Busy Bees Policies


Policy
Policy Category: GOVERNANCE, MANAGEMENT AND ADMINISTRATION
Date Created: 12 June 2018
Policy Name: Child Collection Policy

The purpose of this operational policy is to ensure all practical steps are taken to ensure children are kept safe in alignment with the Education (Early Childhood Centres) Regulations 2008 (Regulation 47, Criteria 9).
Position Statement
Our Centre endeavours to provide an environment in which children’s wellbeing is promoted and they are kept safe from harm in accordance with the Licensing Criteria for Early Childhood Education and Care Services 2008, Regulation 47
Issue Outline
Centres should have an approved process in place to manage child collection to avoid a child being released to an unauthorised or unsafe person.  
Detail
General;
·        The parent/caregiver must sign the attendance register and record the time of the child’s arrival and departure this is a MOE requirement
·        A child will only be released to person(s) authorised to collect the child as detailed on their enrolment form
·        A child may be released to unauthorised person(s) in situations where the parents/whanau have specifically advised the Centre in person or over the phone giving the persons full name
·        Staff will not release a child if they suspect the person collecting the child is under the influence of drugs or alcohol or where the staff have good reason to believe the child will be unsafe
·        If an unauthorised person arrives to collect a child and the Centre has not been informed of this:
o   The parent/caregiver will be contacted for authorisation
o   If they are unable to be reached then the secondary emergency contacts will be rung for verification
o   If no one can be reached to authorise the identity, the child will not be released until contact is made with the parent/caregiver or other emergency contact who is able to verify the person’s identity
·        Children under the age of 14 cannot collect and sign out a child unless staff have checked that there is an authorised person waiting outside
·        If a child is asleep when their parent/caregiver arrives to collect them, they will not go into the sleep room alone, a staff member will either go with them or bring the child to them
·        If there has been a custody change the Head Teacher will need a copy of a court order to confirm this change, and staff will be advised of details that relate to the collection of the child
·        If a child is to be sent home for any reason, the parent/caregiver will be contacted.  If they are unable to be reached then a secondary authorised emergency contact person will be asked to collect the child as soon as possible and sign the child out.  A message will be left for the parent/caregiver advising them of this
·        Staff will advise parents/caregivers at collection time of any accident that may have occurred during the day and ensure that the child’s accident form is signed
·        Parents/caregivers to collect their child punctually, ringing the Centre if delayed there will be a $10 late charge for 10 minutes and additional charge after this.
·        Parents and whānau should have a car seat or appropriate child restraint if using a vehicle.  Staff can promote this with families through newsletters and noticeboard.  If staff have concerns about a child being transported in an unsafe way, they will speak to the parents.
Alignment with Other Policies
This policy aligns with:
·        Child Protection Policy
·        Child Abuse Policy.
Relevant Background (including Legislation/Regulation/Licensing references)
Licencing Criteria 2008, Governance, Management and Administration; Planning and Documentation;
·        GMA10 – Enrolment records for each child currently attending, include;
o   the names of the people authorised by the parent to collect the child
o   and court orders affecting day to day care of, or contact with the child
Vulnerable Children’s Act 2014
Impacts of Policy on Staff, Parents, Children
Having a clear policy in place provides guidance and back up to teachers who have to sometimes make difficult decisions on the spot when children are being collected.  The policy to manage child collection is designed to keep the children safe and give parents confidence that their child will only be collected by authorised persons.
Alignment with the Centre Philosophy
This policy ensures a safe environment, a crucial part of creating and maintaining the well-being of children in our care.
Implications and/or Risks
Following this policy significantly reduces the risk of harm to a child, losing trust with parents and not meeting our obligations under the Vulnerable Children’s Act.
Implementation
Clear procedures have been developed and staff trained to follow them.
Review
Review annually or when there is a significant change in the area of the policy topic.
Authorised:
Maree Claridge
Date:
22/11/18
Review Date:
22/11/20
Consultation Undertaken:
November 2018





