positive relationships with all our neighbours and parking can be a flashpoint if left unchecked.

When you arrive with your child to begin the day with us, ensure that a staff member is aware of your arrival. Children must never be left alone in a room. A teacher must acknowledge your arrival and be aware of the child before a parent departs.

At the end of the day, we assume responsibility until you have approached a staff member and have greeted your child. It is essential that you make contact with a staff member prior to your child leaving. If a child is not in the Childcare or playground and a departure time was not recorded, staff will call the police to report a missing child.

Arrival and departure times are critical transition times for children. The separation anxiety your child may experience will be lessened if the child observes that the parent behaves with confidence that the child is being left in a safe environment, that the staff are going to ensure that the child is well cared for, and that the parent has confidence in the child’s independence.

Drop-Off and Pick-Up Rolling Drop-off in front of 250 Madison. 8:15 to 8:40 am To facilitate a safe and smooth flow of traffic on Madison Avenue during the peak times parents/guardians must NOT park and leave their vehicle in front of the school between 8:15 and 8:40. During this time we have implemented a rolling drop off for parents of grade school students so they do not need to take up parking spots on Madison or congest the flow. Blocking the faculty parking spots or pulling into the faculty parking spots must be avoided as well. Parents/Guardians of younger children in the Childcare and Kindergarten can park on the street or pull further ahead. We have provided Parking Notifications that you can place on your dash for the parking authorities. Please respect our faculty and German volunteers that are helping to facilitate a smooth process for all means of transportation that include pedestrians, cyclists as well as motor vehicles.

Rolling Pick-up in front of 250 Madison. 3:15 to 3:45 Childcare Family Handbook

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The same procedures for the rolling drop-off apply during school dismissal.

We appreciate your support in making our school safe.

Please respect our neighbours and do not park in front of the laneway to the north of the building or on adjacent properties’ parking lots or loading areas.

RELEASING A CHILD Waldorf Academy Childcare Centre will not release a child to anyone other than the person or persons listed on the application form. If you are unable to pick up your child and have alternate arrangements, please contact the centre prior to departure time. A description of that person will be required and they will be asked to show identification when arriving at the centre to pick up a child. We will not release a child to anyone who is not on the pick-up person list. You may add or delete people from this list at any time.

It is the policy of the Waldorf Academy Childcare Centre to uphold family law. Therefore, we are obliged to release a child to either parent unless we have a copy of any custody papers on file. In the event of one parent not being allowed to pick up a child, please inform the office immediately and see that the appropriate documentation is at the centre.

In case of Late Pickups, the following will apply: 

There is a late charge fee of $3 per minute.

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Please call the staff before 12:00pm. If you are going to be late, in order for them to reassure the child of your arrival. Waiting for a parent when the other children have left can create a lot of stress and anxiety for the child.

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Each time you are late you will be charged the LATE FEE.

In the event of a late pick up without advance notice from the parent the following Emergency Procedure will be followed: 

Staff will call parent

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Staff will call emergency contact (if parents cannot be reached)

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Staff will call the Children’s Aid Society and notify the police

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(if parents and emergency contacts cannot be reached)

THE OFFICE Messages for the Supervisor/Manager may be left on her voicemail (ext. 248) or email childcare@waldorfacademy.org . Even though you may get a recording when you call, the Supervisor/Manager may be in but with the children and will call you back as soon as possible.

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MESSAGES Daily messages for your child’s teacher may be left in the room’s voicemail: Rainbow Garden ext. 239 Teachers will return your call as soon as possible. Messages to your child’s teacher can also be given to the staff on duty.

ILLNESS Please refer to our COVID-19 POLICIES & PROCEDURES below for our current practices regarding coronavirus symptoms.

We ask, out of consideration to other families at our centre, that you keep your child at home if she/he is ill with a contagious condition or a fever. All children attending must be able to participate in all parts of the program, including outside playtime. A child who is not well enough to play outdoors is not well enough to attend the Childcare as they will not be able to participate fully in the program. In addition, we do not have extra staff available to stay indoors with a sick child so we cannot comply with requests to keep individual children indoors.

If your child becomes ill while attending a program, they will be cared for until arrangements for pick up have been made. You will be asked to pick up your child within one hour.

Please ensure that your emergency contact information is complete including phone numbers.

According to guidelines set by Toronto Public Health, designed to protect all children, your child must be kept home when any of the following occur:    

Fever, diarrhea, head lice, Scabies, Pneumonia Pink Eye, Ringworm, Strep Throat, Norwalk Impetigo, vomiting Measles/Mumps/Whooping Cough/Rubella

Waldorf Academy Childcare Centre adheres to the guidelines set out by Toronto Public Health regarding procedures for all communicable diseases that may arise periodically.

Please call to let us know if your child will not attend for any reason, including illness, as it will allow the program to continue with the planned activities. Staff will not be waiting unnecessarily for your child’s arrival.

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ADMINISTRATION OF MEDICATION Written parental permission is required for the administration of any medication including one that has been prescribed by a physician. This form is available from the program teacher.

Medication must be in the original container on which must be clearly legible the name of the medication, the amount of medication to be administered and the time medication is to be given. It must also clearly state that it is prescribed to your child (by name). Medication accompanied by a Doctor’s note that clearly states the child’s name, name of medication, when it should be given and for what duration is also acceptable. Be assured that any medication is stored in a locked box out of reach of children and is refrigerated if necessary.

