Guidance. Hillbank Early Childhood Centre Handbook

Transcription

1 Guidance Hillbank Early Childhood Centre Handbook HANDBOOK

2 Contents Director s message Headteacher s message Establishment ethos, vision and values Establishment information Establishment security Establishment calendar Staff information Establishment improvement Pre-birth to 3 (ECC only) Curriculum 3-18 Assessment and reporting Policies and procedures Additional Support for Learning Transition Parental involvement Learning community Wider community links Other information Disclaimer 2

3 A Message from the Head of Education Thank you for taking the time to read this handbook. In writing the following pages, colleagues are attempting to do two things. The first is to provide you with the information you need so that your child can be given access to all of the services and facilities to which they are entitled. The second purpose is to seek and promote a genuine partnership with you as the main responsible adult in your child s life. Without that partnership it will not be possible for your daughter or son to take maximum advantage of their education and so to fulfil their potential. Quite simply, we want the best for your child in exactly the same way you do. My invitation to you is that should you have any doubts about your child s progress or their entitlement to a service, then you should not hesitate to contact the school or early childhood centre. You are entitled to an explanation of anything that is of concern to you and staff will be very pleased to assist you with an answer to any question you have. All we would ask is that you do this with the courtesy that you yourself would expect. I know your child will enjoy their time with us and they will learn and progress every day. However old your son or daughter, never be afraid to ask what they were doing today and whether they were having any difficulty or problem that we, or you, can help them with. By our working together in this way, I promise that your child will succeed and will have a great preparation for life. Kindest regards Alan Ward 3

4 Headteacher s message Dear Parents/Carers Welcome to Hillbank Early Childhood Centre where the staff members look forward to working with you in partnership with East Ayrshire Council. I hope you find the information in our handbook both interesting and helpful. At Hillbank Early Childhood Centre we have an excellent facility and highly skilled and motivated staff who are committed to providing the highest standard of education and care which is seamless. We encourage and support the children to develop new skills and build on their individual strengths and interests. Children are encouraged to celebrate their personal achievements, promoting confidence and laying the foundations for life long learning. Partnerships are extremely important to us where communication, respect and trust are fostered. We are encouraging the ethos of Rights Respecting Schools with the word Respect featuring daily in our centre. Visitors and service users comment on the welcoming and friendly ethos of the Centre which was highlighted as an area of good practice in our Care Inspectorate report. If you require further information regarding any of the enclosed details or have any concerns please do not hesitate to contact me at any time and I shall be happy to assist. I welcome any input or comments to enable me to improve the service. Yours sincerely, Isabelle P Campbell. Head of Centre. 4

5 Establishment information At Hillbank Early Childhood Centre, our shared vision is : To work in partnership with parents, carers and the community, enable all our children to be healthy and included, to experience laughter and fun every day in a nurturing and safe environment and so have the best start in life. Our aim is to provide a service appropriate to the needs of the individual children and families. We give children the opportunity to experience learning situations that support all aspects of their development and where everyone is valued and respected as individuals. Our Aims: To identify and work towards elements of the Curriculum for Excellence Development Plan of EAC as pertinent to The Service To provide a welcoming environment and a Service which is responsive to the needs of all children staff and carers To strive to provide an excellent standard of integrated quality care and education for all children To offer a balanced programme ensuring depth breadth and progression of learning experiences and opportunities which enable all children to achieve their own potential To provide support and guidance through appropriate early interventions for parents and carers To provide learning opportunities ensuring better outcomes for children and families To promote a caring environment which shows respect for others positive attitudes and equal opportunities for lifelong learning To develop and maintain effective communication and partnerships with allied health professionals other early years providers schools and the local community To support staff on training courses enabling them to further broaden their knowledge develop skills and share good childcare practice. All staff are registered with either the SSSC or the GTC and our aims reflect the key principals of the National Care Standards and Building The Ambition Dignity Privacy Choice Safety Realising potential Equality and diversity Wellbeing Communication Curiosity Enquiry Creativity 5

6 Establishment information Promoting Positive Behaviour Children are encouraged to play together, share and turn take. Staff encourage children to respect others feelings and support children to manage their own behaviour. Staff communicate with children in ways which are appropriate to their age, abilities and level of development. Staff may use happy/sad faces, thumbs up or down to promote and encourage positive behaviour. The use of praise and encouragement reinforces positive behaviour and helps children build confidence and self-esteem. We understand that a child s age and stage of development can play an important factor in their behaviour and we look at different strategies and supports which we can deploy within the playrooms. However, we recognise that at times children can display challenging or difficult behaviour whether they are with us or at home, therefore it is important that we work with you to support your child at this time. Within the centre we use different strategies to promote relationships and positive behaviour with a focus on a consistent approach. We use Circle Time and 1,2,3 Magic as part of our programme within the playrooms. The children have opportunities to learn how to listen, respect other people and express how they feel. Within the 3-5 playroom, we follow the Circle Time Model to help promote positive behaviour and the development of good social skills through small and large groups. Children come together and sit where they learn specific rules and skills which help them to participate. This develops interpersonal skills, strengthens relationships and enhances self-confidence while allowing the children and staff members to have fun together. Our golden rules are posted within each playroom and we ask all parents and carers to share these at home reinforcing and promoting a positive attitude. Our Golden Rules: Walking feet, Listening ears, Quiet voices and Gentle hands. 6

7 Establishment information Promoting Positive Behaviour As stated we now incorporate 123 Magic programme which can promote positive behaviour in children. All staff have received training on delivering this approach. This has been successfully implemented within Hillbank ECC. Children have responded to this intervention very positively. We run a groupwork programme for parents/carers on Handling children s behaviour which includes a brief overview of 123 Magic as well as other specific strategies. If you are interested in coming along or wish further information please do not hesitate to discuss this with staff. Celebrating Achievements We work in partnership with parents and carers in promoting good communication and developing links between the centre and home. Our aim is to build on the knowledge and experiences which children bring with them. All children have their own Special Books, and Floor Books where photographs, observations and pieces of work are recorded to celebrate achievements and learning. The children often look at these throughout the week and enjoy talking about what they have been learning. We encourage the promotion of confidence and self esteem through praise and valuing the children s work which is displayed throughout the Centre. We support parents and carers to be actively involved in their child s learning through planning and organising information days to discuss individual children s progress and record of achievements. Information days are held in November and May. The child s Key Worker will arrange a suitable day and time with each parent and carer. However you can informally discuss any matters with staff at the end of the session or an appointment can also be arranged. We welcome parent s opinions and ideas and appreciate any practical help parents can give. 7