Procedure
Procedure Category: GOVERNANCE, MANAGEMENT AND ADMINISTRATION
Date Created:  December 2018
Procedure Name: Safety Checking of all Staff
The purpose of this operational procedure is to ensure appropriate compliance with Licencing Criteria GMA7A. This policy also contributes to the Human Resource Management policies operated by this centre.
Position Statement
The purpose of this procedure is to ensure all staff working at our childcare centre meets the safety check requirements specified in the Vulnerable Children’s Act 2014.  These measures are put in place to protect and improve the wellbeing of vulnerable children and strengthen our child protection system.
Issue Outline
The welfare and safety of children at our centre is our main priority.  Following this procedure will greatly reduce the risk of any child being abused or harmed within this centre.  Our teachers and staff are in a position of trust, robust staff safety checking will contribute to a level of confidence held by our families/whānau and community.
Alignment with Policies
This procedure aligns with the following Centre Policies:
·        Staff Safety Checking Policy
·        Child Abuse Policy


Procedure Flowchart
Safety Checking New and Existing Employees under the Vulnerable Children’s Act 2014

What Must Be Done

If you are employing a NEW employee

If you are safety checking an EXISTING employee

Confirm their identity
We must sight an original primary identity document (e.g. a passport) and a secondary identity document (e.g. a drivers licence).  One of the documents needs to contain a photograph or you will need to use an identity referee.
If your name has changed since the last safety check, your need to provide a supporting name change document as evidence (eg: marriage license).
We must sight an original primary identity document (e.g. a passport) and a secondary identity document (e.g. a drivers licence).  One of the documents needs to contain a photograph or you will need to use an identity referee.
If your name has changed since the last safety check, you need to provide a supporting name change document as evidence (eg: marriage license).

Do an interview
All new staff must participate in an interview that includes specific questions about their own attitudes, beliefs and behaviours; and whether they have ever been convicted of an offence or a complaint made against their professional practice.
Not required

Ask for a work history
All new staff must provide their C.V.
Not required

Check at least one referee
We will contact two referees by telephone, one of whom should be a supervisor or employer from a recent job.
Not required

Get more information
We will seek information from the Education Council that you have a current practising certificate.
At the three year periodic safety check, we will verify with the Education Council that you have a current practising certificate.

Do a Police Vet
We obtain a Police vet report for all staff; or
For teaching staff, we accept a registered teacher’s current practicing certificate as evidence that a current Police vet check report has been obtained by the Education Council and that this has met their criteria for being of good character and fit to be a teacher; or
For teaching staff, we require the original covering letter that accompanied your practicing certificate issued by the Education Council.
We obtain a Police vet report for all staff; or
For teaching staff, we accept a registered teacher’s current practicing certificate as evidence that a current Police vet check report has been obtained by the Education Council and that this has met their criteria for being of good character and fit to be a teacher; or
For teaching staff, we require the original covering letter that accompanied your practicing certificate issued by the Education Council.

Assess the risk and make your decision
We undertake a risk assessment, which involves consideration of all the above information and our judgement whether you are an appropriate person to be a children’s worker at our centre.
We undertake a risk assessment, which involves consideration of all the above information and our judgement whether you are an appropriate person to be a children’s worker at our centre.

Keep a record
We keep a dated record of the information we gathered and the date when safety checks need to be carried out again.  These records are kept on each staff member’s personnel file and will be retained for seven years after an employee leaves our centre.
We keep a dated record of the information we gathered and the date when safety checks need to be carried out again.  These records are kept on each staff member’s personnel file and will be retained for seven years after an employee leaves our centre.

Relevant Background (including Legislation/Regulation/Licensing references)
Licencing Criteria 2008, Governance, Management and Administration; Professional Practices;
·        GMA7A – A written procedure for safety checking all children’s workers before they have access to children that meets the safety checking requirements of the Vulnerable Children’s Act 2014
Vulnerable Children Act 2014 and associated regulations.
Education (Early Childhood Services) Regulations 2008

Vulnerable Children (Requirements for Safety Checks of Children’s Workers) Regulations 2015

Implementation
Clear processes and procedures have been developed and staff trained to follow them.
Review
Review annually or when there is a significant change in the area of the policy topic or the procedure.
Authorised:
Maree Claridge
Date:
December 2018
Review Date:
December 2019
Consultation Undertaken:
December 2108