Please be sure to take your child’s medication home with you at the end of the day.

Staff will only administer medication that can be applied to the skin or given by mouth, with the exception of anaphylactic shock. In that case, the staff will administer the required Epipen.

HEALTH AND SAFETY Safety is of prime concern to us. In the event of an emergency, be assured that every effort will be made to contact you. If we are unable to do so, the name given as an emergency contact will be called.

In the unlikely event of an emergency evacuation procedure the Childcare will each go to their designated emergency evacuation point: Mabin School 50 Poplar Plains Road Toronto, Ontario M4V 2M8

Our playground meets all CSA standards for safety. Children play in a safe manner indoors and outdoors, both on and off campus. The children are under supervision at all times. Our teacher/child ratios comply with the Childcare Early Years Act. NUTRITION Waldorf Academy Childcare Centre is an ALLERGEN-FREE environment.

One nutritious hot snack is served at our centre daily. Menus are posted in each classroom.

For the safety of the children with allergies, we do not allow children to bring food of any type to the Childcare.

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SUNSCREEN POLICY It is required that all children have wide-brimmed sun hats (5” wide on all sides) as recommended by Toronto Public Health.

Parents provide their own sunscreen (labeled clearly with their child’s name). There is always a risk that a residue from the sunscreen product from another child may still be on the teacher’s hands when sunscreen is applied to the next child.

Parents will apply sunscreen on their children before coming to the Centre in the morning.

Staff will reapply sunscreen 15 minutes before the children go in the sun. Staff will encourage play in shaded areas and discourage play in the full sun.

Toronto Public Health recommends that in the summer months your child should be dressed in loose fitting, tightly woven, lightweight clothing which covers arms and legs.

BEHAVIOUR MANAGEMENT POLICY It is the policy of Waldorf Academy Childcare Centre to make every effort to serve all the children and to work collaboratively with parents, staff and various community support systems to meet the individual needs of each child. It is our policy to assist children and parents to make any behaviour changes that are felt by staff, administration and/or outside agencies to be necessary for the health, needs and safety of the child and the other children in the Childcare. Continual attempts will be made to find appropriate solutions to resolve the problems. Support and guidance through this process will be provided by the Supervisor, Facilitator and Resource Teacher to ensure that parents are actively involved.

In the event that a child is experiencing problems that may pose a direct threat to the safety of the other children or staff, the parent/guardian may be required to withdraw the child from the program and make other childcare arrangements. The following procedure will be followed when a child’s behaviour is an issue.

1. The initial interview will be an informal meeting between the parent(s) and teacher.

At this meeting, the parent(s) will be informed of the child’s social behaviour(s).

2. Support may be requested from the Resource teacher (parental consent required).

3. The Educator, Resource Teacher and parent collaborate to facilitate further evaluation of the child’s needs, to determine the nature and severity of the problem, and appropriate programming is provided. The Facilitator may be requested to attend any meeting or to be part of this collaborative effort.

4. In most cases, the above steps will be sufficient. If not, the following course of action will be followed: Childcare Family Handbook

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First Written Notice for a conference to take place. An action plan will be developed so that all parties are consistent with the strategies that need to be put in place. The type of supports needed will be determined at this time.

Second Written Notice may result in a suspension. This will provide more time to hold an in-depth evaluation of the child and to develop a more detailed plan to better support the child in the program. An action plan will be developed in order to plan for the child to return to the program.

Third Written Notice: Should the child’s needs be deemed by the Supervisor and Facilitator to be beyond the expertise of the centre staff and Resource Teacher, recommendation will be made in writing for the parents to withdraw their child and to enroll the child in an alternate facility where his/her needs may be addressed.

5. Whenever possible, the parent/guardian will be given sufficient notice to make alternate arrangements. However, in the event that a child’s individual needs or behaviour pose a serious threat to the safety of other children and staff, the parent may be required to immediately withdraw the child from the centre at the Supervisor’s written request.

Note: As part of the Registration Process you will be asked to sign and acknowledgement that you’ve read and understand the Behaviour Management Policy described above.

SUPERVISION POLICY FOR VOLUNTEERS, PARENTS, and PLACEMENT STUDENTS Please note that according to our current COVID-19 POLICIES & PROCEDURES as outlined below, no volunteers, parents, or placement students are permitted in the Childcare Centre.

Waldorf Academy Childcare is committed to providing a high quality, safe and secure environments for all children enrolled in our programs. The safety and well-being of children who are being supervised on our premises is one of our highest priorities.

Waldorf Academy Childcare may have volunteers and/or Early Childhood Education students working within the organization along with staff throughout the year. At all times, volunteers and placement students must be under the direction and supervision of Waldorf Academy Childcare staff.

No child or children will be supervised by any person less than 18 years of age.

No child or children will be supervised by someone who is not an employee of Waldorf Academy Childcare Centre.

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Only employees of Waldorf Academy Childcare Centre will have direct unsupervised access to children. Students or volunteers must never be left alone with any child or children.