8 Establishment information Community Links Hillbank Early Childhood Centre plays an important role within our community. We strive to maintain close links with key agencies within the local community and seek to develop these links wherever possible. Some examples are included for information: We have developed close links with East Ayrshire Rangers Service We make regular visits to local places within the community throughout the year, e.g. Library, local shops, Hunter Centre, Supermarkets and local parks. We work within a multi agency framework and develop links with Health Visitors and other allied Health Workers and professionals from different disciplines. We have been successful in developing partnership with parents/carers and grandparents through our universal parent/child sessions which incorporate book bug and sensory play. We have developed links with childsmile who visit and offer support on good dental hygiene. Community food workers have run classes for parents and carers in the promotion of healthy eating. We have supported Mount Carmel Primary School and Catrine Primary School take forward the nurture programme. Successful links with Kilmarnock College has once again allowed HNC, NC in Early Education and Childcare and Social Care Students to be placed within Hillbank ECC for their practical experience. Successful links with University of the West of Scotland and Strathclyde University has enabled Post Graduate Teachers and Dip of Ed students to again access practical experience. We also support students from The University of the West of Scotland who are working towards their BA in Childhood Studies and Childhood Practice. 8

9 Establishment information Good links with Kilmarnock Academy has allowed students to experience our outdoor active learning on a Wednesday at Dean Park as well as annually providing a forum for seeking employment through mock interviews We also participate in a career clinic for James Hamilton Academy. Close links with Willowbank enable students from this establishment to access weekly practical experience in skills for life. We have been successful in involving grandparents within the Centre and will continue to hold special days. We are now becoming more global with links to a Nursery in Uganda through our work involved in working towards the Rights Respecting Schools Award. 9

10 Establishment information ECO Schools We have now established our ECO committee and have been awarded our first Green Flag, We are always looking for new members to come on board. If you would like to join us please speak to a member of staff who will explain in more detail how you can become involved. Our current initiatives over the year are the three R s Recycle Reduce, Reuse which incorporate Recycling Litter minimisation Learning about water Our ECO Code is Global Citizenship (to the tune of I hear thunder) Saving Energy We re the helpers, eco-helpers saving earth, planet earth we recycle paper, glass and tin and water we re the best, we re the best! We re the helpers, eco-helpers saving earth, planet earth in the house and outside community and worldwide we re the best, we re the best! We have been successful in implementing the Rag Bag scheme where we are able to help recycle clothing that may have ended up going to landfill. If we can divert some of this away from landfill we will directly help the environment and help provide good quality clothing to some of the poorest developing nations in the world. 10

11 Establishment information Rights Respecting Schools Award The Rights Respecting Schools Award is a UNICEF UK programme that aims to put children s rights at the heart of schools in the UK. This initiative will help embed children s rights in our Centre s ethos and culture to improve well-being and develop every child s talents and abilities to their full potential. Schools work with UNICEF UK on a journey to become fully Rights Respecting. The Award recognises a school's achievement in putting the United Nations Convention on the Rights of the Child (CRC or UNCRC) into practice within the school and beyond. At Hillbank we have formed a steering group to take this initiative forward. The group currently meets once a month and we welcome anyone who would be interested in joining us please ask Isabelle Campbell or Linda Stevely for more details. ESTABLISHMENT NAME ADDRESS Hillbank Early Childhood Centre North West Area Centre Western Road Kilmarnock KA3 1NQ TELEPHONE NUMBER Fax ADDRESS AGREED CAPACITY HOURS OF OPENING [email protected] Nursery 57 full-time equivalent places 8.30am p.m. Office DAILY SESSIONS Sessions can be flexible to suit the needs of individuals where possible and this can be from 09:00-11:30hrs or perhaps 13:00-15:30hrs Full time sessions for under 3 year olds are provided from 9.00am 3.00 p.m. 11

12 Establishment information Children who are entitled to 600hours of Early Learning and Childcare in the main access sessions from 08:30-11:40hrs or 12:30-15:40hrs Extended provision Extended provision for children who access 600hours although available within the Centre is a limited provision. Again we offer a flexible service and where possible we will try our best to accommodate appointments and emergencies. Children who require extended provision are provided with a healthy and nutritious lunch. A warm and relaxed atmosphere is created where children have the opportunity to develop social skills and independence. Menus are posted within the servery area for parent and carers. Special dietary requirements are always catered for. Staff provide a wide range of home based activities including outdoor play time, rest and quiet time, visits to parks, local shops and a variety of activities. Our youngest children 0-3 year olds may require a sleep after lunch. We actively listen to parent s wishes and try and maintain a consistent approach between home and Centre. Children have special sleep beds and their own sheet and blanket. The coverings are kept in individual large plastic envelopes with each child s name clearly marked on them. These are laundered on a weekly basis or more often if required. A quiet relaxed atmosphere for the children to have a rest or sleep and often soft taped music is played in the background and the blinds are closed to keep out direct sunlight. Our babies are enabled to sleep in the fresh air in coach built prams, weather permitting. Baby monitors are also used. Staff supervise and carefully monitor the children throughout this period. A record of how long each child sleeps is logged daily and this is passed on to each parent or carer. Children usually have minutes rest and sleep time. If you would like any further information regarding rest and quiet times please do not hesitate to ask staff who will be pleased to discuss this with you. 12