Policy
Policy Category: HEALTH AND SAFETY
Date Created: 15 June 2018
Policy Name: Child Abuse Policy
The purpose of this operational policy is to ensure that there is a procedure for responding to suspected child abuse and in so doing meeting Licensing Criteria HS31 and provisions of the Vulnerable Children Act 2014.
For the purpose of this policy, abuse is used in the context of adult to child.  This could be staff to child or an adult (outside of the centre) to the child.
Abuse relating to child to child or child to adult is not within the scope of this policy.
Teachers are made aware of this policy and the issues of emotional, physical, and sexual abuse at the time of there induction.  Teachers operate within the code of ethics for registered teachers which sets a high standard for professionals in our field.  Under section 6 of the children young persons and their families Act (1989) “The interest, safety and well-being of children are paramount”.
Position Statement
Child abuse and neglect is not acceptable.  Children need our protection.  Where protection is not adequately provided by the adults responsible for the child, others need to step in to ensure the child receives adequate protection.
The safety and wellbeing of the child is our top priority when investigating suspected or alleged abuse.
We support the roles of the New Zealand Police and Oranga Tamariki in the investigation of suspected abuse and will report suspected/alleged abuse to these agencies.
Issue Outline
Not all children have the support and protection of a trusted adult.
Children that are abused or neglected need adults that can act on their behalf and keep them safe from harm.
Adults who care for children need to know how to respond to a child if the child discloses abuse or when there are concerns raised from others about abuse or neglect.
Definitions
Child Abuse is defined by the Childmatters website as “the harming (whether physically, emotionally, or sexually), ill-treatment, abuse, neglect or deprivation of any child or young person[1].”

·        Child Abuse can be:
·        Physical Abuse
·        Emotional Abuse
·        Sexual Abuse
·        Neglect
Neglectis a pattern of behaviour which occurs over a period of time and results in impaired functioning or development of a child. It is the failure to provide for a child’s basic needs.
Neglect may be:
  • Physical - failure to provide necessary basic needs of food, shelter or warmth
  • Medical - failure to seek, obtain or follow through with medical care for the child
  • Abandonment - leaving a child young person in any situation without arranging necessary care for them and with no intention of returning
  • Neglectful supervision – failure to provide developmentally appropriate or legally required supervision
  • Refusal to assume parental responsibility - unwillingness or inability to provide appropriate care for a child.”
From Child Matters website: www.childmatters.org.nz
Policy principles
The interest and protection of the child is paramount in all actions.
We recognise the rights of family/Whānau to participate in the decision-making about their children.
We have a commitment to ensure that all staff are able to take appropriate action in response to suspected abuse situations.
We will always comply with relevant legislative responsibilities.
We are committed to share information in a timely way and to discuss any concerns about an individual child with colleagues or the Centre Manager.
We are committed to promote a culture where staff feel confident that they can raise issues of concern without fear of reprisal.
Detail
Signs of abuse and neglect
Signs that a child’s safety and wellbeing is in danger include:
  • child tells someone they have been abused (eg, have been hit, touched or are frightened)
  • baby or child with unexplained or untreated injuries
  • anxiety, fear or aggression
Our centre will take urgent action if there are signs of abuse and neglect. We tell staff and parents to trust their instincts and act immediately.  We will follow the ‘Child Abuse Process’ (attached).
Allegations or concerns about staff
When a staff member is suspected, the same processes apply.
Confidentiality and information sharing
The Privacy Act 1993 and the Information Sharing Framework of Oranga Tamariki allow information to be shared to keep children safe when abuse or suspected abuse is reported or investigated. Note that under the Vulnerable Children Act 2014, any person who believes that a child has been, or is likely to be, harmed physically, emotionally or sexually or ill-treated, abused, neglected or deprived may report the matter to Oranga Tamariki or the Police and, provided the report is made in good faith, no civil, criminal or disciplinary proceedings may be brought against them.
The Manager will:
·        Always prioritise the safety and wellbeing of the child.    
·        Maintain confidentiality. Failure of staff to comply with this policy will be regarded as serious misconduct.
·        Respect the rights of those involved during any investigation.
·        Immediately investigate and fully and objectively record in writing, any reports of incidents, allegations or suspicions of child abuse. The Manager will, where appropriate, seek the assistance of the Ministry of Education, Oranga Tamariki, Police and/or other professional agencies in order to conduct a full investigation.
·        Report child abuse to the Police or Oranga Tamariki (see Process for Reporting Child Abuse attached)
·        Inform parents after discussing the best way to do this with Police or Oranga Tamariki advisors. If a family member or close associate of the family or whanāu is suspected of child abuse, the parent(s) may not initially be informed, but the centre will ensure that the information is disclosed by an appropriate person at an appropriate time.
·        Suspend a staff member under suspicion until a full investigation can be completed.
·        Maintain appropriate records.
·        Ensure the centre’s procedures protect staff from unjustified allegations of abuse.
·        Ensure the centre has educational and informational resources for children and adults on child abuse.
Staff will:
·        Always prioritise the safety and wellbeing of the child.
·        Busy Bees will maintain a high teacher child/ratio.
·        New staff members will undergo required safety checks that comply with the vulnerable children act (2014)
·        Our playground and indoor play areas are arranged with the maximum amount of open spaces available.
·        Parents and whanau at Busy Bees are encouraged to visit at any time during the session and are encourage to stay with their child(ren) when settling their child(ren) into the centre. 
·        Only adults named on the enrolment form are able to collect children from the centre.  Unless the parent/whanau of the child has told a staff member that someone other than on the enrolment form is collecting their child from the centre.
  • Permission from parents/whānau is required for their child(ren) to participate in centre outings on enrolment.
  • A complaints procedure ensures issues of concern are dealt with appropriately. Parents/whānau are encouraged to express their feelings and concerns so that the operation of Busy Bees can be constantly improved.
  • We realise and accept our own limitations in dealing with issues of abuse. Professional agencies such as the police and the Oranga Tamariki will be involved in suspected cases of abuse. These agencies are sought for their specialised knowledge.

