* Updated March 1999
 

SCHOOL BOARD

At the beginning of each year, the College Board invites all members of the community to nominate for election to the Board. Nominees need not be parents of the school. The school faces major decisions each year and requires the expertise of a cross section of the community to help it shape its future. Board members meet once a month on the second Tuesday of the month. In addition, Board members are invited to take on a portfolio requiring minimal additional time.

The Annual General Meeting of the school board is held on the second Tuesday of February at which time all positions become vacant.

Parent Representative - Kindergarten: The role of the parents’ representative is to ensure that a warm and constructive relationship exists between the board and parents. Regular social activities should be organized to strengthen the bonds of friendship between parents, teachers, pupils and board members. Parents should be encouraged to express their views on matters which concern them. The parent’s representative role is to help ensure that issues are raised in an appropriate manner (according to school policy) and are effectively resolved.
 
 
 
 

ENROLMENT PROCEDURE/PARENT ORIENTATION POLICY

1.  Hand washing is the most important way of controlling infection. The most effective way to prevent the transmission of disease is to wash your hands well. When washing hands use soap and warm water, and rub vigorously as you wash them.

2. When to wash your own hands:

• before handling food;
• before eating;
• after going to the toilet or assisting children in the toilet;
• after changing the children’s soiled clothing;
• after cleaning up faeces, vomit or blood;
• after wiping a nose, whether a child’s, or your own;
• before administering first aid.

• before eating;
• after going to the toilet;
• after touching nose secretions.

5. Staff members should wear disposable gloves when changing a child who has wet or soiled their pants, or when cleaning up faeces, vomit or blood.
 
 
 
 

ADMINISTRATION OF MEDICATIONS

Medication can only be administered by staff when parents/guardians complete the medication log, and provided:

• The medication is in the original container
• The medication is clearly labeled
• The medication has not expired
• The medication is prescribed for the recipient
• The correct dosage and time is entered on the record sheet.

NUTRITION AND HYGIENE POLICY

General Hygiene:

• staff model good hygiene and encourage table manners;
• staff oversee and encourage thorough hand washing;
• children are encouraged to dispose of used tissues;
• parents are given health ;and hygiene information via noticeboards and the newsletter.

Children are encouraged to establish good eating habits using a well balanced diet from the five food groups. In addition the Kindergarten encourages children to eat a wide range of nutritious foods, and to limit salt and sugary foods. The food preparation area is very small so parents are asked to prepare children’s lunches and snacks. Meat and shellfish are never brought to the Kindergarten for Kashrut reasons.

Special Procedures:
 

• purchased food (when for the group) must be on the updated Melbourne or NSW Kosher list.
• non damaged foods are to be used
• refrigerated foodstuffs to be placed in the kindergarten refrigerator as soon as possible
• for kashrut reasons home foods and children’s lunches may not be put in the refrigerator
• children do not eat food or use utensils that have fallen on the floor or food that has been handled by another child
• children are taught not to return food that has been touched to the communal bowl. Therefore, children are encouraged to decide what they want before picking out some food from the bowl. A separate bowl is provided for scraps
• Drinking and eating utensils are not used by more that one child each time
• For reasons of hygiene and keeping kosher, children are discouraged from sharing food although the concept of sharing in general is encouraged
• staff encourage the children to eat their sandwich first before eating any other snacks
• the Kindergarten supplies fresh milk in the morning and water on tap
• parents send in one quality piece of fruit as well as whatever is eaten for lunch and snacktimes. The fruit is to be left in the basket near the door at drop-off time.
• For reasons of keeping kosher, children must not bring in meat or meat products to the centre. All pre-packaged foods brought into the centre should be kosher where it is possible to determine
• staff encourage children to become familiar with an eating and mealtime routine. However, if a child is hungry between the routine meal times staff allow the child to eat something light.
• Parent volunteers are used in the cutting up of fruit each morning under the guidance of staff
• signs in the kitchen indicate to volunteers and staff the correct handling procedures for food
• the kitchen is to be used for food and food preparation only. Other items are under no circumstances to be left on bench tops or sinks. Food must never be left on an unclean surface
• hands must be washed thoroughly with soap before wiping tables, before, during and after preparing food, and before and after assisting children at meal times
• all surfaces are to be cleaned thoroughly before they are used for the preparation of food
• food is not prepared by people who are, or have been, ill with diarrhoea or other contagious diseases
• utensils must be washed in hot soapy water
• if not eaten immediately, food must be covered once prepared and appropriately stored
• no utensils other than those from the centre are to be washed in the kitchen sink
• on occasion, kosher birthday cakes are supplied. Food is also supplied on occasions for Shabbat and festivals
• each week during warm weather, we offer icy poles to the children on Tuesday morning
• staff are to be made aware of children with special dietary needs. After discussion with parents and staff, consideration will be made to accommodate accordingly
• for kashrut reasons, children eat their food on their own food wrappers or from their lunch box.