PROHIBITED PRACTICES Waldorf Academy holds the children in their care under the utmost reverence. Under no circumstances are any employees of the childcare permitted to: (a) practice corporal punishment of the child; (b) physically restrain a child, such as confining the child to a high chair, car seat, stroller or other device for the purposes 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; (c) lock the exits of the child care centre or home child care premises 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; (d) use harsh or degrading measures or threats or use 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 self-respect, dignity or self-worth; (e) deprive a child of basic needs including food, drink, shelter, sleep, toilet use, clothing or bedding; (f) inflict any bodily harm on children including making children eat or drink against their will.

SERIOUS OCCURRENCE POLICY Under the Child Care Early Years Act, the Centre is required to post a Child Care Serious Occurrence Notification Form including any action taken as a result, in a conspicuous place at the child care centre within 24 hours and for at least 10 business days. (except in cases of allegations of abuse or unverified complaints, where it will only be posted after an investigation has been completed) The form will be updated as additional actions or investigations are completed. If the form is updated to include new information, the ten business days is calculated from the date of the change.

To protect privacy the information posted will not include any staff or child names, initials or details such as age or date of birth. The form will not identify the age group of the child/children.

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A SERIOUS OCCURRENCE IS…  Any death of a child who received care at the child care centre whether it occurs on or off the premises  Any abuse, neglect or any allegation of abuse or neglect of a child while receiving care at the child care centre  Any life threatening injury to or a life threatening illness of a child who receives care at the child care centre  Any incident where a child who is receiving care at the child care centre goes missing or is temporarily unsupervised  Any unplanned disruption of the normal operation of the child care centre that poses a risk to health, safety or well being of children receiving care at the childcare centre  A missing child

EMERGENCY CLOSURES/PROCEDURES (SNOW STORMS etc.)

The childcare has Emergency Management policies and procedures. Parents will be notified by email or/and phone by the Supervisor/Manager or their designate should the Centre be closed due to inclement weather or for any other emergency.

FIRE DRILLS Fire drills are conducted monthly according to the guidelines set out by the Fire Marshal.

Children are assured of their safety and handled with care. Because the fire drills are not announced and we must make a complete evacuation of the building, it is necessary for the children to be wearing their slippers at all times.

CLOTHING AND DRESS CODE School Dress Code 1. No graphics or logos larger than 3" 2. No inappropriate graphics or logos even if less than 3" The Faculty has created guidelines for students’ dress for the following reasons: 1. Teachers make an enormous effort to create a beautiful environment in the classrooms and in the building. The children’s manner of dress should be in keeping with this.

Logos and harsh neon colours disturb this harmonious environment.

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children that is free of commercialism and where there is not a constant barrage of media-imposed consumer images.

3. The child’s own imagination should stimulate and direct his/her play. Mass media characters, super-and sport-heroes on clothing inhibit the development of a healthy imagination.

4. One of the ways Waldorf teachers work with their class is to meditate on each child at the end of each day. When what they see before them is intrusive clothing rather than the child’s being, this process is interrupted.

The most important aspect of the clothing for the young child is warmth throughout the year. Long underwear and undershirts creating layers of warmth are best in the colder months. Natural fibers provide the most comfortable and healthiest clothing.

We ask that each child brings:  Indoor shoes or fitted slippers Extra clothing to be left at school: Underwear, pants, shirt, socks and sweater  Diapers, wipes, any diapering cream that you wish to be used in your child.  Puddle boots  Raincoat, with a hood or rain hat  Rain Pants  Snowsuit (one or two pieces)  Mittens (2 pairs please)  Winter boots  Hats, sun hats and warm hats.

Due to the possibility of choking children should not wear scarves that are not tucked into their coats. Also all drawstrings on clothes should be removed, tied up or tucked in.

PLEASE LABEL ALL CLOTHING WITH YOUR CHILD’S NAME TO HELP US KEEP YOUR CHILD’S CLOTHING WITH YOUR CHILD. TOYS FROM HOME Please refrain from allowing children to bring toys from home to school. We have found in the past that toys from home cause undesirable complications. We have also found that items from home may cause ownership issues and do not promote sharing.

BIRTHDAY CELEBRATION A birthday is a very special day in a child’s life. Your child’s birthday will be joyfully celebrated in our centre with a special snack and story. Your child’s teacher will contact you prior to this day to share with you the details of how you can help and what you can expect.

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FIELD TRIPS A field trip within walking distance of the Childcare may take place on any day. The application form signed upon enrollment represents the authorization for teachers to take your child off the premises of the Waldorf Academy Childcare Centre. A typical example of this would be a walk to a local park.

HOLIDAY CLOSURES The Waldorf Childcare Centre is closed for all statutory holidays including the following: January 1 Family Day Canada Day-July 1 Labour Day Christmas

Good Friday-Easter Monday Victoria Day Civic Holiday Thanksgiving Boxing Day

The Centre is closed all statutory holidays including Easter Monday, one week in March, two weeks in December and for one professional development day. The half day program is offered from September to June only.

FESTIVALS AND CELEBRATIONS The festivals we celebrate in our Centre follow the seasonal rhythm of the year and embrace universal understandings and values.

Celebrating festivals throughout the year provides us with rich nourishment for our inner selves and contributes to the well-being and stability of the school community. Festive events are held seasonally by the teaching staff with some help from the Supervisor/Manager, parents, valued friends and volunteers. Some examples of these are our Lantern Walk and Maypole celebrations.

If you have any questions regarding the festivals, please feel free to talk with your child’s teacher or with the Supervisor/Manager.