13 Establishment information Meals and Snacks Setting the Table is the current Nutritional Guidance which has been developed to help Early Years Childcare Providers to meet the Scottish Government National Care Standards. It also highlights the importance of nutrition in the early years and the role that childcare providers have in shaping both current and future eating patterns in young children in Scotland. It is an update of the Nutritional Guidance for the Early Years and combines with the content of Adventures in Foodland (NHS Health Scotland, 2004) to include practical activities to encourage healthier choices in young children. This new guidance has been expanded to include the needs of infants from birth to the age of 1. We believe that through introducing new foods children will be encouraged to experiment and accept different tastes and textures. When children sit down together to eat and drink they learn good social skills and behaviours associated with eating and drinking. Milk and water is available during snack and lunch times. Meals are cooked by Onsite Services as we do not have catering facilities within the Centre. Meals and snacks are transported from Kirkstyle Primary School. A two course lunch is provided where children can choose from two different main courses. Please keep staff informed of any change regarding your child s individual dietary requirements. National Care Standard 3.4 Children and young people have access to a well-balanced and healthy diet which takes account of ethnic, cultural and dietary requirements, including food allergies. Children are encouraged to brush their teeth. A personal toothbrush and toothpaste is provided for every child and the initiative is monitored by our colleagues from the NHS Oral Health Promotion Team. Enrolment Enrolment for Pre-school education is usually around February and dates are generally publicised in the local press and other Early Childhood Centres. Enrolment forms are available from the main office 13

14 Establishment information within the Centre. Parents and carers are asked to return completed forms to the office. Decisions on the allocation of ECC places are made centrally by the East Ayrshire Council and we are informed in early spring. We will send confirmation of your child s place in May/June and inform you whether they have been allocated either a morning or afternoon place. At this point, you will be invited to visit to enrol your child. Birth certificates should be produced at the time of enrolment. Induction and Transition To ensure your child feels confident and secure in their new environment we operate a phased transition, this allows your child to build relationships with their key worker and become more familiar with the routine of the playroom. Your child s key worker will also complete an All About Me Care Plan which helps build a picture of your child s individual needs and interests. All other paperwork is completed by either the Deputes or Senior Early Learning and Childcare Staff where they will discuss some policies and procedures in more detail and discuss any questions or queries you may have. 0-3 Years Services are allocated according to East Ayrshire Council s Admission Policy through The Resource Allocations Group which meets monthly. You can visit East Ayrshire website where you will find information regarding the admission policy and procedures. A place may be a part-time nursery place, a parent and child placement, a placement with a Day Carer access and / or support from an Early Learning and Childcare Practitioner (Community). Access to the Pre-School Home Visiting Teacher can be sought via the Education Psychological Service. Through The Department of Work and Pensions some 2year old places can be accessed. For further information please discuss with the Head of Centre or Deputes. 14

15 Establishment information Playrooms At Hillbank Early Childhood Centre we have excellent facilities and accommodation to support children from 6 weeks to 5 years. We have four playrooms which are used to accommodate the different age groups and programmes on offer. Sunshine Room 3-5years Rainbow Room 2-3 years Butterfly Room 0-2 years Busy Bee Room 0-5 years, extended provision, specific group work programmes for children and if appropriate a crèche facility for parent groupwork initiatives. All playrooms are welcoming bright and display various pieces of the children s art work. Staff organise the resources to make more defined areas which enable the children to explore, investigate and access a range of activities and learning experiences. Children have daily access to the outdoor area which has a secure perimeter fence. As we operate an inclusive service all our playrooms can support children with additional and complex needs. All our staff have attended training in moving and handling which is essential when transporting children during care routines and play activities. We work with visiting specialists to ensure children receive the best care and educational programmes that will support the child s individual needs and interests. Specialised equipment such as panda chairs and standing frames are equipment that can be accessed and are familiar to staff and can be used as part of the child s daily routine. We have an excellent partnership with Willowbank and some of our children have the opportunity to access the hi-tech sensory activities within the school. This is a fantastic opportunity and a wonderful experience for the children. Please speak to the Head of Centre or Deputes for further information. We have two family rooms within the centre, which are multi-purpose and are used to support various group and individual work programmes for parents and carers and children. We also have a booking system in place that allows visiting specialist to book a room for any specific work with children. Inhouse meetings and reviews are also accommodated within these rooms. 15

16 Establishment information Outdoor Learning Outdoor learning experiences are often remembered for a lifetime, (CfE through outdoor learning, 2010) Our secure outdoor play area allows the children to actively explore their natural environment, building confidence and promoting health and wellbeing. We continually strive to develop this area to incorporate a wide range of learning experiences. It can be muddy at times which the children love!!we have a green house where the children can plant their own seeds and bulbs. The rear outdoor play area at the back of the building also has an area for the children to plant. The children have been successful in producing their own vegetables and herbs. This area also incorporates a more adventurous feel where the children can climb, explore and access a range of wheeled toys. The bug house and the mud kitchen are a particular favourite with the children. Wow this is hard work! Splish Splash! What fun! Suits are provided for active outdoor learning. Please ensure you bring a pair of wellington boots with your child s name clearly written inside. 16

17 Establishment information Dean Park Active Outdoor Activity All our pre-school children have access to our organised active outdoor learning facility at Dean Park. This takes place every Wednesday from 9.00 a.m p.m. Hillbank Early Childhood Centre has been recognised as a leading centre within East Ayrshire Council for taking this initiative forward. Depending on the number of pre school children and parent helpers available, the children either have this opportunity throughout the year or have rotating twelve week blocks. The Centre has limited funding to purchase outdoor waterproofs and it is therefore recommended that parents provide these where possible. A packed lunch, soup and two snacks are prepared prior to departure and each child has their own rucksack promoting independence. Parents and carers are asked to subsidise this full day excursion with a contribution of A meeting is organised in August for all parents and carers whose child/children are eligible to attend. Isabelle Campbell, Head of Centre meets with parents and gives a comprehensive report of what is involved and expected of parents and children. 17