Because the Kindy normally only accepts children who are toilet-trained (see Policy for Enrolment of Students With Special Needs), no nappy facilities are normally available and the centre does not have change facilities. There is a changing facility and disabled toilet within a few metres of the centre.

• children are encouraged to flush toilets after use
• children are not allowed to relieve themselves in the Kindy grounds
• staff clean and disinfect bathrooms daily and remove rubbish
• pictorial signs in toilets display the correct use of the toilet as well as good hygiene practices

• While mattress covers remain the property of the Victor Ades Memorial Kindergarten, each child uses a particular mattress cover (named) during the year.
• On the last weekday each week, parents must take home the mattress cover for laundering and return it on the first weekday of the following week
• where a cover has not returned by the following session, a spare cover will be provided for up to 3 days which must also be laundered by the parent.
• Mattresses are put away after use in such a way that mattress covers do not touch each other during storage.

IMMUNISATION

1. It is our responsibility to keep a record of children’s immunisations.
2. Information for parents is also available from the Department of Health, local health clinics, local councils, and local doctors or hospitals.
3. The Public Health (Amendment) Act 1992 requires parents of all children enrolling in child care facilities and pre-schools from 1994, to provide documented evidence of the child’s immunisation status.
4. Details of the child’s immunisation will be recorded at the time of enrolment. The child’s immunisation record will be checked regularly and updated when necessary.
5. The evidence produced by the parent regarding the child’s immunisation status must be signed and dated by their doctor, and must include information regarding the date and type of each immunisation received. It is recommended that all children be fully immunised for their age before commencing at the centre.
6. Information is available for parents about when a child needs immunising, and the location of nearby immunisation clinics.
7. Diseases prevented by immunisation are:

• Poliomyelitis
• Diphtheria
• Tetanus
• Whooping Cough
• Rubella
• Measles
• Haemophilias influenza type B (HIB)
• Mumps.

1. If a parent chooses not to have their child immunised, then the child is excluded from care during an outbreak of a disease that is prevented by immunisation.
2. Directors must notify the Public Health Unit as soon as they are aware that a child in their care has contracted a vaccine-preventable disease. A child who is not immunised will be excluded from the centre if a condition usually prevented by immunisation occurs at the centre.
3. Staff will be also up to date with their immunisation.
4. Immunisation schedules are available from the Health Department, local councils and health centres.
5. If any of the children at the centre contract an infectious disease, a notice will be displayed advising the parents of the illness, and the signs and symptoms.

ASTHMA POLICY

1. The parent of the asthmatic child is to clearly demonstrate to (and write down for) staff members generally responsible for the child, the correct procedure for the administration of asthma medication. In addition to this, the parent is to sign a medication permission form, as with other medication.
2. Any changes to the standard procedure are to be advised to the staff members by the parent under doctor’s directions.
3. The responsibility of the management of the child’s condition lies with the child’s family, and the child’s physician. Under no circumstances will staff members change the dosage of medication without referring to the child’s family first. It is the responsibility of staff members to advise parents of any observations made of a change in the child’s condition.
4. At enrolment parents are to complete an ‘Asthma Emergency Form’, which is to list the procedure if the child has an attack whilst at the centre.

PROCEDURE FOR DEALING WITH SUSPECTED CHILD ABUSE/MAKING NOTIFICATIONS

1. Physical touching from caregiver to child is an important part of quality care and nurturing. Acceptable touching includes hugging (for example to greet or farewell a child, or to comfort), having a child sit on your lap, rocking (for example to assist them in sleeping), rubbing their back (for example to reassure and comfort, kissing (for example an injured finger) etc. Touching for hygiene reasons includes changing children’s clothes, bathing, assisting with toileting etc. Children’s genitals should only be touched lightly when necessary for cleansing purposes’
2. Children always have the right to refuse an adult’s touch, and need to be taught about acceptable and unacceptable touches in a non-threatening way.

In cases where staff members suspect a child is being subjected to abuse or neglect outside the centre, the procedure outlined below should be followed.

