The Styles Street Community Long Day Care Centre Policies are written, reviewed and maintained by the Management Committee in collaboration with the Educators and Director of the Centre. Each policy has been labelled in accordance with one of the seven quality areas of The National Quality Standard. Questions regarding these policies should be put to the Director of the Centre or to a member of the Policy sub-committee.
CONTENTS Policy Statement Goals Strategies for Implementation Evaluation Legislation and Considerations Sources and Related Policies POLICY STATEMENT As an education and care community, we can encourage and increase awareness of environmental responsibilities and implement practices that contribute… Read Moremore
CONTENTS Policy Statement Goals Strategies for Implementation Centre Pets and Invited Visitors Animals at a home visit or excursion Animals and Birds other than Pets or Invited Visitors Pests and Vermin Evaluation Legislation and Considerations Sources and Related… Read Moremore
CONTENTS Policy Statement Strategies for Implementation General Considerations Seek Shade Slip on Sun-Protection Clothing Slap on a Hat Slop on Sunscreen Slide on Sunglasses Learning Skills Engaging, Children, Educators, Staff and Families Legislation and Considerations Sources and Related… Read Moremore
CONTENTS Policy Statement Goals Strategies for Implementation Planning Risk Assessment Authorisation for Excursions Families and Volunteers Travel Arrangements Supervision Water Hazards Conducting the Excursion Roles and Responsibilities Approved Provider Nominated Supervisor Early Childhood Educators and Certified Supervisors Families… Read Moremore
CONTENTS Policy Statement Strategies for Implementation Legislation and Considerations Sources and Related Policies POLICY STATEMENT Visitors to the Centre are a regular occurrence. Family members or potential families want to visit a service when deciding on care for… Read Moremore
CONTENTS Policy Statement Strategies for Implementation How will it be done? Documentation of current concerns Mandatory reporting Disclosures of abuse Allegations of abuse against staff, educators, volunteers or students Informing the Educator, Volunteer/Student Rights of all parties Confidentiality… Read Moremore
Family participation in the centre is an important part of making our centre a true part of the community and creating an environment that is welcoming and inclusive and supports a sense of belonging for children, families and educators. We welcome and facilitate family participation and open communication in the centre by encouraging families to engage with their children’s education and care.more
a Responsible Person must be physically present at a centre based service at all times that an Approved Service operates.
A Responsible Person will be on the premises at all times, and the details of the Responsible Person at any time will be clearly displayed for educators, staff and families.more
Our centre values the feedback of educators, staff, families and the wider community in helping to create a service that meets the regulation and the needs of enrolled children and their families. We encourage open communication through opportunities to respond and to provide feedback on the program.
A component of this feedback is the ability to put forward a complaint and have this managed appropriately with due consideration for accountability and quality improvement.
Behaviour guidance and support is a process that focuses on the child as a ‘whole’. The educators will endeavour to build relationships with children based on mutual respect and trust. The centre will provide a secure, respectful and stimulating environment which encourages children to co-operate, enhances their self esteem and encourages their ability to interact with others. Acceptable behaviour is promoted and any recriminations are kept to a minimum.more
The Centre’s curriculum is guided by The Early Years Learning Framework together with professional knowledge which enables each child’s learning in the five outcomes:
1.Children have a strong sense of identity
2.Children are connected with and contribute to their world
3.Children have a strong sense of wellbeing
4.Children are confident and involved learners
5.Children are effective communicators
A learning framework is an important tool for helping educators to work with children and their families to achieve the best learning and developmental outcomes for children.more
A positive atmosphere and the wellbeing of children within an education and care setting is promoted through attentive care and quality interactions with children. Emotional development and social relationships are enhanced through thoughtful and sophisticated approaches to conversation, discussion and promotion of children’s language and communication.more
Starting school is a significant milestone in the life of any child and family. Our service supports continuity of learning and transitions for each child by sharing relevant information, clarifying responsibilities and by developing strategies that support a positive transition to formal schooling.
Our service will liaise with local schools to develop a smooth and comprehensive transition to school program. We will work in collaboration with families to support the individual strengths and needs of each child and provide a high quality program to help children experiencing the transition to formal school.more
This policy relates to conduct within the care and education services. Ethical conduct guides the behaviour and decisions within the care and education setting and is founded in respect for, and the valuing of children, families, educators and staff, and the extended service community.more