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PHOTOGRAPHY AND VIDEOTAPING In our Centre, festivals are very special, full, living experiences that will live vividly in the memory of the child when they are nurtured at home and at the school. When children are wholly involved, they will recreate the experience from within and may engage in telling the parents about them, or acting them out. An audio or video recording of such inspiring events at the moment of presentation is distracting to the children, the audience as a whole, and the experience becomes disrupted instead of being integrated into the feelings of the child and the parents.

MEDIA AND THE YOUNG CHILD We ask parents for their support in helping to foster the wonderful imagination and creativity of the young child. Waldorf education has long been grounded in the belief that media exposure is counterproductive to the development of imagination and the ability to entertain oneself, especially in the younger years.

While we know that most families have some media as part of the home experience, we encourage families to significantly limit or discontinue exposure to television, movies, video games, computers and other entertainment media. At the very minimum, we expect families to maintain a no-media policy during the school week.

The philosophy is rooted in a belief that children need the opportunity to fully develop their social, imaginative, intellectual and creative selves without interference or examples from outside media sources.

Waldorf Academy fully recognizes that the challenge presented in the course of achieving these goals may be substantial and that it may vary significantly from family to family. The school also recognizes that achieving these goals in a satisfactory way will require an ongoing commitment of time and energy both on the part of the school and on the part of the parents.

We hope that through our community, parents and teachers can be stimulated to find new opportunities to explore with their children and to acknowledge the influence media has within their families.

PARENT INVOLVEMENT The parents, along with the teachers, support the growth of the centre through their energy and involvement. You are encouraged to volunteer, fundraise, attend parent evenings, Community Council (parent association), lectures, festivals and celebrations.

Parents who have consciously chosen to support this type of education and are committed to it will find consistency and harmony in their children’s growth.

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By getting involved more is learned about the philosophy and beliefs behind Waldorf Education. These elements are critical in the developing community, the life of the Waldorf Academy Childcare Centre and the ground work for future involvement in the grade school.

Class Representatives One formal role in relation to the structure of the school is as class parent representative.

Each class has a parent representative. These parents are volunteers, who are invited by the teacher in consultation with the parents of a class to represent the group.

The role of the class rep is to promote and facilitate regular and healthy communication in the class, in the service of developing an optimal environment for our children. At the same time, this helps to make the teacher’s life easier and classroom life run smoothly.

Class reps fulfill their roles by:  forming the body of the school wide Community Council  managing practical activities (like phone calls/emails to other parents), assisting in organizing class events, and helping out at celebrations and school festivals  welcoming new families before the start of the school year, and making themselves visible to both the teacher and parents  becoming knowledgeable about the structure of the school and the appropriate channels of communication in order to direct parent concerns  encouraging individual parents to take issues/concerns directly to the teacher or parent with whom they have the concern (not to act as mediators – the school offers trained persons to act in this role)  promoting and organizing social interaction among families such as “parent potluck parties”, class picnics, class outings etc.

The Community Council The Community Council serves as a forum for parent involvement in the life of the school from September through June. In doing so, it endeavors to develop a committed core of parent volunteers who meet regularly to share information, experiences, ideas, and take steps to enhance the school community.

The Community Council (CC) will meet throughout the year (see Community Calendar on the school website). The primary goal of these meetings is to strengthen the social ties among the parents at the school and provide a forum for updating parents on school decisions, in order to build a conscious community that supports their children’s education through the school.

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PARENT ISSUES AND CONCERNS POLICIES AND PROCEDURES

Purpose The purpose of this policy is to provide a transparent process for parents/guardians, the child care licensee and staff to use when parents/guardians bring forward issues/concerns.

Policy General Parents/guardians are encouraged to take an active role in our child care centre and regularly discuss what their child(ren) are experiencing with our program. As supported by our program statement, we support positive and responsive interactions among the children, parents/guardians, child care providers and staff, and foster the engagement of and ongoing communication with parents/guardians about the program and their children. Our staff are available to engage parents/guardians in conversations and support a positive experience during every interaction.

All issues and concerns raised by parents/guardians are taken seriously by Waldorf Academy and will be addressed. Every effort will be made to address and resolve issues and concerns to the satisfaction of all parties and as quickly as possible.

Issues/concerns may be brought forward verbally or in writing. Responses and outcomes will be provided verbally, or in writing upon request. The level of detail provided to the parent/guardian will respect and maintain the confidentiality of all parties involved.

An initial response to an issue or concern will be provided to parents/guardians within 4 business day(s). The person who raised the issue/concern will be kept informed throughout the resolution process.

Investigations of issues and concerns will be fair, impartial and respectful to parties involved.

Confidentiality Every issue and concern will be treated confidentially and every effort will be made to protect the privacy of parents/guardians, children, staff, students and volunteers, except when information must be disclosed for legal reasons (e.g. to the Ministry of Education, College of Early Childhood Educators, law enforcement authorities or a Children’s Aid Society).

Conduct Our centre maintains high standards for positive interaction, communication and rolemodeling for children. Harassment and discrimination will therefore not be tolerated from any party.

If at any point a parent/guardian, provider or staff feels uncomfortable, threatened, abused or belittled, they may immediately end the conversation and report the situation to the supervisor and/or licensee.