• Any suspicions should be reported to the director as soon as possible, even gut feelings. Any bruising or signs of suspected physical abuse should be recorded immediately as they are noticed. The director or primary caregiver is to note down any incidents of concern regarding the child, which will be stored separately from the child’s attendance file. Staff members need to make themselves aware of their duties and responsibilities in regard to making notifications of possible child abuse. In South Australia early childhood workers are required by law to report this information to appropriate authorities. It is then up to the authorities to decide if the incident needs to be taken further.

• Suspected neglect and emotional abuse may have to be noted down over a period of time before there is sufficient reason to contact the authorities. For this purpose, any incident should be recorded, with the date and signature of the relevant staff person, in order to maintain an accurate record, and this record is to remain in the locked filing cabinet.

If there is any reason to question a parent’s or staff member’s actions with a child then it should be brought to the director’s immediate attention.

The following actions may indicate possible areas of concern:

• Staff members (or other adults) who spend time with the same children, or constantly single out the same children on an individual basis, perhaps neglecting other children who also need their attention.
• Staff members (or other adults) who isolate individual children from the group either indoors or outside, except for special educators who may need to isolate children in order to work with them effectively. Be aware also if the child gets upset when removed from the group by a particular person.
• Staff members (or other adults) who insist on physical touching with children who are reluctant to respond, or who may get upset when this contact is attempted.
• Children who appear wary of certain adults and who try to avoid them. Be careful however of children who are afraid of a particular attribute of a person. For example men with beards, or people who have disabilities. It is important to find out from the child’s parents if they have any particular fears at the enrolment interview.
• Staff members who repeatedly spend time with a child out of sight of other staff; for example, taking them inside when the rest of the group is outside.

Always follow policies and procedures as directed.

• Be aware of your actions, and those of other staff, as children may misunderstand your intentions.
• When changing a child’s clothing, inform staff members what you are doing, complete it as quickly as possible, and return the child to the rest of the group as soon as possible.
• If working on a one-to-one basis with a child, try to do so within the room or the yard, avoid removing them from the rest of the group.
• Become aware of various cultural differences in child rearing practices, this may help to alter any current practices used in the centre to become more accepted by the parents.

POLICY ON STAFF ROSTERS

1. Each staff member will be assigned to work with a particular group of children, for the calendar year (or partiacular period according to centre needs). This decision will be made by the director and staff, according to staff member’s qualifications, experience, preferences, full-time for part-time status. It is imperative that the children at the centre receive continuity of care from a regular group of staff members, so they may build up trusting relationships with their primary caregivers.
1. There must always be two staff ;membvers rostered on at all times, and at least one of these is to be a trained staff member. Correct staff:child ratios as set out by the State licensing body must be adhered to at all times.
1. The weekly roster is to allow for flexibility, but this needs to be carefully balanced with the needs of the children and the parents.
1. Staff are to be in their room ready to perform thier assigned duties ;at the scheduled starting time. If staff are unaviodably detained, please call the centre before your scheduled starting time with your anticipated time of arrival. When phoning in sick, pleased do so as soon as possible in the moring after the centre opens.
1. It is the responsibility of the Director to organise relief staff if a staff member phones in sick.

STAFFING POLICY

1. The centre amis for continuity of staffing and makes appointments with this in mind.
1. Because of the nature of the centre, the centre seeks to employ at least some staff with a Jewish background.
1. The centre is conscious when appointing, of various anti-discriminatory laws and regulations
1. The centre seeks to employ staff with a sound employment record or accept students with good recommendations from their lecturers and supervisors.

RECORD KEEPING POLICY

1. Effective record keeping, used in conjunction with a basic knowledge of child development, is the basis for all planning and programming. Record keeping is to be contributed to by all staff. Keeping effective records on every child who attends the centre is an indispensable way to keep track of, plan effectively for, and evaluate a child’s progress, on a regular basis.
1. There are a number of forms of acceptable record keeping. Staff, in consultation with parents and Director, will find the method, or combination of methods that best suit the centre.
1. Anecdotal records should give descriptions of a child’s behavior, skills and actions. These should be factual, non-judgmental records of what actually happened during the observation period, which can be interpreted according to theories of child development at a later time. These entries can then be sorted into the various developmental areas, as a basis for individual planning.
1. With regard to developmental checklists, the following should be included:
• Child’s details:

• name
• date of birth
• attendance pattern
• commencement date at the centre
• general background
• special needs, home language and ethnicity, child rearing practices etc.

