Onthank Early Childhood Centre

Transcription

1 Guidance Onthank Early Childhood Centre HANDBOOK

2 A Message from the Head of Education A message from the Head of Education Headteacher s message Establishment ethos, vision and values Establishment information Establishment security Establishment calendar Staff information Establishment improvement Pre-birth to 3 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 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, A warm welcome to Onthank Early Childhood Centre. Joining our Early Childhood Centre is your child s first, important step in becoming part of our school community. We recognise that you are your child s first and most important educator and we look forward to working with you and sharing the extensive knowledge you have of your child. Sharing this knowledge with us will help us to build on your child s previous experiences and will enable us to plan for future development. Our Early Childhood Centre offers high quality education with highly qualified, caring and motivated staff whose primary concern is the wellbeing and development of your child. Great care is taken to ensure that our children experience an exciting, motivating and appropriate experience that will allow them to develop at a pace suited to their individual needs and interests. The main vehicle for learning is through play and fun. We hope the following pages give you a flavour of our Childhood Centre. Should you have any further questions, we are always happy to help. We look forward to a long and happy association with you and your family. Kindest regards Kirsty Doncaster Head Teacher (Acting) 4

5 Establishment ethos, vision and values In Onthank Early Childhood Centre we aim to offer the highest quality service. Our Vision Onthank Early Childhood Centre is committed to supporting our children and families in every possible way, so that they can reach their full potential and become; Confident Individuals, Responsible Citizens, Effective Contributors and Successful Learners. Our Aims At Onthank Early Childhood Centre we aim: To create a safe, happy and caring environment in which everyone is made welcome. To promote independence, self-esteem and confidence in an atmosphere that encourages respect for themselves and others. To provide a curriculum that promotes challenge, enjoyment, personalisation and choice in learning. To provide an environment inside and outside which extends their sense of wonder and lets children experience success and develop a positive attitude to learning. To work in partnership with parents, the local community and outside agencies. These aims reflect the principals of the National Care Standards for Early Education and Childcare: Dignity, Privacy, Choice, Safety, Realising Potential, Equality Diversity Above all we hope that your time as a family at Onthank Early Childhood Centre is a happy and enjoyable experience. 5

6 Establishment information ESTABLISHMENT NAME ADDRESS Onthank Early Childhood Centre Meiklewood Road KILMARNOCK KA3 2ES TEL NO PRESENT ROLL 189 CAPACITY 235 ( year old places) ( years old places) STAGES COVERED Age 2-5 HOURS OF OPENING 8.30 am am pm 3.40 pm FLEXIBLE CHILDCARE DENOMINATIONAL STATUS SINGLE SEX CO-EDUCATIONAL PARKING ARRANGEMENTS Available 52 weeks Non Denominational Co-Educational Centre Car Park (Disabled access available at front entrance) ASSOCIATED PRIMARY SCHOOLS (addresses & telephone numbers) Mount Carmel P.S. Meiklewood Road, Kilmarnock Onthank P.S Meiklewood Road, Kilmarnock

7 Establishment information Snack Most children have a 3 hour 10 minute session at their early years establishment, therefore meals are not generally provided. Some children may attend on a full day basis and in those circumstances a meal may be provided in establishments that provide places for children aged 0-3 years or flexible childcare. It is very important for children to have the opportunity to learn about healthy lifestyles, including a healthy diet. We follow the Nutritional Guidance for Early Years document as outlined in National Care Standard 3.3 and use the Setting the Table guidance. Therefore, we offer a variety of healthy foods at snack time, encouraging the children to experiment by trying new foods. Children need a varied diet to ensure that they get all the nutrients they require for growth and development. Snacks should also be nutritious and low in added sugars to prevent tooth decay. During the weekly planning, the children have the opportunity to suggest their favourite snacks for the following week. There are some snack foods that can be harmful to children s health if they are eaten frequently. These include soft drinks, sweets, chocolate confectionery, chocolate and cream-filled biscuits, sugary pastries, sugary desserts, highly-sweetened cereals, and sugary and sugared sticky yoghurts. Although we do not provide these types of snacks, on special occasions we may offer an alternative to our usual menu - as a special treat. Enrolment Registration dates are displayed in the local paper by East Ayrshire Council (usually in February) but applications are taken at Onthank Early Childhood Centre at any time throughout the year. Enrolment usually takes place around the beginning of June. All children whose third birthday falls before the end of February (the following year) are eligible for enrolment for the next school year. All ante pre-school and preschool children are entitled to 600 hours of early learning and childcare. This is currently being delivered as daily sessions of 3hrs 10mins. Children in their ante pre-school year will normally become eligible to start their placement from the first Monday of the month following their 3rd birthday. All applications are banded on a priority basis according to East Ayrshire Council s policy. 7

