FirbankEarly Learning CentreBrighton Campus

INFORMATION BOOKLET

2017

We are pleased to welcome you to the Early Learning Centre at

Firbank Grammar.

Our program values the importance of play and each day children have the chance to explore their interests through a variety of play opportunities. In addition to the Early Years Learning Framework we also embrace the Primary Years Programme of the International Baccalaureate (PYP) and each term the children engage in a Unit of Inquiry which helps them to explore and make sense of their world. Our ELC community is made up of people from a variety of cultural, social and religious backgrounds. By embracing international mindedness through the PYP we recognise the significant contribution that each child and family makes to our community.

As educators we acknowledge the importance of listening – to families, who know their child best and to each child, who will communicate their needs and knowledge in so many different ways /languages.

At our Brighton Campus in 2017 we are excited to offer a new way of program delivery through our Transdisciplinary Specialist program and Young Explorers program.

We look forward to getting to know your child and family during their time with us at Firbank.

Cathie IrelandHead of Campus

Welcome

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Philosophy Statement

The Early Learning Centres value and aspire to the mission statement of Firbank Grammar:

• Every student is important• Every lesson is critical• Every encounter is valued• Every opportunity is taken. Firbank Early Learning Centres welcome children and their families from different cultural, social and religious backgrounds who bring with them a variety of prior experiences and knowledge. All children and families have individual needs and strengths that we support through a rich and diverse programme.

Firbank Early Learning Centres have been inspired by the three simple, yet meaningful words that form the title of the Early Years Learning Framework – Belonging, Being and Becoming.

BelongingThe children’s first and most significant community is their family. As an International Baccalaureate School using the Primary Years Programme, the Early Learning Centres recognise that all children belong to an international community. All communities must work together to form partnerships acknowledging the child’s right to be valued and contribute meaningfully.

BeingAll children bring with them prior knowledge and understanding. Whilst at the Early Learning Centres we want them to engage in a wide variety of guided, open ended and play based experiences. In both the indoor and outdoor environments, these experiences will support their interests, build on their existing skills and challenge them to take risks. Through their play, children will have opportunities to develop confidence, resilience and Wellbeing. We want children to value the moment – the here and now, for the joy, challenge, engagement and learning that it can offer. We respect them for who they are now and who they will become in the future.

BecomingEach child has the right to choose the path down which they will travel. Freedom of choice, knowledge of possibilities and encouragement to aspire and achieve are concepts to which we believe children are entitled. We are also committed to encouraging the children to strive to become socially and environmentally responsible, respectful international citizens.

Early childhood education lays the foundations for life long learning. We take our role as educators seriously and are committed to supporting children as they develop and add to their knowledge, experiences and learning.

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Curriculum

Our valuesAs a school we value:

• Compassion• Courage• Curiosity• Integrity• Respect

Children as LearnersWe value and respect the individuality of each child. We believe the natural curiosity of children is the foundation for their exploration in a diverse range of learning opportunities, where they develop interests and construct their own identities and understanding of the world. We support the notion that children’s learning is dynamic, complex and holistic. Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are all intricately interwoven and interrelated. We believe children are active learners, who are capable of being independent, exercising initiative and of developing a sense of honesty and a commitment to helping others. Children have the ability to develop global understandings, connections and attitudes that will provide the foundation for them to become future responsible citizens of the world.

Family ConnectionParents and families are always welcome at the Early Learning Centre. We believe a welcoming environment where all children and families are respected and actively encouraged to collaborate with educators, ensures the best possible learning outcomes for children.We believe a mutually supportive relationship between the home and the Early Learning Centre involves families and early childhood educators:

• valuing each other’s knowledge of the child - sharing insights and perspectives

• valuing each other’s contributions to and roles in the child’s life

• trusting each other and communicating respectfully with each other

• engaging in shared decision-making.• outcomes.