18 Establishment information We also support parents who wish to become involved with this initiative; this will be further discussed at the meeting. Associated primary schools Hillhead Primary Loanhead Primary 2 Kilmaurs Road Dick Road Kilmarnock Kilmarnock Tel No Tel no Mount Carmel Primary St Andrews Primary and Early Childhood Centre Meiklewood Road Grassyards Road Kilmarnock Kilmarnock Kilmarnock Tel No Tel No Onthank Primary and Early Childhood Centre Meiklewood Road Kilmarnock Tel No Making contact/parental complaints: Should you wish to comment on or make a complaint about any aspect of provision you should contact the Head of Centre in the first instance. Our aim is to resolve as many complaints as possible at the first point of contact. It is important that all who come into the Centre are able to ask questions and seek clarification on any issue.. You have the right to contact the Care Inspectorate with any complaint that you have. Please see part 2 of the handbook for further information. 18

19 Establishment security We consider that the safety and wellbeing of children and staff at Hillbank Early Childhood Centre is of paramount importance. Our security measures include: All Early Years Practitioners Seniors and Deputes working in our Early Childhood Centre have an enhanced disclosure prior to employment with EAC. They are registered with The Scottish Social Services Council and all have name badges for identification. The Head, Isabelle Campbell is registered with The General Teaching Council. All visitors are required to sign in and out for the duration of their visit. A diary is situated at the front entrance for visitors to sign in and out. There is a secure entry system, which is used to access the front entrance to Hillbank Early Childhood Centre. Doors facing into the garden are unable to be opened from the outside ensuring safety when accessing via the side gate. Anyone entering the Centre is met by a member of staff. All parents are requested to sign a playroom register stating their child s time of arrival and departure. Equally during the session children are signed in and out if visiting different rooms or accessing the garden to comply with health and safety. No child will be allowed to leave the establishment unless accompanied by a known responsible adult who is at least 16 years of age and who is noted on their contact sheet. In the interests of your child s safety, it is essential that you make a point of telling the Head of Centre if your child is to be collected by someone not known to the Head of Centre or staff members. If your child is not able to attend you must notify the Centre as soon as possible. CCTV cameras enhance the security as does the perimeter fencing. 19

20 Establishment calendar Holidays for 2016/2017 New Year Day 1 Jan 2016 Public Holiday 4 Jan 2016 Local Holiday Fri 25 Mar 2016 (Good Friday) Local Holiday Mon 28 Mar 2016 (Easter Monday) May Day Mon 2 May 2016 (May Day) Local Holiday Mon 30 May 2016 Friday 1st July 2016 Monday 4 th of July 2016 (Kilmarnock Fair) Friday 16 th September 2016 (Gold Cup) Monday 19 th September 2016 Monday 26 th December 2016 Tuesday 27 th December In service days Thu 18 Feb 2016 Fri 19 Feb 2016 Thurs 5 th May 2016 Tuesday 16 th August 2016 Monday 17 th October

21 Staff information STAFF Isabelle P Campbell JOB TITLE Head of Centre Caroline Butcher Depute Manager (Secondment) Linda Stevely Depute Manager (Mon - Thurs) Alison McMahon Leanne Bruce Aileen Good Aileen Weir Senior Early Learning and Childcare Practitioner Senior Early Learning and Childcare Practitioner (Secondment) Early Learning and Childcare Practitioner Early Learning and Childcare Practitioner Alison Gardiner Early Years Support Assistant (Term-time) Christine Kennedy Christine Tonner Early Learning and Childcare Practitioner Early Learning and Childcare Practitioner Elaine Rutherford Early Learning and Childcare Practitioner (22 hours) Fiona Cameron Early Learning and Childcare Practitioner Gillian Kelly Early Learning and Childcare Practitioner (Acting Senior) Jean Hamilton Laura Brown Early Learning and Childcare Practitioner Early Learning and Childcare Practitioner Rosaleen McCluskie Early Learning and Childcare Practitioner (30 hours) Sheila Miller Early Years Support Assistant (Term-time) Sophia Dunsmuir Early Learning and Childcare Practitioner Laura Andrews Early Learning and Childcare Practitioner (21.65 hours) Christine Armstrong Claire Crawford Early Learning and Childcare Practitioner (Community) Early Learning and Childcare Practitioner (Community) Lesley Morton Early Learning and Childcare Practitioner (18.5 hours}) Chelsea Gray Early Learning and Childcare Practitioner (14 hours) 21

22 Staff information Dawn Watson Early Learning and Childcare Practitioner Jean Gordon Clerical Assistant (21hours) Alan Steedman Clerical Assistant (24 hours) Pat Murray Catering Assistant (10 hours) 22

23 Establishment improvement The Improvement Plan indicates the establishment s priorities for improvement for the next session. We strive for continuous improvement of our service through a system of rigorous self-evaluation which involves children, parents/carers, staff and visiting specialist. A typed copy of the Improvement Plan is situated at the front entrance as well as other copies throughout the Centre and The Plan is updated on a monthly basis. Please take time to have a look at this; we welcome all suggestions. We also have an A Frame which is more pictorial and covers very current monthly activities and events Our Main Achievements over the last Year Dental health visits and Childsmile promote awareness of good dental health across the centre. Active Outdoor Learning at Dean Park offered to all pre-school children. The term Eco-Helper was introduced to the children and our first Green Flag has been awarded. The children s Nativity play, Whoops-a-Daisy-Angel was a great success. The children were involved in Burns Day celebrations with linked activities that encouraged the children to develop their understanding of the history, heritage and the culture of Scotland which included a visit to McCallum Bagpipes where STEM was taken forward STEM is being championed within the centre with an Early LCC Practitioner taking a lead role. We also celebrated Chinese New Year through exploring Chinese writing and symbols and experiencing different types of Chinese food. 23