The following measures will be taken by all teachers regarding suspected abuse:
  • Teachers will listen to child and document any communication made between them.
·        All allegations of abuse will be taken seriously.
·        No teacher will act alone regarding suspected child abuse. The centre Manager will be consulted and she will take further action. If a teacher is dissatisfied with Mangers response they can report suspected abuse themselves.
·        Any person(s) disclosing information in good faith regarding suspected abuse will be assured the protection afforded by law.
·        If the manager/Head teacher suspects a child is unsafe, she will report it to the Police or Oranga Tamariki. If there are any allegations of abuse by a Busy Bees employee, the authorities will be informed immediately and the teacher will be suspended while the matter is investigated.
·        Busy Bees will offer support to all those involved in any abuse allegations.
·        Ill treatment of children –(1) The service provider contact who becomes aware that there are reasonable grounds for believing that a member of the centre’s staff, or any other person,- (a) Has physically ill-treated a child; or (b) In guiding or controlling a child, has subjected the child to solitary confinement, immobilization, or deprivation of food, drink, warmth, shelter, or protection,- must ensure that the person is excluded from coming into contact with the children; and if satisfied that it is necessary to do so to ensure no child is ill-treated, ensure that the person is excluded from the centre.
(2) The secretary may immediately suspend the centre’s license under regulation 11 (1) if satisfied on reasonable grounds that the licensee of a licensed centre – (a) Has physically ill treated a child; or (b) In guiding or controlling a child, has subjected the child to solitary confinement, immobilization, or deprivation of food, drink, warmth, shelter, or protection; or (c) Has failed to comply with sub clause (1) in relation to the centre.   
·        Familiarise themselves with this centre policy.
·        Immediately notify the Manager if they observe signs of child abuse or anyone reports to them any suspicions of child abuse of children at the centre, or a pattern of neglect or concerns is identified.
·        Maintain confidentiality. Failure of staff to comply with this policy will be regarded as serious misconduct.
Protected Disclosure
When a staff member or associate brings a case of child abuse to the attention of the center or the authorities, our centre will not disclose the name of the person without their permission unless it is to Oranga Tamariki or the Police and is necessary to do so in the interests of the child.                          
Alignment with Other Policies
·        Personnel policies – police checks and careful employment of temporary staff, casual staff, friends of friends, volunteers
·        Outings and excursions policy
·        Information & Complaints procedure policy
·        Child Protection Policy.
Relevant Background (including legislation/regulation references)
Regulation 46 Health and Safety Practices standard: general (1) of the Education (Early Childhood Services) Regulations 2008
Licensing Criteria for Early Childhood Education and Care Centres 2008
Child Protection
Health and safety practices criterion 31
A process for the prevention of child abuse is implemented, and a procedure for responding to suspected child abuse is followed when required.
Health and Safety practices criterion 32
All practicable steps are taken to protect children from exposure to inappropriate material (for example, of an explicitly sexual or violent nature).
See Ministry of Education child abuse information on:
Vulnerable Children Act 2014 and associated regulations.
Impacts of Policy on Staff, Parents, Children
Clear procedures will strengthen the ability of staff, parents, and other agencies to adequately respond to signs of abuse and or neglect.  Busy Bees child protection, Procedures for responding to suspected abuse and or neglect.
Detailed documentation is kept for toileting and sleep rooms checks, and filed appropriately.
·        Suspected abuse will be reported within the centre and with outside agencies, ie Police 03 5463840 and CYF 03 9891981 – confidentiality will be maintained at all times
·        Parents/caregivers are to be informed by the Head teacher and Manager when abuse is suspected or alleged
·        If a staff member is under suspicion of child abuse, they will be directed to appropriate legal/professional advice and support
·        Immediate support to be provided for the child (until they are returned to the care of the parent) as well as the person reporting the incident
·        A detailed record of suspected abuse is to be kept in the “Incident Book” and contain the child’s name, date, time, what happened, what was said and who was present
·        The incident Book will be kept in the locked file in the office
·        All practicable steps are taken to protect children from exposure to inappropriate material
Alignment with the Centre Philosophy
This policy is aligned with the centre’s philosophy.
Implications and/or Risks
Failure to correctly identify and respond to abuse and or neglect can be harmful to the wellbeing of the child and their family/whanau.  It will also seriously damage the reputation of the centre, its staff and the reputation of early childhood centres.
Implementation
We build discussions into enrolment procedures and staff trainings/meetings.
Review
Review annually or when there is a significant change in the area of the policy topic.
Authorised:
Jemma Burn- Head Teacher
Date:
August 2019
Review Date:
August 2021
Consultation Undertaken:
November 2018