The ProgramThe Early Learning Centre intertwines two programming practices. The International Baccalaureate Primary Years Programme and the Early Years Learning Framework. By drawing on a rich repertoire of practices we can foster children’s learning. We know a program that is responsive to children’s interests, strengths and needs will provide children with a solid grounding for their future learning. We believe that children learn

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Primary Years ProgrammeAt the heart of the PYP philosophy is a commitment to structured inquiry as a methodology, constructivist learning and the promotion of a global outlook. The PYP focuses on the heart as well as the mind and addresses physical, social, cultural and emotional as well as academic needs. The traditional academic subjects are valued with a continuing emphasis on literacy and numeracy. There is an emphasis on the balance between the acquisition of essential knowledge and skills and the search for meaning and understanding.

most effectively through play. A play based environment allows children to develop at their own pace and to follow their own interests. It is not, however, an unstructured learning environment, rather one that is based on planned learning experiences and opportunities prepared by educators in response to their observations of the children. Through observations and discussions with families, staff scaffold planned intentional teaching and also value and build on incidental teaching opportunities that emerge each day.

Many parents ask about how we support literacy and numeracy within the program. Whilst literacy and numeracy is not taught explicitly to the whole group, each child will be exposed to a wide range of literature and maths experiences. Each child will make meaning from these opportunities depending on her level of development and interest. For example, most children are aware that their name can be written down. Over time they will want to demonstrate independence by writing this on their drawings and art work. It is essential that the development of literacy and numeracy happens in context and is meaningful.

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We use a variety of assessment techniques which recognise the many different ways in which children learn. These observations and assessments form the basis of future planning both for the group and for the individual child.

The focus areas of the Primary Years Programme (PYP)Five essential elements—concepts, knowledge, skills, attitudes, action—are incorporated into this framework, so that students are given the opportunity to:• gain knowledge that is relevant and

of global significance• develop an understanding of

concepts, which allows them to make connections throughout their learning

• acquire transdisciplinary and disciplinary skills

• develop attitudes that will lead to international-mindedness

• take action as a consequence of their learning.

Early Years Learning FrameworkThe focus areas of the Early Years Learning Framework (Being, Becoming, Belonging)

• Outcome 1: children have a strong sense of identity

• Outcome 2: children are connected with and contribute to their world

• Outcome 3: children have a strong sense of well-being

• Outcome 4: children are confident and involved learners

• Outcome 5: children are effective communicators

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School Procedures

First day of ELCELC begins with a short orientation session on Wednesday 1 February. For all other sections of the school, this is the first day of the new school year.

Transition ProgramELC 3 and ELC 4 will begin the year with a shortened day. The times are outlined in a letter in the Information Pack provided at the first orientation session. Please note that Before and After School Care will not be available until the children begin full days.

What will children need to bring?• Smart Snack and lunch each day –

preferably in separate containers. (clearly named)

• A refillable drink bottle. (clearly named)

• A library bag – no long strings please – try a back pack style so that they still have two hands free for walking

• Family photo• Bedding – see information on rest

time.

We are committed to encouraging the development of healthy eating habits. Children are not permitted to bring chocolates, lollies, roll ups, donuts, chips, fizzy drinks or juice boxes. We would also ask that you use minimal wrapping/

packaging in line with our sustainability policy.

We suggest:• Smart Snack (approximately 10.30

a.m.) - Fresh fruit, vegetables, yoghurt or cheese – no sweet biscuits, cup cakes etc

• Lunch (approx. 12.30 p.m.): Some suggestions include - healthy sandwich, wrap, sushi, salad, fruit and, rice cakes, salad, frittata. Please ensure you include a cold pack to keep food fresh.

• ELC 4 lunch orders (Terms 2-4 - ELC3) Should parents wish to order lunch for their child they will need to do this online. The tuckshop menu and instructions as to how to order will be distributed at the beginning of next year.

• Water or plain milk to drink.

NO NUTS or NUT PRODUCTS

What will children need to wear?• Summer uniform during Terms 1 and

4. Winter uniform during Terms 2 and 3.

• A hat during Terms 1 and 4. (N.B. the students are to wear school uniform hats).

All articles of school uniform must be clearly named This includes socks and shoes. Please ensure that there is a spare

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set of clothing in your child’s bag at all times in case of accidents. All spare clothing must be named.