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Concerns about the Suspected Abuse or Neglect of a child Everyone, including members of the public and professionals who work closely with children, is required by law to report suspected cases of child abuse or neglect.

If a parent/guardian expresses concerns that a child is being abused or neglected, the parent will be advised to contact the local Children’s Aid Society (CAS) directly.

Persons who become aware of such concerns are also responsible for reporting this information to CAS as per the “Duty to Report� requirement under the Child and Family Services Act. For more information, visit http://www.children.gov.on.ca/htdocs/English/childrensaid/reportingabuse/index.aspx

Procedures Nature of Issue or Concern Program Room-Related E.g: schedule, sleep arrangements, toilet training, indoor/outdoor program activities, feeding arrangements, etc.

General, Centre- or OperationsRelated E.g: child care fees, hours of operation, staffing, waiting lists, menus, etc.

Steps for Parent and/or Guardian to Report Issue/Concern: Raise the issue or concern to - the classroom staff directly .

Raise the issue or concern to - the supervisor or licensee.

Steps for Staff and/or Licensee in responding to issue/concern: -

Address the issue/concern at the time it is raised

or - arrange for a meeting with the parent/guardian within 7 business days.

Document the issues/concerns in detail. Documentation should include: - the date and time the issue/concern was received; - the name of the person who received the issue/concern; - the name of the person reporting the issue/concern; - the details of the issue/concern; and - any steps taken to resolve the issue/concern and/or information given to the parent/guardian regarding next steps or referral.

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Nature of Issue or Concern Staff-, Duty parent-, Supervisor-, and/or LicenseeRelated

Student- / VolunteerRelated

Steps for Parent and/or Guardian to Report Issue/Concern: Raise the issue or concern to - the individual directly or - the supervisor or licensee.

All issues or concerns about the conduct of staff, duty parents, etc. that puts a child’s health, safety and well-being at risk should be reported to the supervisor as soon as parents/guardians become aware of the situation.

Raise the issue or concern to - the staff responsible for supervising the volunteer or student or - the supervisor and/or licensee.

All issues or concerns about the conduct of students and/or volunteers that puts a child’s health, safety and well-being at risk should be reported to the supervisor as soon as parents/guardians become aware of the situation.

Steps for Staff and/or Licensee in responding to issue/concern: Provide contact information for the appropriate person if the person being notified is unable to address the matter.

Ensure the investigation of the issue/concern is initiated by the appropriate party within [insert number] business days or as soon as reasonably possible thereafter.

Document reasons for delays in writing.

Provide a resolution or outcome to the parent(s)/guardian(s) who raised the issue/concern.

Escalation of Issues or Concerns: Where parents/guardians are not satisfied with the response or outcome of an issue or concern, they may escalate the issue or concern verbally or in writing to first the supervisor and then the school facilitator.

FEES Fees will be billed at the beginning of each month. Payment is due on or before the date indicated on the invoice. Payment is for contracted time regardless of occasional absences or illnesses; interest will be charged on overdue accounts at a rate of 1% per month. If any payments are returned NSF the parent will be charged $5.00 for the first such payment and $25.00 for any subsequent payment to cover bank charges incurred by the Centre.

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Parents understand that, upon registering, they shall deposit with the Childcare Centre an amount equal to one month’s fees. This non-refundable deposit will be held by the Childcare Centre without paying any interest to the parent and will be credited to the last month’s enrollment for the child.

ADMISSIONS Parents enrolling children at the Centre must sign a contract and submit a complete registration form before the child’s first day of attendance.

WITHDRAWAL PROCESS Parents understand that all withdrawals are effective on the last business day of the month.

At least two month’s written notice is required for the withdrawal of a child and must be given no later than the last business day of the previous month. The deposit will be credited towards the last month’s fees. For less than two month’s notice, full fees will be required for the month following the date the notice is given and the deposit will not be returned. Two months’ notice is also required for any reduction in program (i.e. 5 days to 3 days or 3 days to 2 days). 

Should a withdrawal occur within the 1st month’s attendance at the Centre a prorated refund of fees will be provided. The deposit will be kept and may be used should the child re-enroll within 12 months of the date of withdrawal.

WAITLIST POLICY

Guidelines: Each program will maintain two prioritized waiting lists: 1. Internal Waiting List a) Children of a Waldorf Academy Educator b) Children who currently have a sibling enrolled at Waldorf Academy Grade School c) Children who are already enrolled (e.g., part-time waiting for full-time, graduating toddlers) 2. External Waiting List d) Families who intend to enroll in the grade school e) Families who have attended a parent/child program at Waldorf Academy f) Children returning to care after withdrawing from a Waldorf Academy Program g) Children joining Waldorf Academy Childcare for the first time Childcare Family Handbook

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When a space becomes available, the supervisor will offer the first space to parents of the first child on the internal waiting list, and then proceeds down the list and move on to the external list until all available spaces are filled.   





When a space becomes available, parents will be notified through the contact details that they have provided at the time of registration.

Parents must respond by either e-mail or phone confirming acceptance of the space within two business days. If Waldorf Academy Childcare does not receive a response within this timeframe, the next family on the list will be offered the spot.

Waldorf Academy Childcare cannot guarantee the number of days or the days of the week that will be offered, but works to achieve the desired child care scenario for each family. If a family is offered a space earlier than their requested start date, or it does not meet their criteria and they decline, they will maintain their spot on the waiting list and will be offered a space when another opening is available.