24 Establishment improvement Our Main Achievements over the last Year cont d World Book Day was celebrated; we had visits from other staff within the North West Centre and parents who were able to tell stories in a different language. Planned and positive transitions from home to nursery from nursery to nursery and from nursery to school, with organised visits for all involved are embedded within the Centre The Graduation Ceremony in June for all our children and their families where the children s achievements were recognised was very well reported.. Sports day was a resounding success everyone participating and children s achievements were again recognised as they were presented with a certificate and a medal. Zoo Lab visited bringing a variety of mini-beasts to touch and learn interesting facts about them. Oh Hello Mr Centipede! Literacy, Numeracy and Health and Wellbeing are the three overarching Learning Outcomes and Experiences offered to the children on a weekly basis. Literacy We have had successful visits to Bookbug sessions at the local Dick Institute where the children have been actively involved in listening and participating in a number of stories, songs and rhymes. Staff have been trained to deliver Bookbug within Hillbank and this now runs every Wednesday. The children also enjoy weekly trips within the local community developing their literacy skills and talking about different aspects of environmental print. A weekly lending library is running. 24

25 Establishment improvement The ELLAT Literacy Assessment Tool is used to promote and further school readiness and support individualised programmes including English as a second language. Literacy is cross curricular and addressed through a wide variety of learning styles and with a very varied use of resources. We have a literacy Champion promoting and sharing good practice meeting external colleagues and sourcing additional training. Numeracy Heinemann Active Maths is a resource/tool to further support the children s learning. This can be an interactive programme when used in conjunction with the smart board followed by a range of practical activities. Science,Technology, Engineering and Mathematics which are referred to as (STEM) is a concept now in its second year in Early Years. This is a great opportunity for the children to develop and learn new skills and is cross curricular. Again we have a STEM Champion taking this forward. Health and Wellbeing Our Senior ELCP is on the EAC Health and Well-being focus group, which meets regularly to discuss different aspects pertaining to health and wellbeing. Our focus is friendships, relationships and parenthood. Through health and Wellbeing the children are encouraged and supported to discuss and learn about empathy and caring for themselves and others. Significant aspects such as keeping safe and the dangers of second hand smoke are also addressed. Working together The establishment will work in collaboration with other Early Childhood Centres, Schools and childcare services, with families and with other partner agencies. We will offer support, education and childcare and they will be linked through integrated, flexible services. Good practice will be shared and further enhanced through Early Years Learning Communities Moderation will be assured across East Ayrshire Early Childhood establishments. 25

26 Establishment improvement Children Vulnerable children under 3 years old will be supported by a targeted, integrated service. In line with the stretch aims of the Early Years Collaborative (EYC) we will strive to ensure that 85% of children within our Community Planning Partnership have reached all of the expected developmental milestones at the time of the child s month health review.( By 2016). In line with the EYC 90% of all children within our Community Planning Partnership have reached the expected developmental milestones at the time the child starts primary school by end of In line with legislation children who are three years of age will be enabled to receive 600hrs of education and childcare as will children of 2years in the tern following their third birthday, qualifying through Work and Pensions. Opportunities for parents to become more involved in their children s development and active learning will be improved. This Establishment will work to strengthen child-centred and outcome- focused services. Differentiated approaches to learning will continue to be used to meet the needs of all children and young people with additional support needs. Individual learning plans will set appropriate targets for children and young people. Outdoor Leaning opportunities will be expanded and the quality of learning enhanced. Parents, carers and families This Early Years establishment will support parents, carers and families by helping them build confidence in themselves and improve their parenting skills pre- and post-birth. Families will be assisted in accessing early education, recreation and family support. Intensive family support services will be accessible throughout East Ayrshire. Support for staff High quality services will be ensured through support given for Early Learning and Childcare Practitioners in meeting relevant professional standards. Ongoing training will be enabled through a variety of routes including further education. 26

27 Establishment improvement Staff members holding the position of Deputes and two holding the position of Senior have graduated from the University of the West of Scotland with a BA in Childhood Practice. Studying for Degree level is ongoing and we currently have two Early Learning and Childcare Practitioners undertaking their degree. This will ensure Lead Practitioners have the required qualification to continue to be registered with the Scottish Social Services Council. Care Inspectorate report We are very proud of our last Care Inspectorate report and were awarded 2 Excellent and 2 Very Good Quality of Care and Support Quality of Environment Quality of Staffing Quality of Management and Leadership What the service does well 5 Very Good 5 Very Good 6 Excellent 6 Excellent Hillbank ECC s management and staff provide parents, carers and children with excellent opportunities to contribute to and influence service development. Opportunities for parents /carers involvement in the service are well embedded. Staff actively listen to what children and adults have to say and not only help them make choices. But take forward suggestions and ideas. The Head of Centre You and can senior view management our recent team inspection provide report excellent online leadership at support and direction to the staff team. (Care Inspectorate) 27

28 Curriculum 3-18 It is during our very earliest years and even pre-birth that a large part of the pattern for our future adult life is set, Early Years Framework, (2008). Hillbank Early Childhood Centre follows the National Guidance Pre-Birth to Three: Positive Outcomes for Scotland s Children and Families which supports and informs our practice in working with children from 6 weeks up to 3 years and their families. The guidance identifies four key principles: Rights of the Child Relationships Responsive Care Respect and within these three principles are nine elements. Based on these key principles staff adopt a responsive, respectful and sensitive approach to working with very young children, parents and carers. Every baby is an individual person, and grows and develops in their own way, at their own pace. (Johnston et al )2000. The Butterfly Room 0-2 Years The Butterfly Room is specifically designed for under twos with low level furniture which allows children the opportunity to investigate, explore and choose resources. Responsive planning supports the childrens interests and individual needs. All children have an individual plan which is shared with parents and carers on a monthly basis. We celebrate children s achievements by compiling special books which contain photographs, observation notes and pieces of work. These are known as My Record of Achievements. We also place a high emphasis on transition understanding the importance of these life changing events. Rainbow Room 2-3 years The Rainbow Room is also specifically designed for two to three year old children. This is a large bright room which is planned around specific areas. We have areas for arts/crafts, book area, home 28