ELC Uniform List - 2017 Bottle green sports shortsYellow sports topRugby topRaincoatWhite Legionnaire’s cap ORBucket HatRunners - predominantly white Winter Uniform Firbank navy tracksuitLong Sleeve Polo top

Additional itemsFirbank school bagLibrary bag Navy polar fleece vestGumboots

Please make sure that all items of uniform are correctly and clearly named

UNIFORM SHOPThere is a uniform shop located at the Senior Campus campus.

Uniform Shop Opening Hours: Brighton Tuesday: 12.30 - 5.00 p.m. Thursday 8.30 a.m. - 2.30 p.m.

A Typical DayThe doors to the Early Learning Centre are open to receive children from 8.45am. Prior to that staff may be required to attend meetings and are busy preparing the environment and planning the day.

Your child’s day may include: • Structured and unstructured indoor

activities and play (e.g. construction, drawing puzzles).

• Small and large group activities such as discussions, stories, songs, music and drama.

• Planned and free outdoor play (e.g. ball games, sand and water play, outdoor blocks).

• Specialist classes: e.g. Library, Music, Art, Sport

• Smart Snack and lunchtimes. These are social times in which independence, healthy eating and manners are encouraged.

• A ‘rest/relaxation time’ after lunch (eg. resting on beds listening to music and stories).

In addition, the children are involved in:• Whole school special events such as

assemblies, sports day, concerts and family events.

• A ‘buddy’ system which gives them opportunities to work and play with older students.

• Incursions and excursions relating to Units of Inquiry or areas of interest within the programme.

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Specialist lessonsIn 2017 we will offer the children a variety of specialist experiences which will reflect the PYP Unit of Inquiry and the children’s interests. These will be taken by an ELC specialist teacher who will embed the lessons into the program. She will be with the children from 11.30 – 3.15 one day a week during which the children will experience different specialist lessons – these may include, but are not limited to music, movement and drama, art, PE and health and sustainability. We believe this integrated approach marries well with the PYP and supports a more multidisciplinary way of working.

Children will continue to visit the library with their classroom teachers each week.The Perceptual Motor Program (ELC 3 and 4) and Chinese (ELC 4) will be taught by teachers from the Junior School which will allow the ELC children to begin to make links with the Junior School staff.

Young Explorers ProgramThe Young Explorers Program will be introduced to the ELC in 2017. It is a program designed by the ELC staff that will support the exploration of “community”. Initially we will visit the Junior School and Senior School at Firbank before venturing further afield to explore Brighton and all that it has to offer. This may involve a trip to the beach and exploration of the beach boxes and foreshore; a trip to the library and surrounding parks; visits to the local post office, bakery and supermarkets. The other part of this program will be to make links with women in the community. The aim is to show girls what is possible for them in the future through the

exploration of both traditional and non-traditional roles.

Outside School Hours Care Program - OSHClubInformation about OSHClub Services has been included in your orientation pack. Please notify staff if your child will be attending after care services.

Things to know and doRegulatory InformationThe policies and procedures in the ELC are aligned with the requirements of the Education and Care Services National Regulations and the Department of Education and Training (DET).

Arrival & DepartureDrop OffThe doors of the ELC open at 8.45 a.m. each morning and the ELC day starts officially at 9:00 a.m.

Delivery and collection of children - Sign In Book. Please sign your child in and out each day. It is important that you record the exact time and write/sign your name rather than, Mum or Dad.

Pick Up To ensure your child’s safety at pick up times we will ask all children to remain on the mat until their names are called. We will call their names as we see the person who is responsible for picking them up that day. Only people listed on the enrolment form are able to collect your child. You can add to this list at any time during the year. We must be notified in

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person, by writing, email or telephone if another person is collecting your child.

Pick up times are 12.30 p.m. or 3.00 p.m. Please be respectful of the program, children and staff and refrain from picking up at other times, unless it is an emergency as constant interruptions with children being picked up at alternative times is disruptive and distracting for children and staff.

AbsenteesIf your child is going to be absent, please ring Reception or email your class teacher. In the event of a teacher being absent, a note will be placed next to the sign-in book to notify you of the name of the replacement teacher.