Policy
Policy Category: CURRICULUM
December 2018
Policy Name: Curriculum Framework Policy
The purpose of this operational policy is to outline how our curriculum programme connects and is drawn from the Early Childhood Education National Curriculum, Te Whāriki; and in doing so how we comply with the Curriculum requirements of the Ministry of Education’s Licencing Criteria for childcare centres; Curriculum standards C1 – C13
Position Statement
Our curriculum Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa Early childhood curriculum 2017 (Te Whāriki) is used as the basis for our education and care programme.  All children will have the opportunity to benefit from quality early childhood education and care delivered at this centre.  Within the framework of our Centre’s individual culture, theoretical perspective, vision and philosophy are curriculum practices that provide evident and positive outcomes for children in alignment with the Principles and Strands of Te Whāriki.
Issue Outline
Early childhood education and care centres vary from one setting to another depending on culture, philosophy, vision, theoretical perspective and religious beliefs.  There is a broadly shared expectation that early childhood education and care practice will contribute to positive learning outcomes for children.  An early childhood education and care centre that nurtures and promotes an individual child’s growing competence to communicate, participate and learn about the world, is likely to support such progression.  As a way of monitoring this, each early childhood education and care centre needs to reflect on what they know about how well children are achieving those outcomes.
Detail
Goals
This policy:
ü  Shows the commitment of centre management and teachers to implementing a high quality curriculum
ü  Explains how  Te Whāriki is interpreted for this centre’s context and how it is implemented
ü  Explains the evidence-based approach of progress towards the Learning Outcomes
ü  Provides a framework for our centre to weave our own philosophy and beliefs with our curriculum Te Whāriki
ü  Shows how the centre complies with Licensing Criteria C1 to C13.
Responsibilities
Management:
ü  Job descriptions reference the curriculum, The Standards for the Teaching Profession and The Code of Professional Responsibility
ü  Commitment to provide any Professional Development as required to implement the curriculum, the Standards for the Teaching Profession and Code of Professional Responsibility
ü  Provide any supporting resources as required
ü  Ensure the centre’s strategic plan aligns with Te Whāriki
ü  Management and teachers to construct and share with parents/Whānau our centre philosophy and curriculum programme, ensuring that this is responsive to our own unique context
ü  Provide sufficient non-contact time for teachers to plan, assess and evaluate
ü  Have the appropriate systems in place to support both group learning and individual learning
ü  Have a system of regular service-review in place that allows for reflection and evaluation of teaching practice and learning outcomes, amongst other service performance elements
ü  Ensure staff have the relevant qualifications, knowledge and skills to support infants, toddlers and young children to experience positive outcomes
ü  Appraisals include discussion on how each teacher’s practice reflects Te Whāriki in this centre’s context.
ü  Management and teachers see that planning as no time limit and will reflect the childs interest for as long as necessary
Teachers:
ü  Responsible for developing a programme with which they implement Te Whāriki, the Early Childhood Curriculum
ü  Knowledgeable about children’s learning and development alongside theoretical knowledge
ü  Participating in Professional Development for ongoing learning
ü  Plan, assess and evaluate learning for children that is inclusive of all