29 Curriculum 3-18 corner, sensory, construction and a carpeted area for floor games. Equally children within this room also have an individual plan and special book. As do all children within the Centre Routines Routines offer the chance to build self-confidence, curiosity, social skills, self-control and develop communication skills. Through skilful observation and responsive planning staff can support the child s learning and plan their next steps. Rights of the Child Within the United Nations Convention on the Rights of the Child (UNCRC) is the principle that children should be valued and respected at all levels and have the right to have their views heard and acted upon. This means that all adults and agencies should ensure when supporting babies and young children that their views are given due weight in accordance with the age and maturity of the child (UN, 1989, Article 12). Relationships While children s early experiences play a role in shaping their future attitudes and dispositions, it must be remembered that children are able individuals in their own right. With kind and sensitive support, children develop the ability to form secure relationships and grow in confidence which promotes good emotional and social development. Responsive Care Responsive care means knowing and accepting children and respecting that they are unique individuals. Babies make sense of the world through adults, and the responses that they receive let them know that the significant adults in their lives are consistent, reliable and trustworthy, and responsive to their needs. Respect One of the most effective ways of demonstrating respect for children and their families is through staff expressing a genuine interest in them. Children s views, values and attitudes are shaped largely by the family and more indirectly by communities. Respecting parent s knowledge of their children is fundamental to successful practice. (Pre-Birth to Three, 2010). 29

30 Curriculum 3-18 Staff All staff engage in ongoing reflection, where they consider what they are doing in their day-to-day practice. This is evidenced through daily evaluation of activities and learning experiences which are recorded on weekly plans. All staff are supported through continuing professional development in order to keep up to date with policy documents, legislation and current issues which all inform practice. Transition We recognise that when a parent leaves their child for the first time it can be a stressful and anxious experience for both child and parent. We therefore have a settling in period where the child will gradually attend nursery for longer periods until they are settled and feel secure in their new environment. This supports the child in forming relationships with his/her key worker and enables parents/carers with the opportunity to raise any issues or ask questions which are worrying them. A little Poem When you need to leave me, it helps if you spend some time with me and my caregiver. When you smile and talk with her, I feel safe because I m staying with someone you like. And please, don t ever just sneak out on me, even if it seems like it will be easier. It only makes me fearful that at any moment you might disappear without warning. Saying good-bye to me makes me trust you more. Over time, I will learn that whenever you leave, you come back. Lerner et al

31 Curriculum 3-18 Parent and Child Places Our Early Learning and Childcare Practitioners (ELCP) are highly skilled and trained and as well as taking forward the care, welfare and education of all the children within the nursery setting they have a valuable input into our parent and child places available on a Wednesday when additional sessions are run, some in conjunction with our Family Workers (ELCPC). Times are from 9.30am-11am and 1.00pm-2.30pm. (Times can vary depending on the demand for places) These sessions offer a variety of fun and informative ways of progressing children s learning and development. Parents and carers are actively involved in planning what type of session would be beneficial. We can offer FAB (Fit Ayrshire Babies) Book bug, Sensory Play, Heuristic Play, Baby Massage and also group work programmes such as A baby s for Life, Handling Children s Behaviour and Grounds for Learning. Linda Stevely (Depute) and Elaine Rutherford (Early Learning and Childcare Practitioner) hold a International Association of Infant Massage Qualification which enables them to deliver sessions. These sessions enable parents and cares to feel first hand the benefits and strokes of baby massage. Having fun with paint, some of the parents joining in with this foot print activity! Some comments from parents/carers We love coming to bookbug my son loves the lycra activity Great meeting other parents Great Fun Staff are so welcoming Relaxed atmosphere I am are learning new songs that I can do at home 31

32 Curriculum 3-18 Curriculum for Excellence (CfE) builds on the solid foundations developed in the critical years of prebirth to 3 which is supported by the National Pre-Birth to Three Guidance. Curriculum for Excellence (CfE) aims to transform education in Scotland by providing a coherent, more flexible and enriched curriculum from 3-18, firmly focused on the needs of children and young people, and designed to enable them to develop the four capacities which are: Effective Contributor Responsible Citizen Successful Learners Our Early Childhood Centre is organised with a view to providing children with the highest quality of learning experiences through a wide range of activities and resources. Confident Individuals Children are involved in planning for learning through using mind maps and in the self evaluation of their learning through discussion at group time and by using WALT (what are we learning to-day). The use of floor books enables children to scribe and reflect on their own learning. These are situated in the corridor outside the playroom. Staff use this valuable information to plan and ensure that the learning experiences provided for the children will stimulate their natural curiosity, further develop skills and promote confidence. 32

33 Curriculum 3-18 Health and Wellbeing Learning in health and wellbeing ensures that children develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. Our Centre has been awarded Health Promoting School status and we have just received our first Green Flag as an ECO School Scotland. To date six staff have attained their Level 1 John Muir Outdoor Learning Award. Leanne Bruce Senior ELCP and Christine Tonner ELCP are also qualified to Level 3 in Forrest Schools. We provide opportunities for children to participate in a wide range of activities which promote a healthy lifestyle. Health and wellbeing is integrated across all learning and delivered through play experiences, stories and preparing snack. Children have daily access to the outdoor area, where they learn to explore their natural environment, develop physical skills and learn to share and play cooperatively. Literacy and Numeracy All aspects of literacy and numeracy are explored and developed through play, songs, stories and poems as well as the ideas and actions provided by the children themselves. Children are encouraged to develop an enthusiasm for stories and books, poems and rhymes, and to listen carefully. It is important that the children have plenty of opportunity for free play where they are able to choose from a wide range of activities and resources thus fuelling their own imaginations and letting them be leaders in their own play. Staff are there to extend the learning opportunities to give depth, breadth, coherence and relevance. Parents are encouraged to participate in a way comfortable to the individual. 33

34 Curriculum 3-18 What do we mean by Active Learning? Active learning is being totally involved in the process of learning which engages and challenges children s thinking using real-life and imaginary situations. It takes full advantage of the opportunities for learning presented by: spontaneous play planned, purposeful play investigating and exploring events and life experiences focused learning and teaching and supported when necessary through sensitive intervention to support or extend learning. Active Learning Outdoors The outdoor learning environment offers motivational and different opportunities for learning. The children have regular outdoor play, fresh air and exercise. Some learning that takes place indoors can be revisited outdoors, and staff can make connections between indoor and outdoor learning across the curriculum. Different outdoor learning experiences offer opportunities for personal growth and learning skills in areas such as communication, problem solving and working as a team. Many children excel in the outdoors, almost as if they had been given permission to come alive. 34