8 Establishment information Children who are three before the end of August, who have been allocated a place, will be invited to visit the centre in June. They will have an opportunity to visit the playrooms and meet the staff while their parents complete enrolment forms and chat about the curriculum. Parents are more than welcome to visit the centre prior to making an application. Accomodation Our accommodation was recently completed in August ground floor level, so is accessible to wheel chair users. The centre accommodation is on Internal Features 4 large activity based playrooms which are open plan. An additional playroom which will initially be used for our 2 year old children. A Rainbow Room which is used as a nurture room and quiet room. A Sunshine Room which is used by groups of children for circle time, group time and story time. This room is also our library. A Visiting Specialists Room e.g. speech therapist, community paediatrician, occupational therapist etc. Parents Room. Laundry Room Kitchen Staff CPD Room Staff Room The Head Teacher s office. The Senior Practioners office. Clerical Office External Features. A large enclosed outdoor play area which has safety flooring and an outdoor toilet. A fully enclosed garden. 8

9 Establishment information Associated Establishments Onthank Primary School Meiklewood Road Kilmarnock Mount Carmel Primary School Meiklewood Road Kilmarnock KA3 2ES KA3 2ES Tel: Tel: Head Teacher: Mrs K McCartney Head Teacher: Mrs B Gibb Should you wish to comment on or make a complaint about any aspect of provision made by the establishment, you should contact the establishment in the first instance. Our aim is to resolve as many complaints as possible at the first point of contact. You have the right to contact the Care Inspectorate with any complaint that you have about an early childhood centre. Please see part 2 of the handbook for further information 9

10 Establishment information Front Garden Area Playrooms Playrooms Toilets 10

11 Establishment security The establishment has a very secure key fob entry system throughout. There is a secure door into the main building. An intercom system is in use for times that the office is closed. All visitors to the building are requested to sign the visitor s book. The Head Teacher or nominated person will ensure that the main exit door is appropriately secure as children are leaving with their parents and carers. The main playroom doors are kept locked during the main play sessions. Fire Exits are still accessible from inside the playrooms. The outdoor play area has a gate that remains closed at all times. It is expected that a responsible adult will bring your child to and from the establishment. All visitors report to the office and must sign in/out on entering/leaving the Early Childhood Centre. In the interests of your child s safety, it is essential that you make a point of telling the Head of establishment if the child is to be collected by someone not known to the Head of establishment or staff members. Parents/carers will be asked to sign their children in/out of the Early Childhood Centre. Once your child has been signed out from the Early Childhood Centre, it is your responsibility for your child s safety. The adult at the front entrance is there to ensure that there is always a member of staff available should you wish to pass on any information. We ask that parents/carers report the absence of their child to the centre on the first day of absence. If known in advance that your child is going to be off, key worker/office staff should be advised. Failure to do this will result in the centre contacting parents/carers to ascertain the reason for the child s absence. This will be done before the end of the session and recorded daily. Staff must report all absences to the centre office to ensure that the Head Teacher is aware of attendance numbers and reasons for absence. 11

12 Establishment calendar 12

13 Staff information Management Team Head Teacher (Acting) ELCCP Senior ELCCP Senior Kirsty Doncaster Jennifer McBurnie Roni Fitzpatrick Early Learning and Childcare Practitioners 2-3 year old children ELCCP Senior ELCCP ELCCP ELCCP ELCCP Roni Fitzpatrick Coline Archibald Eilidh Ferguson Lorna Morgan (AM) Lynne Jamieson (PM) 3-5 year old children ELCCP Senior Red group Jennifer McBurnie ELCCP Senior Lime group Roni Fitzpatrick ELCCP Peach group Linda Armstrong ELCCP Orange AM group Mary Stewart ELCCP Orange PM group Lorna Morgan ELCCP Pink AM group Lynne Jamieson ELCCP Blue group Christine McColl ELCCP Purple group Agnes Galloway ELCCP Green group Elaine Scott ELCCP Silver group Maggs Roberston ELCCP Yellow group Debbie Boax ELCCP Lilac group Joanne McKay (Lynn Dysart - temporary) ELCCP White group Linzi Stewart 13