Regulatory informationImportant phone numbersThe safety, health and Wellbeing of the children and families in the ELC is very important to us. The list below are phone numbers that may be of help. We also have access to the school psychologist. Please contact the Director should you wish to make contact with the school psychologist.

Child protectionDepartment of Human Services: Child Protection Southern Region - 1300 655 795 Dandenong (03) 9213 2111

Child First:Southern Metropolitan Casey, Cardinia, Greater Dandenong (03) 9705 3939

Aboriginal children and families: (Casey, Cardinia and Great Dandenong)(03) 9794 5973

Alcoholics Anonymous - 9429 1833

Beyondblue - 1300 224 636

Breastfeeding National (24 hours) - 1800 686 286

Drug Information Services - 1800 888 236

Family relationship advice - 1800 050 321

Family Services - Bayside City Council - 9599 4444

Gambler’s Help line - 1800 858 858

LifeLine - 13 11 14

MensLine Australia - 1300 789 978

Parent line - 13 22 89 - Telephone counselling information and referral service for parents and carers with children 0-18. The service is staffed by qualified and experienced counsellors.

Poisons Information Hotline (24 hours) - 13 11 26

PANDA 9 (Post and antenatal Depression Association)

Maternal and Child Health Line (24 hours) - 13 22 29

Nurse on call 8.00 a.m. to midnight - 1300 606 024

Translation and Interpreting Service (TIS) - 13 14 50

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WIRE - Women’s information referral exchange - support - 1300 308 307

Complaints - Procedures• In the first instance complainants are

encouraged to discuss their concerns with the classroom teacher or the Director of Early Learning.

• If complaints cannot be resolved to the complainant’s satisfaction they will be encouraged to put their complaints in writing, in order to make the terms or basis of any complaint as clear as possible.

• Complaints to the Early Learning Centre will be investigated as soon as practicable after being received.

• All complaints will be treated seriously and investigated, regardless of whether they are being investigated by an external organization such as the DET.

For further information about the ELC complaints procedures please refer to our Complaints Policy document found in each classroom.

Privacy and confidentiality The Head of Campus and Director of Early Learning are responsible for:

Ensuring confidential records are kept and appropriate provision is made for the storage of this information. As per the Children’s Services Regulations these records can only be accessible: • To the extent necessary for the

education and care or medical treatment of the child to whom the information relates; or

• To a parent of the child to whom the

information relates, except in the case of information kept in a staff record; or

• To the Regulatory Authority or an authorised officer; or

• As expressly authorised, permitted or required to be given by or under any Act.

Ensuring that families’ privacy is respected and that: • Information will only be used by staff

in order to deliver the best possible educational program

• Each child has an individual file where all information is stored. This will include a fully completed enrolment form

• Parental consent is required before personal information is given to anyone not directly involved in the education of the students. Parents will be given access to all records kept, including copies. They must apply to the Director or Head of Junior School in writing to do so.

• Records will be up to date.• Records will be stored safely.

EnrolmentsTo enter ELC3, children must be three by 30 April.To enter ELC 4, children must be four by 30 April.

Policies The staff have prepared and reviewed a full list of DET policies. These are located outside the ELC classroom.

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Quality Improvement Plan The Firbank Early Learning Centres are committed to providing a quality program. Each year the ELC updates the quality improvement plan. This is also available for parents to view and located with the policies.

List of policies:• Administration of First Aid Policy• Administration of Medication Policy• Alcohol, Tobacco and Drugs Policy• Anaphylaxis Policy • Asthma Policy • Child Safe Environment Policy• Cleaning Policy • Complaints Policy • Delivery and Collection of Children

Policy• Diabetes Policy • Emergency and Evacuation Policy• Enrolment and Fees Policy • Excursion Policy • Incident Policy • Infectious Diseases Policy • Interactions and Relationships Policy• Interactions between Children

Policy • Medical Conditions Policy • Nutrition Policy • Responsible Person Policy • Service Management Policy • Staffing Policy• Sun Protection Policy • Sustainability Policy• The Use and Storage of Cleaning