ü  Assessment for all children will be consistent with the Principles of Te Whāriki and support curriculum planning
ü  Form responsive and reciprocal learning partnerships with children, families and whānau
ü  Comply with the Education Council NZ Code of Professional Responsibility and Standards for the Teaching Profession
ü  Have an awareness of how Te Whāriki connects with the New Zealand Curriculum, including integrating domain knowledge.  Work together with new entrant teachers, parents and whanau to support transition to school
ü  Engage in reflective practice.
ü  Acknowledging the dual heritage of the treaty of Waitangi, It is the right of every child to be enriched in an environment which acknowledges the Treaty and heritage of other cultures in New Zealand.
Licencing Criteria 2008, Curriculum, Criteria to Assess Curriculum Standard;
Relevant Background (including Legislation/Regulation/Licensing references)
  • C1: the service curriculum is consistent with any prescribed curriculum framework that applies to the service (such as Te Whāriki);
  • C2: the service curriculum is informed by assessment, planning, and evaluation (documented and undocumented) that demonstrates an understanding of children’s learning, their interests, whānau, and life contexts;
  • C3: adults providing education and care engage in meaningful, positive interaction to enhance children’s learning and nurture reciprocal relationships;
  • C4: the practices of adults providing education and care demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education;
  • C5: The service curriculum acknowledges and respects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti O Waitangi.
  • C6: The service curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures.
  • C7: the service curriculum is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences;
  • C8: the service curriculum provides a language-rich environment that supports children’s learning;
  • C9: the service curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development – indoors and outdoors, individually and in groups.
  • C10: The service curriculum supports children’s developing social competence and understanding of appropriate behaviour.
Education (Early Childhood Services) Regulations 2008
Te Whāriki He whāriki mātauranga mō ngā mokopuna o Aotearoa Early childhood curriculum – Ministry of Education 2017
Te Tiriti o Waitangi – 1840
Education Act 1989
The Education Legislation Amendment Act 2016
Impacts of Policy on Staff, Parents, Children
Sound understanding and implementation of New Zealand’s early childhood curriculum Te Whāriki by educators will contribute to quality practice that reflects each child’s individual context and community.  Having a curriculum framework that is flexible around different settings contexts and philosophies makes the curriculum more meaningful to teachers, staff and families. Providing a quality curriculum will benefit all children at our centre.
Alignment with the Centre Philosophy
This framework provides a basis for our centre to weave a local curriculum programme that reflects our own distinctive and diverse character, philosophy and values.  The Principles, Strands and Goals set out in Te Whāriki have been incorporated in our Centre’s unique priorities of learning.
Implications and/or Risks
Our national curriculum, Te Whāriki, is the basis of our own curriculum programme.  Following this policy significantly enhances the opportunity for our Centre to implement high quality learning and practice.  We deliver a curriculum programme that empowers young children to be confident and competent learners.
Implementation
Relevant curriculum policies and practices are developed within this framework. A system of regular review of practice will contribute to ongoing improvements for the benefit of the children at the service.
Review
Review annually or when there is a significant change in the area of the policy topic.