35 Assessment and reporting Assessment Within Hillbank ECC the key worker system is operational. Each staff member has an identified group of children, The staff member observes their individual learning and identifies their next steps. Each child has an individual learning profile where photographs, observations and samples of work are collated to give an overview of the child s achievements throughout each month. This also enables the key worker to identify any gaps in learning which are then drawn to the Head s attention and steps are put in place to further support the child s learning in consultation with parents and carers. Progress is carefully monitored using the outcomes and learning experiences within the Curriculum for Excellence (Early Level) and against the four main areas in Planning for Play. Expressive Arts, Religious and Moral education, Health and Wellbeing, Sciences, Languages, Social Studies, Mathematics and Technologies. Reporting to Parents and Carers Appointments are also arranged when each parent/carer can discuss their child s progress usually twice a year; November and May. (As stated with our very young children monthly catch ups are the norm.) They will have an opportunity to view their child s individual learning profile and ask any questions regarding their learning. When children move on which can be from nursery to nursery and to primary school we ask parental permission for the child s individual profile to move with them. This supports the child during the transition period where they can reflect on their learning and discuss their personal achievements with their peers and new staff members. A transition profile is completed 6-8 weeks after each child has started the nursery and is discussed with parents and carers. This profile is held in high esteem and is a major component in identifying successful and positive outcomes for children at key stages in their lives.when a child moves from playroom to playroom, from nursery to nursery and from nursery to school a further transition 35

36 Assessment and reporting document is completed by the child s key worker and this again is discussed with the parent and carer before this is transferred. Children are fully involved in their transition experiences. 36

37 Policies and procedures The Centre has a range of policies and procedures directed by East Ayrshire Council and through Legislation. There are also policies particular to Hillbank ECC. These are available for parents to read and are held in folders within the foyer next to the main entrance. Please feel free to browse these. If you require: Changing Children Behaviour Management Communication and Language Confidentiality Consultation with Children Consultation with Parents Emotional, Personal and Social Development Expressive and Aesthetic Development Fire Safety Knowledge and Understanding Organisation of the Playroom Outdoor Play Physical Development and Movement Planning Policy Settling in Policy Student Sun Protection Transition within the Nursery Various Local Interests outings (Evolve Voluntary Placement Management and Organisation of Displays Policy Non-smoking Policy within the Centre Policy on Working with Parent s Under the Influence 37

38 Policies and procedures PROCEDURAL STATEMENTS Assessment and Reporting Procedure Children and Parents/Carers entering or Leaving the Building Complaints Procedure Personal Care Procedure Daily Register Equal Opportunity Local Outing Procedures Outdoor Play Procedures Out of Hours Staff cover Parent s Involvement Policy on Working with Parent s Under the Influence Reporting Property Repairs Race Equality and Cultural Diversity Smoking Policy for the Nursery and Family Centre Snack/Lunchtime procedure Tooth-brushing Procedure Toy Cleaning Further information or explanation of any of the contents please do not hesitate to contact directly The Head, Deputes or Clerical staff. 38

39 Additional support for learning Children who have additional support needs Hillbank Early Childhood Centre provides an inclusive learning environment for all children. Every child has the right to be included and supported. The Additional Support Needs Coordinator is Isabelle Campbell. (Head of Centre). We work in partnership with parents and carers to ensure each child s individual needs are supported and respected. We acknowledge that parents and carers play an important part in formulating any care plan or individual learning plan which will help support the child s development and interests. A full health care plan is completed if necessary prior to a child attending the centre, this ensures that all the relevant information is available and recorded to make sure your child s individual needs and requirements are fully met. Advice and support may be sought from other professionals, for example, Educational Psychologist, Speech and Language Therapist, Occupational Therapist, Health Visitor, Community Paediatrician, Visual Impairment Team and Audiologist, Dieticians are also consulted when required as are specialist nurses. The East Team also provides support in the area of English as a second language. The Educational Psychologist visits the Centre to work with staff to ensure the most effective support possible is in place for each child. Their role is often giving advice and the sharing of expertise with staff. The Psychologist for Hill bank ECC is Mark Brotherton. Staff may discuss the support needs of individual children with the Psychologist in order to ensure that support plans are appropriate to the individual needs of the children. Parental consent is always requested. Some children may have more complex needs may require additional support through the Pre-school Assessment Team known as (Pre-Scat). Parents are fully involved within this process and are supported through a multi-agency team to ensure the child s individual needs are considered and the best level of support is available. 39

40 Parental involvement Transition from Home to Nursery All our transitions are planned to consider the children s individual needs. Transitions are now recognised as central to young children s experiences and well-being. We support parents and carers and children during this time to ensure transitions are as smooth as possible. During transitions parents and carers are encouraged to support their child within the playroom, gradually increasing the time within each session. We recognise that all children have different needs and consider this during this time. We have developed an All about me sheet where the child s key worker and parent/carer meet during the transition period and discuss in more detail the child s individual needs. There is always a review meeting held approximately six weeks after enrolment. Transition from Nursery to Primary At Hillbank Early Childhood Centre we continue to develop good communication with local Primary Schools. Parents are advised to enrol their child within their catchment area in the first instance if considering a placement request. Children who transfer to primary school from the Centre have the opportunity to meet with their teacher. Primary 1 teachers visit prior to children starting school, this has proved to be invaluable. We have developed a transition leaflet within the Centre to offer some practical ideas on how to support your child before starting school. This is given to parents and carers at the progress meeting in May. Parents and carers can access our transition policy which is located within our Policy folder at the front entrance of the building. We are proud of our parent involvement in Hillbank Early Childhood Centre as partnership working is high on the agenda and the benefit to the children is very positive. Support for Dean Park Days, outings and fundraising initiatives are so helpful and we are proud of parental willingness. We also appreciate when parents come into the Centre and talk to the children about their job or particular interest or about a country they have lived in or visited. 40