Products; Dangerous Substances and Equipment Policy

• Water Safety Policy • Volunteer Participation Policy

Celebration of DiversityAs an IB PYP school we acknowledge that we are part of a global society. We welcome families from different backgrounds, cultures and religions. The early learning program will reflect the children’s interests, knowledge and cultural backgrounds. We will ensure that men and women are portrayed in both traditional and non-traditional roles within our program. We will focus on developing respectful relationships with others. All children have different abilities and all will be encouraged to reach their potential. Asking parents to fill in the additional information form will allow us to gain greater insight into cultural and religious beliefs and we will invite you to participate in the program if you feel comfortable to do so. We will provide experiences that allow children to develop an understanding of Aboriginal and Torres Strait Islander culture and heritage. Where possible, we will provide translation of important documentation. The ELC has access to the ‘English as an Additional Language’ department at Firbank. Please let us know if you feel it would be beneficial to have a translator available during important conversations.

Health and SafetyMedical conditions including Asthma and Anaphylaxis. On enrolment, all parents will be asked to notify the school if their child has a medical condition. If this is the case, the Director and classroom teacher will meet with you prior to your child beginning at the centre. We will run through the Action Plan (prepared by a registered Medical Practitioner) and in consultation with you, prepare a risk minimisation plan. We have

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a communication plan in place to ensure that all staff – regular and relief are aware of any medical needs of the children in their care.

Illness / infectious diseasesOut of respect for the children and staff at the ELC we ask that you keep your child at home if she is unwell. Children who have been vomiting or have had a case of diarrhoea should not attend the centre for at least 24 hours. If your child becomes sick during the day you will be contacted to make arrangements for the collection of your child. Whilst awaiting your arrival, every effort will be made to ensure that your child is comfortable and kept under close supervision.

You will be notified of any outbreaks of infectious diseases via email. A hard copy of any correspondence will also be placed next to the sign-in book. A copy of the exclusion times for infectious diseases is included with this booklet and contains the regulatory information.

Head LiceOutbreaks of head lice happen from time to time. If lice are found, parents will be contacted and asked to treat the condition. All parents will be notified if outbreaks occur. No product is available to prevent head lice, however, tying long hair back and checking regularly for lice can help to minimise the spread.

ImmunisationAll children MUST be fully immunised before they can commence at any early childhood education and care service. The only exception to this is if a child has a medical reason for not being vaccinated. In that case the school will

require an Immunisation Exemption Medical Contraindication form obtained from Medicare and signed by a GP.

MedicationStaff can only administer medication if it is prescribed by a doctor in the child’s name. Paracetamol cannot be administered. Any child requiring paracetamol needs to be at home. All medication must be written in the medication book and handed to a staff member. Medication must be in the original container bearing the original label.

Emergency and evacuation procedures Each term the staff and students practise their emergency evacuation procedures including evacuation and lockdown. You will be notified of this through a note in the sign-in book. In the event of a genuine emergency the staff will follow the emergency evacuation procedures outlined in the Emergency Evacuation Policy of the ELC and School.

Accidents If a child has an accident while in the ELC this will be written up by the supervising staff member and communicated with parents. You will be asked to sign the form acknowledging that staff have communicated the circumstances of the event and treatment of any injury.

Washing hands As part of our commitment to ensuring a safe environment for children and staff we ask that all children wash their hands on arrival at the ELC. This will be of particular benefit for minimising the risk of possible triggers for those children with allergies.

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Sun SmartAll children are required to wear hats during Terms 1 and 4. Please leave your child’s hat at the ELC during Terms 2 and 3 so that they can use it when riding the bikes and on days when the UV rating is above 3. Cancer Council approved sunscreen is provided by the ELC. Please apply this to your child upon arrival. The staff will reapply it later in the day if required. Should you not wish to use the ELC suncream please provide your child with a Factor 30 alternative.

Communication It is important for the child, her family and the school to work in a co-operative and supportive partnership. Parents are a vital and continuing influence and are their child’s first teachers. By sharing in the knowledge of the child’s background and past experiences, we can provide a program that is meaningful and respectful of each child’s individuality.

Events in family life, such as illness, new babies, family members on holidays and visitors coming to stay can be a prime source of excitement or concern for young children and can affect their behaviour at home and/or school. It is important for home and school to share information that may affect the child and her behaviour and Wellbeing.