14 Staff information ELCCP Gold group Tricia Brown (Currently on secondment) Stacey Edmonds temporary) ELCCP Group Support Marianne McKenzie ELCCP Group Support Arlene Goodwin ELCCP Group Support Louisa McLardy ELCCSP ASN Support Gillian McGuffie Ancillary Staff Clerical Office Support Geraldine Gallacher 14

15 Establishment improvement At all times, our service will meet the requirements of the National Care Standards for Early Education and Childcare as set out by the Care Inspectorate and performance indicators within Child At The Centre as set out by Education Scotland. We strive for continuous improvement of our service through a system of rigorous self- evaluation which involves children, parents/ carers and staff. We also involve parents from our Staff and Parents Committee in monitoring and evaluating progress made with our improvement priorities. You can view our most recent inspection reports online at: Key Strengths We have successfully moved into our new building and adapted policies and planning. Our staff team is motivated and hardworking and two senior members of staff have shown commitment by undertaking a degree. We involve parents in all aspects of the centre and value their contributions. We have developed a responsive and child friendly approach to planning and recording. This year we have achieved our third green eco schools flag and the inspector praised the knowledge and confidence of the children and staff. We were successful in being awarded the outdoor excellence award for the second time. A member of staff was awarded an excellence award for practitioners. We have strong partnerships with a variety of agencies. Recent feedback from parents and carers have commented on the welcoming and friendly ethos within the centre. Parents are very happy with the provision on offer. The children are all happy, settled and keen to learn. They are actively involved in learning through play and are highly motivated and engaged in play activities. They are encouraged to solve problems, make decisions and develop good independence skills. They show confidence to plan and initiate their own learning both indoors and out. Children are consulted on their learning through mind maps and discussions. 15

16 Learning and Achieving Establishment improvement The children are making good progress in all aspects of their development and learning and this is monitored through children s floor books and care plans which are regularly shared with parents. In consultation with parents and children, staff discuss individual targets and each child s progress is tracked and monitored to ensure their interests and individual needs are met. Children are attaining well in literacy and numeracy skills. Staff gather information from activities and observations and tracked attainment and progress using the skills development records and the early Level Literacy assessment tool. We identified and supported children who required both support and challenge to ensure a greater level of learning and achievement for all. A member of staff provided these children with additional support. We aim to improve our tracking and recording of next steps to ensure progression and continuity for each child to make their developmental milestones. There are individual support plans in place for children who require additional support. All children are treated fairly with respect and given lots of praise and encouragement. The ECC promotes positive behaviour through devising our own golden rules and the 1,2,3 magic approach. We have close links with the community practitioners and they work with us to provide parental workshops on behaviour management and baby massage. Identification of additional support needs and referral systems are well established. We have strong partnership links with health and social work and this ensure a continuity of care for children and families. Children s wider achievements are celebrated in the centre and we have identified that we need to gather and present this information in a more suitable way. Transition links have been extended this year and children have had the opportunity to participate in activities with their peers and P1 pupils. From January all preschool children visited the primary one classrooms with their key worker and participated in activities with the existing primary one children. This gave the children an opportunity to familiarise themselves with staff and the school environment. Primary one pupils visited the centre and participated in gardening activities with other pre-school children. This was further developed and Kilmarnock tennis club offered session to both pre-school and primary one children. This has been successful and has ensured that the 16