Authorised:
Maree Claridge
Date:
December 2018
Review Date:
December 2019
Consultation Undertaken:
December 2018




Policy
Policy Category: Governance, Management & Administration
July 2019
Policy Name: Parental Involvement
The purpose of this operational policy is to describe how we involve parents in our planning and operations.

Position Statement

At this centre, we value parents’ contribution and involvement in their child’s education and care. We will strive to ensure that parents are advised on how to access relevant information concerning their child and the operation of the centre and inform them of any planned reviews or consultation.
Staff and parents can discuss and agree on the best ways to communicate at the centre. People can have realistic expectations about the level of communication and what they can expect to see happening.

Issue Outline

A major indicator of quality in early childhood settings is the degree to which parents and whānau are involved in the centre.

Detail

This centre informs, consults and involves parents and whānau in planning, operations and involvement by:
·          Giving all parents an enrolment pack and having a face to face discussion where possible about aspects of the centre including the fees structure; programme philosophy; how to access information on their child’s progress; behaviour and programme structures; where to find the centre’s ERO report, policies and other information; financial information such as what costs government covers; and opportunities for involvement and review.  (Using a checklist on enrolment)
·          Inducting children and parents through the child’s primary caregiver or key teacher
·          Maintaining a noticeboard for parents that includes displays of our policies, outings and practices
·          Circulating a monthly newsletter to parents with news about changes to policies such as our fees structure, parenting information, upcoming activities and any operational changes
·          Short conversations during arrival and departure contact times
·          Being available for private meetings with parents where this is requested
·          Establishing a welcoming environment and encouraging parents to spend time with their children at the centre
·          Encouraging contributions of home stories, pictures and photos to children’s profile books
·          Encouraging participation in our programmes where parents have particular skills such as music or craft skills, during outings, culture, aspirations
·          Holding occasional social or educational evenings for parents and whanau EG. Matariki celebrations, potluck, discos, beach gatherings
·          Providing opportunities to update parents on their child’s progress, learn from parents what is happening in their home environment and addressing any issues
·          Consulting parents on significant policy changes and their child’s interests and learning journey
·          Information available on MOE funding (parent notice board)
·          Carrying out an annual survey of parents’ satisfaction to inform our evaluation process.  Entry and exit surveys.

Alignment with Other Policies

·       Complaints policy.

Relevant Background (including legislation/regulation references)

Licensing Criteria 2008, Governance, Management and Administration, Parent Involvement and Information documentation required:
·          GMA2: Written information letting parents know how to access:
o   Information concerning their child;
o   The service’s operational documents; and
o   The most recent Education Review Office (ERO) report regarding the service.
·          GMA3: Written information letting parents know:
o   How they can be involved in the service;
o   Any fees charged by the service;
o   The amount and details of the expenditure of any Ministry of Education (MoE) funding received by the service; and
o   About any planned reviews and consultation.

Impacts of Policy on Staff, Parents and Children

This policy avoids parents not knowing how they can be involved in the service and contribute to decisions about their child’s education and care. It also informs them of what rights they have to be consulted on matters concerning the centre and their child.

Alignment with the Philosophy

This policy is aligned with our centre’s philosophy.

Implications and/or Risks

This policy has implications for the quality of care provided. Strong relationships amongst parents, staff and management allows smooth and rapid resolving of issues, thus protecting the integrity of the centre.

Implementation

The Manager trains staff to act on these policies, including the training of primary care workers in the induction process. The Manager ensures a communication plan is in place. Review of the plan is part of the centre’s self review process.
Review
Review annually or when there is a significant change in the area of the policy topic.
Authorised:
Maree Claridge
Date:
January 2019
Review Date:
January 2021
Consultation Undertaken:
July 2019







No comments:

Post a Comment