If a family has been offered a space on or after their requested start month and they decline, they will lose their place on the waiting list. They will be given the option of remaining on the waiting list or being removed entirely and will be subject to the waiting list priority.

If parents wish to withdraw their child(ren) from care for a period of time (e.g., withdraw for the summer months or parental leave), they will be subject to waiting list priority criteria upon return.

Fees  No fees or deposits are charged to be placed on the waiting list.  Upon confirmation of space, a non-refundable application fee of $150 is required.

Parents are required to pay a deposit before they start. The deposit will be applied to the last month of care upon withdraw from the centre, provided families have given the required notice.  When confirming a space, parents will be advised of the start date that is available. Once the space has been accepted, the parents will be liable for all payments from the date of availability even if the child actually begins attending on a later date.

Waiting Times  Due to unpredictable variables, it is not possible for Waldorf Childcare to approximate an entry date at the time of joining the waiting list.  Waldorf Childcare encourages wait-listed families to contact the centre supervisor prior to the requested start date in order to confirm that they still wish to be on the waiting list.  Families wishing to know their position on the waitlist will be notified of this information in a manner that maintains the privacy of the children and families listed on the waitlist.  Waldorf Academy Childcare understands that plans and situations may change for families. If a family needs to adjust their original requested child care start date, they are requested to send written notification to the centre supervisor prior to the original

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requested start date. These families will still be subject to the waiting list priority criteria.

ADMISSION INTO KINDERGARTEN All Childcare Centre families are offered priority placement in our kindergarten program before places are opened up to the wider community. Contracts are automatically offered to all age-eligible children in the Childcare Centre, i.e. you do not need to re-apply for entry into school-based programs. Your child’s application form will be transferred to the Enrollment Office in the main school building at 250 Madison Avenue.

Placement into a Kindergarten class is determined by the Early Childhood Faculty and families will be notified of their child’s placement by letter in the early summer months. Our faculty works to ensure that each class has a healthy social group of children and a balance of girls and boys, junior and seniors. It is our common practice, whenever possible, to place children with the same teacher their sibling(s) had. This helps build strong relationships between teachers and families.

FINANCIAL CONSIDERATIONS Please note that the school’s monthly payment plan differs in timing from the Childcare Centre’s. The monthly installment plan for school-based programs begins in June preceding the September start date and ends in May of the following year.

If choosing this payment plan, the first installment would be withdrawn on June 1st. If your child is enrolled in Childcare for the summer months, this may mean that your fee payments could overlap with school tuition payments in June and July.

The school also offers a two equal installment plan, with payments due June 1st and December 1st of the calendar year applying for. It is also possible to pay in one lump sum.

SCHOOL COMMUNICATIONS

Who should you go to?

Step 1: Class Teacher Step 2: Supervisor Step 3: Facilitator When you have a question or concern your most important resource is your child's teacher.

If they cannot help you please follow the steps as outlined.

Childcare Centre Supervisor: Lucia Amaral ext 248 The Childcare Centre Supervisor is responsible for the daily operation of the Childcare Centre including enrollment, staffing, programming, and health and safety concerns. Please come to Lucia if you have questions in any of these areas.

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Facilitator: Dean Husseini ext 231 The Facilitator operates from the centre of the organization as opposed to the top. You can come to Dean to help you find solutions after you have approached first your child’s teacher and/or the Supervisor with your concern. The Facilitator’s job is to coordinate and facilitate the solutions to school problems and to help resolve conflicts.

Admissions & Retention Manager: Jennifer Deathe ext 225 The Admissions Office handles all new applications and registrations for Kindergarten, conducts Open Houses and Tours, coordinates school and parent enrichment programs.

Please come to Jennifer for information regarding Kindergarten enrollment, ideas for Parent Enrichment and offers of your volunteer services.

Voice Newsletter and weekly eNewsletter: Our school Newsletter, The Voice, will be produced once per school term. It will be an indepth newsletter with articles and overviews of life at the school. The Voice eNewsletter will be emailed to you bi-monthly. It is a major vehicle of communication between the school and parents. It contains school news, updated meeting times and other events. Please make sure that you read your e-Newsletter for school events and information.

We encourage parents to write articles for the newsletter and the school BLOG. Please forward them to Jennifer Deathe ext 225) and request submission due dates. Contributions to the eNewsletter are welcomed. Announcements are run at the discretion of the editorial committee. At this time we are not accepting community classifieds.

Voice Flash In certain situations the school will need to make immediate announcements that cannot wait until the eNewsletter. In this situation a Voice Flash will be emailed to the entire community.

COVID-19 POLICIES & PROCEDURES The following section provides information on the Childcare Centres’s policies and operating procedures regarding COVID-19, to ensure the health and wellbeing of the children in our care, their families, and our staff. These policies and procedures may be revised according to the guidelines and directions provided by the Ministry of Education and the Toronto Public Health Department. For more information, visit www.toronto.ca/COVID19 or call Toronto Public Health at: 416-338-7600.

Family Physician Every child who enrolls in the centre must have a current family physician. The name of the physician must be recorded in the registration package.