17 Establishment improvement children have had a smooth transition to their P1 class. An extended transition was put in place for children who required additional support. We have worked with P6 pupils to run a paired reading programme this year. This year we have successfully welcomed two year old children and their parents into our centre. The children have settled well and are accessing a wide range of activities and experiences. We use the four key principles of the Pre Birth to Three national guidance - Rights of the Child, Relationships, Responsive Care and Respect to ensure that we build strong foundations for children to grow and develop while exploring their environment. Staff offer a nurturing environment for children to form positive relationships to help them to feel safe and secure. A variety of experiences are provided for the children which gives them opportunities to develop concentration skills and problem solve. Staff actively encourage social interaction and support children to become independent. We provide opportunities for children to play and interact with different ages of children. Parental feedback has been very positive. Supporting young people to develop and learn The centre provides a broad, varied curriculum based firmly on play, active learning and the Curriculum for Excellence. The session has both a focussed group time and free flow session. The group times provide opportunities for staff to work closely with key children to track progress and monitor their care and welfare. The free flow system between playrooms promotes opportunities for increased independence and choice. During this time children and staff are able to establish positive relationships. We introduced responsive planning this year and this demonstrates clear links to the children s needs and interests and links to staff observations and evaluations of previous activities. It is designed to enable children to make progress in their learning. Next year we will take this forward through the use of some thematic approaches to planning to ensure continuity and progression for all children. Our ICT provision has recently been enhanced with the installation of new laptops for both staff and children s use. This has enabled us to offer increased provision and extended opportunities for children to progress. 17

18 Establishment improvement Outdoor learning is embedded in to daily practice, children have the opportunity to access the outdoors daily and one member of staff is assigned to outdoor learning each day to ensure this opportunity is available. We have two outdoor areas and we have identified that there is a need for two member of staff to be available to enable the children to access as many outdoor opportunities as possible. Our outdoor learning is extended to visits to the woods for parents and children. This will be a focus for our outdoor learning next year. The children have the opportunity to learn outdoors through a range of activities, experiencing seasonal changes and discovering nature. We have been successful in being awarded the Outdoor Learning Excellence award for two years in a row. In addition to this a member of our staff was awarded the award for Excellent Outdoor practitioner this year. This year we were awarded out third green flag after a very successful inspection visit. We have established links with Tesco and have worked closely with them to raise awareness of Fairtrade. We are in discussion with the Fairtrade ambassador to become a Fairtrade campus. Dean Park rangers have been involved in delivering activities to the children on a recent visit there and will be more involved next session. Kilmarnock Tennis Club have delivered tennis session to pre-school children during transition activities. Kilmarnock Football Club have supported us during a recent health week. Next session we plan to establish links with engineers through the Primary Engineer programme to take forward the Science Technology Engineering and Maths agenda. We have taken part in Walk to School Week, Little School s Bird Watch, Save the Children Den Building Day, UNICEF Christmas Jumper Day, Cash for Kids Superhero Day and we continue to support both local and international charities. The children have had visits from Jiggly Wrigglers and Aiken Drum who have provided opportunities for children to participate in singing and movement activities. Children performed to parent and carers on the school stage as part of our Christmas and summer concerts. Members of staff have been involved in the authority Health and Wellbeing Focus group and we have maintained our healthy working lives silver award this year. Next session we have identified two members of staff who will be nurture champions who will work with a learning partnership focus group to take forward small steps of change. Two PE champions participated in PE training 18

19 Establishment improvement last year and they have shared these skills with the staff team. We support a large number of both college and work experience placements and students are given support and encouragement by staff as they develop their skills. Staff have delivered Book Bug sessions to children and there have been home link activities that have encouraged parent and child interaction. There is a very active parents group who have successfully organised a variety of events throughout the year. These include Christmas and summer fayres, bag packing, coffee days and fundraising activities. Parents have also supported the centre during new child and parent induction sessions, serving refreshments during activities and celebration events. The parents also assist in the playrooms, with the library and on outings. To continue to raise attainment, we will begin to carry out small tests of change to identify children potentially at risk and further develop literacy skills identified through ELLAT. Staff are sensitive to children s welfare and individual support needs and partnership working is crucial to ensure that all children have the correct levels of support to engage fully in all aspects of their learning. Assessments are consistently used to identify strengths, next steps in learning and appropriate supports. Centre Improvement There is a strong commitment to self -evaluation from staff, parents and children and a shared vision for continuous improvement. We gather feedback from a variety of sources including questionnaires, parent evaluation sheets and verbal feedback. We take forward any ideas from improvements gathered from these. This year, as a result of parental feedback we are taking forward the further development of parent workshops which we have planned to deliver through STEM and modern language provision next session. A parent identified through the questionnaires that snack was too repetitive. We have consulted with the Setting the Table government guidelines and will be looking at further gathering views from children, parents and staff next session around our snack provision. Parental questionnaires are all very positive about the methods of communication that we use therefore we will continue to issue a weekly newsletter, send information via text message and work with the parents group to operate the Facebook 19