During the year, there will be two formal parent/teacher discussions – Term 1 and Term 3. We encourage you to talk with your child’s teacher regularly and you are welcome to make an appointment to meet with them to discuss any issues. The Director of Early Learning is also available should you wish to discuss your child’s

progress or any concerns. At the end of the year you will receive a formal written report celebrating your child’s progress. This is in addition to the portfolio which is a visual representation of the year.

Other forms of communication include the ELC blog and School newsletters and documentation displayed in the rooms and a room journal.

Regular emails are also used to communicate with families.

Parent support and participation As parents play such a vital role in their child’s life we encourage you to help by:

• Reading emails and newsletters - staying informed.

• Facilitating your child’s independence by encouraging her to do things on her own at home and when preparing for the ELC.

• Discussing any problems or concerns with the teacher. Building a trusting relationship.

• Talking to your child about her day and discussing things she has been learning, linking them to their everyday experiences at home.

• Encouraging your child to ask questions.

• Sharing a skill with the children.

It is a school requirement that those who help at the school, including in the ELC have a Working With Children check. Your card must be sighted by a staff member at the front office and your number loaded onto the school data base.

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Applications for these can be done online – www.working with children.vic.gov.au

PATHThe Parent Association Turner House is an active and valued part of our school community. PATH supports the school in a variety of ways and always welcomes new members. Please contact reception for contact details of the PATH committee.

ReceptionThe friendly Receptionists are happy to help with most questions. They have copies of all notices, information and School programs.

Rest timeFrom time to time parents ask about the value of rest time. Each morning the children socialise with the others in their group, they visit specialist lessons and make choices about their learning by undertaking an array of experiences and activities. Research shows us that in a two and a half hour period, it was possible for a child in a group of 25 to experience in excess of 100 social interactions. As you can imagine, this can be tiring and emotionally draining. A break from the organised day after lunch, not only offers children time to rest but also a time when they can wonder, dream and reflect. None of the children have to sleep but all are asked to rest their bodies and minds for approximately 1 hour. It may seem as if this is just down time for the teachers. In fact, it is far from it. Teaching children to use this time effectively takes patience. Teaching children to be happy with their own company for a short time each day

is essential to long term Wellbeing. So often in 21st century society we ‘occupy’ our children and keep them busy but learning to be alone with your own thoughts is a very valuable skill. As a team, we are also conscious that those children who do not sleep may need assistance at rest time. Providing them with activities that do not require social interactions yet stimulate their thinking and creativity may take the form of looking at books and the use of rest time materials.

Please provide a small fitted sheet and blanket as bedding for your child. This will be sent home for laundering each fortnight or should an accident occur.

Toys Parents are requested NOT to allow children to bring personal items to school. However, we do encourage children (if needed) to bring a toy that serves as an emotional comfort such as a soft toy for rest/relaxation time. Children are also welcome to bring in a book, CD or artefact etc, if it is relevant to the Unit of Inquiry or an area of interest.

BirthdaysWe enjoy helping your child celebrate her birthday. Children who would like to do so with their friends in the ELC are welcome to bring something to share with the group - mini cupcakes, a fruit platter, a big watermelon, individual biscuits, icy poles (in hot weather) are all ideas which you might like to try. Please advise us prior to the event so we can be prepared for those children who have

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allergies. If you are inviting children to a birthday party, please pass invitations to the classroom teacher who will organise for these to be distributed discretely.

Toilet Training For children to be able to gain maximum benefit from the program, they need to show a degree of independence and self help skills. We have an expectation that children are toilet-trained prior to attending the ELC. If this is not the case, please discuss this with the Director of Early Learning prior to your child commencing.

Behaviour Management Positive reinforcement is the major tool for managing children’s behaviour in the ELC. If this is not effective, we will seek parental input to establish relevant alternative strategies. We are also supported by the School psychologist.

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51 Outer Crescent, Brighton Vic 3186 • ELC - Year 12 • Girls only 45 Royal Avenue, Sandringham Vic 3191 • ELC - Year 6 • Co-educational