41 Parental involvement Parent and Child Sessions Our parent and child play sessions for the under threes on a Wednesday is a huge success. Parent and carers along with their child/children come along to our Bookbug and sensory sessions. Nursery rhymes, action songs and story time are a firm favourite as well as the sensory experiences/activities provided for children and parents. Please feel free to come along and join in the fun. Baby Massage We also incorporate baby massage on a Wednesday afternoon, we are very fortunate to have two of our staff trained in delivering baby massage, who are Linda Stevely (Depute) and Elaine Rutherford (ELCP). Please speak to either Linda or Isabelle for further information. Social Group The parent social group is open to all parents and carers and is usually held weekly in one of our Family Rooms. This is a very informal group whose format and membership changes yearly. There can be a variety of both fun and structured activities and visiting speakers organised. This group is run by parents for parents. Groupwork Programmes We offer a variety of groupwork programmes for parents and carers throughout the year, posters and invitations are organised to alert when these take place. Managing Behaviour incorporating Magic runs throughout the year as well as A Baby is for Life programme. 41

42 Parental involvement Parents Forum The Parents Forum meets on the last Thursday afternoon (12.30pm) of each month this has been integrated with our Eco schools committee and our Rights Respecting Schools initiative so you can pick which part you would like to be involved in but preferably all!!. This is a great opportunity for parents and carers to be involved in the life of the Centre and very much helps to take forward initiatives. We welcome all new members and appreciate the time you give to support the Forum. The notice boards in the foyer and in different areas of the Centre are regularly updated. Newsletters fliers and provide information both about the Centre and about events within the community. Information boards adjacent to each playroom strive to keep parents and carers up-to-date information e.g. daily menus, special events, what we are learning and monthly overviews. contact is also maintained with parents who provide an address. It is of paramount importance that parents and carers are asked to contact the establishment if a child is absent. The Centre will seek to contact a family if a child is absent and no contact has been made by the parent/carer. 42

43 Learning Community Early Childhood Network Hillbank Early Childhood Centre is a member of the East Ayrshire Council Early Childhood Network. Further details can be found in part two of this handbook. Early Years Network Network Lead Early Childhood Centres Partner Providers Cairns ECC/Hillbank ECC/ New Farm ECC, Onthank ECC, Onthank Primary ECC (Gaelic), St Andrews ECC Dean Park Nursery, Woodlands Nursery Address: Onthank Early Childhood Centre Meiklewood Road Onthank Kilmarnock East Ayrshire KA3 2ES Contact: Mrs Fiona Kellet Ms Kirsty Doncaster (Acting) t: Gaelic Early Childhood Centre Meiklewood Road Onthank Kilmarnock East Ayrshire KA3 2ES Contact: Kirsteen McCartney t: f: Address: Cairns Early Childhood Centre Altonhill Kilmarnock East Ayrshire KA3 1PH Contact: Carole Harper t: New Farm Early Childhood Centre 31 Sutherland Drive New Farm Loch Kilmarnock East Ayrshire KA3 7DF Contact: Mrs Diane Wright t:

44 Learning Community St. Andrews Early Childhood Centre Grassyards Road New Farm Loch Kilmarnock East Ayrshire KA3 7HQ Contact: Ann Murray t: Dean Park Nursery 56A Beansburn Beansburn Kilmarnock East Ayrshire KA3 1RN Contact: Suzanne Hollywood t: Woodlands Private Nursery Silverwood Primary School Kennedy Drive New Farm Loch Kilmarnock East Ayrshire KA3 7SZ Contact: Karen McWhinnie t: Avenue Project Tourhill Road Kilmarnock East Ayrshire KA3 1SJ Contact: Pauline Barbour t:

45 Learning Community Learning Community Hillbank Early Childhood Centre is a member of the Kilmarnock Academy Learning Community, which brings together a wide range of services to benefit young people. The principal purpose of the learning community is to ensure that services are better coordinated in order to meet the needs of young people and raise attainment. Learning Communities support the government s approach to GIFREC (Getting It Right for Every Child). This means that if a child/young person needs support then, where possible, there will be one co-ordinated assessment plan for that child/young person. Hillbank Early Childhood Centre is associated with: Cairns Early Childhood Centre, Riccarton Early Childhood Centre, Hillhead Primary, Kirkstyle Primary School, Loanhead Primary School Kilmarnock Academy. 45

46 Wider community links We have links with all local Primary Schools, Kilmarnock Academy and Willowbank where individual children can access very specialised resources. We also access the new sports arena and obviously the Hunter Centre which is just upstairs! We have links with Social Services, Psychological Services, Health: Health Visiting Service, Community Paediatrics, Visual Impairment Team, Speech and Language Department, Rainbow House, Occupational Therapy and Physiotherapy Department, Community Police, Women s Aid, Housing, The Ranger Service and also with Voluntary Organisations and local businesses. Within the NWKAC we lead a regular Rag bag appeal as well as supporting the local Food bank Each year before Christmas time we further serve the community by offering a Toy Appeal which has now been running for over ten years. We always support Breast Cancer Awareness, Macmillan Cancer Care, Children in Need and Sports/ Comic Relief as well as other nominated charities suggested by i.e. The Provost or parents. 46

47 Other information Contact Details Head of Education Alan Ward, East Ayrshire Council, Economy and Skills Council Headquarters, London Road, Kilmarnock KA3 7BU Head of Community Support Kay Gilmour, East Ayrshire Council, Economy and Skills Council Headquarters, London Road, Kilmarnock KA3 7BU Cabinet Member with responsibility for Skills and Learning Councillor Stephanie Primrose East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Cabinet Member with responsibility for Wellbeing (Children's Champion) Councillor Iain Linton East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Local elected members for ward East Ayrshire Council, Council Headquarters, London Road, KilmarnockKA3 7BU Helen Coffey Scottish National Party: Maureen McKay Scottish Labour Party Elaine Cowan Scottish Nationalist Party

48 Disclaimer Although this information is correct at time of publication, there could be changes affecting any of the matters dealt with in the document: before the commencement or during the course of the school year in question in relation to subsequent establishment years 48