20 Establishment improvement page. An annual calendar has been drawn up to monitor many aspects of early childhood provision. Effective monitoring processes are now in place such as sampling children s folders, gathering data, playroom observations and consulting stake holders. The centre has an active part to play in the James Hamilton learning community. Staff regularly attend in-service training together and make effective use of assessment information, evaluating learning and teaching through moderation. Through moderation children developed skills in numeracy and gained experiences in using money in real life contexts. Children demonstrated an awareness of money and its uses. Staff also provided opportunities to promote writing for a purpose. Children were able to develop their skills in this area through the contexts of birthday cards and menus. The head teacher attends regularly monthly meetings and works closely with colleagues to drive forward improvements. Staff have updated their training this year with food hygiene, first aid and administering medicine training and personal learning and developments needs are identified through the annual Eager process. All staff have accessed various modules through E-Learning and staff are now all fire wardens. The Head teacher has completed the Healthy Working Lives Manager Training and has completed a Leadership and Management qualification. We have identified a need to improve transition links with all partnership schools. We would like to develop a STEM working party and identify a programme of activities to develop ideas and joint working. Two designated staff members will champion this 20

21 Establishment improvement Areas of Improvement for the next academic year All children will have a streamlined process for recording and tracking successes and achievements. Parents and carers will have an understanding of what their child needs through the use of the Building the Ambition document. Our children and their families will have improved knowledge and advice on good nutrition Children and families will have an awareness of how we deliver a programme of activities on relationships, sexual health and parenthood and the Toby the Cat resource. Through STEM and primary engineering, our children will experience improved learning and teaching opportunities. Parents will have an increased understanding and awareness of science, technology, engineering and maths activities. Parents will have an increased understanding and awareness of the 1+2 languages approach. Children will develop a vocabulary of French words and phrases and learn about French culture. 21

22 Pre-birth to 3 (ECC only) Pre-Birth to Three: Positive Outcomes for Scotland s Children and Families, replaces Birth to Three: Supporting our Youngest Children. The national guidance acknowledges the significance of the period before birth in terms of influencing children s future outcomes and reflects the principles and philosophy which underpin the Early Years Framework and Curriculum for Excellence. The guidance highlights the importance of attachment for young children to their parents and carers. It emphasises that all adults working with Scotland s youngest children recognise that they have an important role to play in implementing the Early Years Framework, through giving all children the responsive care, support and respect which they need and which they deserve. 22

23 Curriculum 3-18 Curriculum for Excellence is the education system in Scotland. It includes nurseries, schools, colleges and community learning from 3 to 18 and beyond. From autumn 2010, learners from pre-school to S1 have been working to Curriculum for Excellence guidance and standards. The table below matches the five curriculum levels to stages of learning generally applicable, with flexibility (for example, for young people who are particularly able and/or have additional support needs). Level Stage Early The pre-school years and P1, or later for some. First To the end of P4, but earlier or later for some. Second To the end of P7, but earlier or later for some. Third Fourth and S1 to S3, but earlier for some. The fourth level broadly equates to Scottish Credit and Qualifications Framework level 4. The fourth level experiences and outcomes are intended to provide possibilities for choice and young people's programmes will not include all of the fourth level outcomes. Senior phase S4 to S6, and college or other means of study. From pre-school to the end of S3 (3-15) young people will experience a broad general education which is designed to enable each child or young person to be a successful learner, a confident individual, a responsible citizen and an effective contributor. The broad general education will include all of the Experiences and Outcomes across all curriculum areas up to and including the third level. Throughout all learning, prime importance is given to literacy, numeracy and health and wellbeing. This includes learning outside. 23

24 Curriculum 3-18 Below is a list of some useful websites (learners) (parents and carers) (qualifications information) (standards, inspections) (teaching practice and support) (share ideas and questions about education) (real-life examples) All children and young people will have regular opportunity to learn outdoors. Please ensure your child has suitable outdoor clothing for the weather each day. Our curriculum takes in eight main curricular areas. These are:- Health & Wellbeing Literacy and English Mathematics Religious and Moral Education Sciences Social Studies Technologies Expressive Arts 24