• a checklist of developmentally appropriate behaviours that is:

• divided into developmental areas (for example cognitive, gross motor etc.)
• contains sufficient age appropriate skills to be of assistance in determining whether a given child or group of children as achieving ‘normal developmental progress’;

• items that are objective and measurable and not open to misrepresentation;
• dates on which observations and assessments were made;
• an indication of the child’s ability with respect to each item listed;
• room for comments;
• a summary of the child’s strengths, areas of need etc.;
• Records should be laid out in an organised fashion with clearly defined areas to enable easy completion and visual scanning.
1.  Both centre programs and developmental records should contain sufficient relevant information to enable persons, other than the person who developed them, to interpret and implement them.
2. All programs and developmental records are always to be kept at the centre in a locked cabinet. These records are at all times to remain confidential.

PROGRAMMING POLICY

1. The program of the centre reflects the philosophy and goals of the centre. Programming is to be based on the needs and interests of the individual children who attend the centre, and these needs and interests will be regularly monitored by record keeping, and regular evaluation.

• General aims and objectives for the whole group. These may be quite broad.
• Aims and objectives specific to individual children or small groups of children. These should be identified via developmental checklists and observation, and provide the link between programming and developmental checklists. As these objectives may be confidential, they may be placed on the reverse side of the planning sheet or kept in a separate place.
• Planned activities for all parts or areas of the centre. These should include both indoor and outdoor areas, and specific parts of those areas (eg book corner, home corner, sand pit, climbing equipment etc.). This section should include rotation of suitable equipment and introduction of new equipment.
• Planned activities for various aspects of child development (eg gross motor, fine motor, cognitive, language, creative, personal and social development etc.). This should include a description of how these skills are going to be fostered, and guidelines for staff members if necessary.
• Activities in the program should reflect cross-cultural perspective.
• An outline of both free choice activities, and more structured activities. These should include aims and objectives for both types of activities. Children should be given the opportunity to have an input into the program on a regular basis.
• Evaluation of activities that reflect the progress of individual children for whom a particular activity was designed.
• The age group for which the program was designed should be clearly evident.
• The dates to which the program applies should be clearly visible.
• The programs are to be on display for parents. Parents are to be included in the consultation process regarding programming.
1. The trained staff members of the centre are generally responsible for programming for large and small group activities, as well as for individual experiences. Untrained staff members are also expected to contribute.

A CHECKLIST OF DEVELOPMENTAL AREAS OBSERVED IN AN ASSESSMENT

1. Gross motor

• mobility patterns
• balance
• muscle tone and strength
• muscle skills

1. Fine motor

• hand use
• tracking
• sensory competence

1. Language

• receptive language - listening, understanding
• expressive language - imagination, factual

1. Cognitive/adaptive reasoning

• problem solving
• cause and effect
• matching and/or sorting by category
• pre-academic skills, for example writing, drawing
• memory - short and long term
• concepts - colour, shape, size, time

1. Social

• response to others - adults, peers, strangers, separation from parents
• games and play skills
• initiative in tasks
• fantasy or make-believe play
• self-image
• general behaviour

1. Self-help

• feeding
• drinking
• dressing
• sleep patterns
• toileting
• hygiene

1. Physical appearance

• size - height, weight
• posture
• general health

POLICY ON PARENT COMMUNICATION

1. Daily contact between staff members and parents is an important part of the program. By sharing information, parents and staff members can work together to meet the children’s needs.
2. The staff members should always communicate with parents in a positive and supportive manner and make every effort to communicate verbally with each parent on a daily basis
3. Parents are to be given a six-monthly assessment on their child and have the opportunity to speak with a staff member formally regarding any aspect of the child’s development at any time. The purpose of these conferences is to establish understanding, cooperation, and consistency between the home and the centre.
4. Parent enquiries of a general nature, may be dealt with by a staff member as appropriate. Enquiries from a parent regarding matters of a more serious or specific nature should be directed to either the staff member in charge of the room in which the child is cared for, the centre director, or the delegated person in charge of the centre at the time. In particular, issues such as fees, enquiries regarding placement of a child or concerns about a child’s behaviour or development should always be referred to the director or the delegated person in charge. The director may then authorise another staff member to discuss the matter with the parent if appropriate.