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Hand Washing & Sanitization Gloves and masks or face coverings (personal protective equipment, PPE) shall be used by staff as a barrier device when diapering, toileting, and/or helping a child to wash hands or dress/undress, and any time physical distancing cannot be maintained.

Handwashing will be performed by both staff and children when necessary, including: before & after donning gloves when diapering or toileting (for staff) or before & after using the washroom for toilet use or diaper change (for children); before & after preparing, handling & serving food (staff) and before & after mealtimes (children); after handling soiled or mouthed toys or other items; and before entering the Childcare Centre and entering a new room within the centre.

Liquid hand sanitizer will be provided at the main entrance for staff, visitors, parents and children in order to practice hand hygiene upon arrival and/or entry into the Centre. Liquid hand sanitizers will also be provided at the screening station and in the yards to be used as needed. Handwashing with soap and running water will be used with the children within the centre as noted above.

The Childcare Centre uses both chlorine sanitizing solution (prepared according to Toronto Public Health guidelines) and pre-mixed Benefect disinfectant to sanitize areas and items within the Centre.

Any diarrhea discovered when changing a diaper or toileting will be considered a possible symptom of COVID-19. In this situation, parents must pick up their child as soon as possible, as outlined in the COVID-19 Symptoms section below.

Staff & Child Screening The Childcare Centre has implemented screening for all staff and children prior to entering the Centre each day. Parents, guardians, volunteers, students, and other visitors (excepting essential visitors: janitorial staff, repair persons, school staff, Ministry staff, and other public officials) will not be allowed past the screening area of the Childcare Centre. The essential visitors will be screened and visits logged.

Daily screening consists of: 1. Pre-screen for symptoms before travelling to the Centre. We recommend that all parents/guardians perform a pre-screening for symptoms before leaving their home for themselves and the children. If the answer is “YES” to any of the questions of the screening form or their temperature is 37.8°C or above please inform the Supervisor and do not come to the Childcare Centre.

2. Complete, sign, and date the screening form (appended to this handbook) before arrival at the screening station/area.

3. Enter the appropriate screening station. At drop-off (9 am), Rainbow families will always use the main entrance screening station at the front doors of 250 Madison Ave. Childcare Family Handbook

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4. At the screening station the form will be checked and the child’s temperature will be taken. The thermometer will be placed 3 to 5 cm away from the child’s forehead.

5. If the answer is “YES” to any of the questions on the screening form we recommend that the child/staff attend an assessment centre for COVID-19 and self-isolate at home. The child/staff cannot be admitted inside the Childcare centre if the answer is “YES” to any questions on the screening form as per current provincial and city regulations.

6. If the thermometer shows a fever of 37.8°C or more the parent/guardian will be asked to take the child to a designated rest area to rest for a few minutes. Then they will be asked to come back to take the child’s temperature a second time. If the second reading is less than 37.8°C the child will be invited inside the centre. If the second reading is also a fever of 37.8°C or more, we will use a different thermometer to take a third and final reading. In order for the child to be invited inside the Childcare Centre the third and final reading must be less than 37.8°C. Should the child’s third and final reading show a fever of 37.8°C or more we will recommend that the parent/guardian and child attend a COVID-19 assessment centre and self-isolate at home. At this time, a child cannot be admitted inside the Childcare Centre with a fever of 37.8 °C or more as per current provincial and city regulations.

7. The thermometers will be disinfected after each use.

8. The designated person to conduct the screening process will record the read temperature on the screening form and will collect and take the completed forms (pass and failed) to the centre’s Supervisor.

9. Staff will escort children into the Childcare Centre after screening.

10. Hand sanitizer will be provided at the screening station for use by parents and children, if desired. Once a child is escorted into the centre they will be helped to wash their hands with soap and running water before joining the classroom.

The Childcare Centre is required to report a suspected or confirmed COVID-19 case for a child, a parent/guardian, or staff member to Toronto Public Health and the Ministry of Education, and will follow all directions provided by Toronto Public Health.

Pick-Up The pick-up of all the children will be from the yard assigned to your child for the whole week.

Parents/guardians are asked to not enter any of the yards while the children are at play inside the yard. Please wait at the appropriate gate, let the teacher know that you have arrived and wait for the teacher to bring the child.

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In inclement weather, the pick-up will take place at the main entrance. When the Rainbow parent/guardian will pick-up the child, they will ring the main entrance doorbell and wait outside for the designated staff to bring the child to them. We ask that parents/guardians not enter the premises.

Parents/guardians are asked to pick-up their child by 12 pm. The current late fee charge of 3 dollars for every minute the parent/guardian is late will be enforced starting at 12 pm.

COVID-19 Symptoms During the children’s stay in the Childcare Centre the staff will perform an observation check on all children and staff to ensure they are not exhibiting any signs of ill health.

As noted above, the Childcare Centre is required to report a suspected or confirmed COVID-19 case to Toronto Public Health and the Ministry of Education and will follow the directions provided by Toronto Public Health.

