• Tel: 07 3399 5931

Orientation for Children Policy

National Quality Framework

QA66.1.1Engagement with the service – Families are supported from enrolment to be involved in the service and contribute to service decisions.
6.2.1Transitions – Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.

 

National Regulations

Regs177Prescribed enrolment and other documents to be kept by approved provider

 

Aim

To provide children and families with an orientation procedure that allows the child and family to transition to their child being in care, transition to a new room within the service or transitioning to school.

 

Related Policies
Enrolment Policy

Family Law and Access Policy
Parental Interaction and Involvement in the Service Policy
Physical Environment (Workplace Safety, Learning and Administration) Policy
Relationships with Children Policy
Staffing Arrangements Policy
Unenrolled Children Policy

 

Who is affected by this policy?
Children
Families
Educators

 

Implementation

We believe orientation is an important process where educators are able to get important information about the new child’s needs and those of the family.  This process helps to make the transition from home to care as smooth as possible with the aim to maintain continuity between home and the service, which helps the child adjust to the new setting.

 

The Nominated Supervisor/Administrator will arrange for the new child to attend the service (together with parents/s) to visit and meet the staff, and familiarise with the environment.  The children may participate in the activities if they so desire. A number of young children prefer to just watch, rather than do. Positive interactions at this time (between parents, educators and the child) are important for the children to build positive attitudes to the service environment. Educators are aware that some children respond to new experiences faster than others and will adapt to the situation.

 

At this time, the daily timetable and program will be discussed, as well as routines and any special requirements for the child that may need to be accommodated. Parent/s will also be encouraged to send any special comfort items (teddy etc) to help the child in the initial settling in period. Parents will also be invited to ring and check on their child at any time if there are any concerns.

 

Part of this orientation visit is also to explain/collect the required documentation for the child (enrolment form, birth certificate, immunisation record and Medicare number etc). Staff will also explain modes of fee payment and communication (newsletters, pockets, communication box etc), what the child will need, the importance of labelling personal items and also show the parent library where they can access the service’s policies and other resources.

 

Educators will also discuss how best to tailor the child’s settling in period – with some parents choosing to gradually build up to a full day so the child is reassured that the parents will return to collect them.  Educators will encourage parents to say goodbye when dropping off – and reassured that if the child remains distressed over a period of time, that educators will contact them.  Parents are able to stay as long as needed to reassure their child, but sometimes it’s easier for the educator to settle the child if the parents come earlier on collection to spend time with their child – rather than do this at drop off time.

 

Parents will be kept informed about how their child is settling in on collection and are welcome to discuss any aspects with the Nominated Supervisor at a convenient time.

 

Information on the service’s child orientation policy will be available in different languages when required.

 

Transition

The service aims to arrange for room transitions at the end of January in each new year. As each room has different challenges and expectations, children will only be transitioned when they are ready in all aspects of their development. The opportunity to transition between groups / rooms at the service is based on many factors other than just age. When the child becomes of the age to attend school, the ECT will provide the nominated school and families with a Transition Statement. Kindergarten enrolled children must attend three days per week for 40 weeks (excluding school holidays).

 

The service will work with the parents and the school to prepare the child for school entry.

 

NB: Mid-year transitions may occur depending on room circumstances.

 

Transition from one room to another

Change is harder for some children than others, however by making this transition as smooth as possible for children and families, we are helping build the child’s success. Separation can evoke children’s deep feelings which can trigger restlessness, frustration etc.

 

Implementation

As to minimise any distress that the transfer may cause;

  • Think about the transition ahead of time. Lay the groundwork for a new teacher to get to know their child by sharing information and insights you have gained.
  • New teacher is encouraged to visit children in their room prior to transition to maintain child/educator relationships.
  • Talk to families about how their child handles change and the strategies they use to help their child cope with change (Parent/Educator interviews)
  • Talk about change, starting from 2 weeks before the transition
  • Children will have several orientation days in new rooms prior to the transition day
  • Don’t talk about the transition in terms of concern or sorrow
  • Talk about their new teacher everyday in general conversation
  • Celebrate the child’s last day in the room
  • Be sure to say goodbye.

 

Transition to school

When a child first attends school, there is a great change for that child and for their family. We believe that the child’s parents are the most important link in this transition.

  • The better the transition between home and school, the better the education: that’s the message of recent research.
  • The Service will always talk about starting school in a positive manner that will reinforce a healthy attitude toward the transition.
  • If possible, information on local schools will be made available to parents.
  • Toward the end of each year an excursion is arranged to visit the local school so as to familiarise the children with the school environment.
  • Parents with children who are of eligible age to commence school in the following year will be given a school readiness report in October.
  • Information regarding school readiness is issued in October.

 

Sources

Education and Care Services National Regulations

National Quality Standard

 

 

Review

The policy will be reviewed annually.

Review will be conducted by:

  • Management
  • Employees
  • Families
  • Interested Parties

 

Reviewed: March 2019                      Date for next review: March 2020