Relief staff, and staff members not working directly with the child, are never to discuss any matters other than the child’s daily routine, with a child’s parent.
5. Any concern regarding the care received by a child, the actions of a staff member, or the management of the child care centre should be directed immediately to the centre director or the delegated person in charge. If the director if not present at the time when the parent expresses a concern or a complaint, the delegated person in charge should take brief details of the complaint and arrange for the centre director to contact the parent as soon as possible.
6. Parents who cannot spare any time to talk with staff members on a daily basis should be catered for in other ways, eg they may have a quiet period during their work day when they would welcome a phone call on their child’s progress.

REPORTING AND COMMUNICATION POLICY

Victor Ades Memorial Kindergarten aims to keep parents and caregivers well informed of their child/ren’s progress and development. The centre also aims to be open and accessible for parents and caregivers so that they can provide any necessary information about the child that would help staff to cater for each child’s academic progress, as well as his/her social, moral, emotional and physical development while s/he is at Kindergarten

We believe that communication between parents and the staff is important for the optimal development of each child. Communication between parent and teacher can occur in many ways:

1. Staff will contact the parents if there is concern about a child’s progress or behaviour or when special progress has been noted.
2. Parents should contact the staff if there is concern about their child’s progress or behaviour.
3. Parents should communicate with staff if:

• the child is reluctant to attend kindergarten
• the child will be absent
• there has been a problem at the centre.

1. Because a child’s emotional state may be affected by changes within the family, parents or caregivers are encouraged to notify their child’s teacher about family illnesses or absences from home
2. Victor Ades Memorial Kindergarten has an open door policy where parents are welcome to visit at any time
3. Parents are free to arrange meeting with staff at any time.
4. The Centre’s primary means of communication on general matters is through the ‘Massada Musings’ newsletter, and noticeboards.

PARENT ORIENTATION NIGHTS

These are held to provide the staff with an opportunity to present an overview of their program and curriculum and to outline their home/kindy expectations.

The orientation evening is held directly after the Massada College AGM.
 
 
 
 

PARENT HELP

Management Committee

Parents are invited to nominate for election to the Centre’s Management Committee. Elections are normally held early in second term.

Parents & Friends Association

The Parents & Friends Association welcomes anyone who is interested in serving on the committee. Nominations for executive positions are called at the beginning of the school year. A small amount of your time is all that is required.

Special Skill

If you have special skill or interest/hobby which you would like to share with the children, please contact your child’s teacher and arrange a suitable time.

Working Bees

From time to time throughout the year we ask families for help at a working bee, usually on a Sunday morning. Please come along to school/kindy at such times and help make the school/kindy environment a better place for your child. These are advertised in the newsletter.

Birthday Cakes

Volunteers are needed to help with baking birthday cakes. You are asked to advise when you are able to assist.

Canteen

Volunteers are required for canteen duty on Tuesdays and Thursdays. A roster is sent home at the beginning of each term, and parents are asked to advise the dates they are available to help. All families are asked to offer at least one day per term.

Excursions

During the year children attend various excursions which may require parental help with transport. At such times, we call for your assistance via the newsletter and the noticeboards.
 
 
 
 

POLICY ON SETTLING CHILDREN INTO THE CENTRE

1. Encourage parents to bring their child to the enrolment interview, so the child can see the centre and familiarise themselves before their first day. If possible, allow the child to come to the centre for a few pre-enrolment visits to give the child and parents time to adjust to the new setting.
2. Show parents and children around the centre, including the bathroom and staff areas. Assist the child in finding their locker, etc.
3. Introduce all staff members to the parents and the child. Reassure parents that settling into a new situation takes time, and there will be a period of adjustment for both child/ren and parents.

1. At the child’s time of arrival after the centre’s opening time, the parent or other authorised person brings the child to the centre and signs the child in on attendance record beside the front door.
2. Parent puts child’s bag in (named)locker and escorts child to the morning activity area.
3. Child is greeted warmly by staff, and any special instructions for the day are received by staff.
4. Child says good-bye to parent and is reassured by staff member and encouraged to appropriate activity.

• Child is collected by parent or other authorised person. Staff members are to check authorisation of non-parent by means of enrolment form, message book, or after seeking verbal permission from parent.
• If a person is authorised, the child may be released. If person is not authorised, staff member should take whatever reasonable measures they can to keep the child at the centre and notify the custodial parent of the situation. However, at no time should staff members endanger themselves or other children at the centre.
• Parent or other authorised person collects child’s bag from their locker, and is informed about the child’s day by staff.
• Parent or other authorised person signs child out on attendance register.
• Parent or other authorised person is responsible for the child as soon as the child leaves the front door of the centre.