Parents will be advised to take/keep their child at home and to notify Toronto Public Health/Telehealth Ontario for any of the symptoms associated with COVID-19 and listed on the screening form (as well as any symptoms noted in the general Illness section above): 1. Fever 2. new onset of cough or worsening chronic cough 3. shortness of breath, difficulty breathing 4. sore throat, difficulty swallowing, 5. decrease or loss of sense of taste or smell 6. chills, headaches, unexplained fatigue/malaise/muscle aches 7. nausea/vomiting, diarrhea, abdominal pain 8. pink eye (conjunctivitis) 9. runny nose/nasal congestion without other known cause

Prioritizing Access during COVID-19 Restrictions Where the need for care exceeds the limited capacity of the centre, the following circumstances will be considered to establish priority for placement: •

Returning children previously served

•

Siblings of those who are attending Waldorf Academy

•

Essential service workers who had not previously accessed emergency care

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•

Families where all caregivers must return to work and work outside of the home

•

Families with special circumstances that would benefit from children returning to care (i.e. special needs)

•

Other unique circumstances

Additional Measures Physical distancing will be maintained to the greatest extent possible by: •

providing daily outdoor activity and activities that encourage spacing and individual play

•

preventing mingling of children between classrooms, including designating separate outdoor spaces on a rotating basis

•

suspending group sensory play

•

providing individual bins or packs for art materials and supplies; reinforcing no sharing of toys, food, utensils, and personal items

•

limiting number and types of personal items brought into the Centre

•

limiting food handling and preparation to staff only

•

establishing appropriate spacing during mealtimes

•

maintaining distancing between staff and children when possible, and use of blankets or cloths over clothing when carrying children

•

use of face coverings and other PPE by staff as noted above

•

increased sanitization of surfaces and items in the Centre

However, physical distancing measures taken by the Centre must not compromise supervision or a child’s safety, emotional or psychological well-being. Maintaining physical distancing between children may not always be possible.

The Childcare Centre is committed to increasing communication with families to provide updated program information and protocols on health and safety measures. Staff will use telephone or video conferencing when possible for meetings between staff and with parents/guardians.

RECOMMENDED BOOKS AND LINKS Child Development: Dr. Stanley I Greenspan, MD: Great Kids: Helping Your Baby and Child Develop the Ten Essential Qualities for a Healthy, Happy Life Dr. Jane Healy, PH.D: Your Child's Growing Mind: Brain Development and Learning From Childcare Family Handbook

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Birth to Adolescence Understanding the Waldorf Approach to Education: Mary Beth Rapisardo: Waldorf Education: A Family Guide Rahima Baldwin Dancy: You Are Your Child's First Teacher: What Parents Can Do With and For Their Children from Birth to Age Six Parenting Guides: Kim John Payne: Simplicity Parenting: Using the Extraordinary Power of Less to Raise Calmer, Happier, and More Secure Kids Sharifa Oppenheimer: Heaven on Earth: A Handbook for Parents of Young Children Dr. Susan R. Johnson MD, F.A.A.P. Healing Our Children- A Collection of Articles For Parents Dr. Gordon Neufeld, Hold On To Your Kids Effects of Media and Technology on the Young Child: Marie Winn: “The Plug-In Drug” “Unplugging the Plug-In Drug” Martin Large: “Who’s Bringing them Up?” Television and Child Development Jerry Mander: “Four Arguments for the Elimination of Television” Neil Postman: “The Disappearance of Childhood” “Amusing Ourselves to Death” David Elkind: “Miseducation” and “The Hurried Child” Dr. Jane M. Healy: “Endangered Minds. Why our Children Can’t Think” and “The Future Does Not Compute”

Websites: www.whywaldorfworks.com www.waldorfacademy.org Find on our school website under Resources, links to recent articles such as the NY Times, A Silicon Valley School That Doesn’t Compute by Matt Richtel and in Scientific American, Preschool Tests Takes Time Away From Play—and Learning by Paul Tullis.

School Store and Parent Library: The school store is run by parent volunteers. Many of these books are in the store or can be ordered by the store. When you purchase from the store you are not taxed and it raises funds for the school. The store also sells toys, gifts and art supplies. For hours and school store contact info please contact the reception or visit our website.

In the office of the Admissions Manager there are many books donated from an alumni parent on a range of subjects such as the gifted child, understanding Rudolf Steiner, and crafts. You are most welcome to come and borrow a book.

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Child Health Screening Form Child Information First Name

Last Name

Screening Questions Yes No Question Yes No Do you, the child or any member of your household have any one of the following symptoms: fever, new onset of cough, worsening chronic cough, shortness of breath, difficulty breathing, sore throat, difficulty swallowing, decrease or loss of sense of taste or smell, chills, headaches, unexplained fatigue/malaise/muscle aches, nausea/vomiting, diarrhea, abdominal pain, pink eye (conjunctivitis), runny nose/nasal congestion without other known cause?

Yes

No

Yes

No

Yes

No

Have you or the child tested positive for COVID-19 or had close contact with a confirmed case of COVID-19 without wearing appropriate PPE? Have you or the child travelled outside of Canada, including the United States, within the last 14 days?

Has the child been given fever reducing medications in the last 5 hours?

Please Note: Prior to the child's entry into the building, temperature reading will be taken and recorded on this form by a Child Care Centre Staff.

Date completed Name of parent/guardian Signature of (yyyy-mm-dd) parent/guardian

Office Use Only (Completed by Child Care Centre Staff) Temperature Reading (Note: Staff Initials Fever is 37.8°C / 100.04°F and above)

Date Completed

Information will only be shared with Toronto Public Health when requested. Questions about this collection can be directed to the Child Care Centre’s Supervisor.