25 Curriculum 3-18 We aim to support children to become responsible citizens, effective contributors, successful learners and confident individuals. Active learning takes place through purposeful planned play. Staff use the learning outcomes from Curriculum for Excellence to plan activities in the playrooms. At the beginning of the year the staff team make a long term plan a plan outlining when we plan to deliver certain aspects of the curriculum. Staff make a weekly plan based on this but very much reflecting children s interests, special events in the local or wider community, and children s targets in literacy and numeracy. Children are consulted through mind mapping which is used in weekly planning. 25

26 Assessment and reporting We have a key worker system in place so your child will have member of staff who is responsible for gathering evidence in order to assess progress primarily in literacy, numeracy and health and wellbeing. Children are assessed in different ways. They are observed in the centre during free play and during planned activities. Planned activities have clear learning intentions and success criteria which are shared with the children. Children are therefore able to decide themselves if they were successful and so are involved in assessing their own learning. Evidence of children s learning can also be gathered through photographs, examples of artwork and other practical activities. Pieces of work are gathered in a personal learning folder. Children help decide what pieces of work are gathered here. Transition Profile The transition profile is a document completed by your child s key worker, which with your permission is shared with their primary 1 teacher at the time of moving from the centre into primary 1. It summarises your children s learning and provides information on your child s progress. The Transition Profile and English, Numeracy and Mathematics and Health and Wellbeing. There is also space for your comments and those of your child. Reporting to Parents If you bring your child to and from the centre you will have the opportunity to speak to your child s key worker informally on a daily basis. You will be invited to have a meeting with your child s key worker in November and again in May to discuss progress. You can of course contact the head teacher at any time to discuss your child. 26

27 Policies and procedures The establishment has a range of Policies and Procedures which are available for parents to read on request at any time. Our Inspection Reports, Improvement Plan and Standards and Quality Reports are also available for parents and visitors to access at any time. Our centre policies and procedures are: Curriculum Additional Support for Learning Policy Assessment Policy Communication & Language Policy Curriculum Policy Daily Register Procedure Educational Aims Emotional, Personal & Social Development Policy Enrolment Meeting Procedure Expressive & Aesthetic Policy Healthy Eating Policy I.C.T. Policy Knowledge & Understanding of the World Policy Language & Culture Policy Learning and Teaching Policy Monitoring Children s Progress Policy The Centre Cover Procedure Outdoor Play Action Plan Outdoor Play Policy Parents as Partners Policy Participation Policy Physical Development Policy Planning Procedures Position Statement 27

28 Policies and procedures Positive Behaviour Policy Promoting Positive Behaviour Reporting Absence Procedure Resources Policy Safety in Educational Outdoor Activities Settling In Procedure Snack Starting and Closing of Session Procedure Statement of Commitment Toileting Procedure Top Start Pre-Five Physical Play Woodwork in The Centre Emergency Procedures Fire Procedures Health & Safety Issues Administering Medicine Procedure Administrating First Aid Procedure Health Care Plan Policy Managing Stress in the Workplace Non Smoking Policy Risk Assessment Policy School Drug Policy Storage of Substances and Medicines 28

29 Policies and procedures Codes of Practice Child Protection Policy Complaints Policy Confidentiality Policy Whistle Blowing Policy Equal Opportunities Equal Opportunities Policy Promoting Inclusion Policy Race Equality & Cultural Diversity Policy Special Additional Needs Policy Transition Deferred Entry Procedure Early Intervention Policy The Centre/Primary Liaison Policy Community Anti-Bullying Policy Harassment and Bullying Policy and Procedures Standards in Scotland s Schools etc Act 2000 Student Training & Induction Policy Work Experience Policy 29

30 Additional support for learning The Educational (Additional Support for Learning) (Scotland) Act 2004 has replaced the law relating to special educational needs. This has now been updated by the 2009 Act which came into force on 17 November The majority of children and young people are able to access their curricular programme at the centre without the need of additional help. However, there will be a percentage of children/young people, who may, at some point in their education, have difficulties that will act as a barrier to their effective learning. In such circumstances the child or young person may require additional support beyond the norm in order to help them overcome these barriers. Such children/young people will be considered to have additional support needs. All the establishments have a variety of procedures to assist in the early identification of children with additional support needs. Identification and support planning will take place at the earliest possible stage. Children and young people who have been identified as having additional support needs will be supported through an Individual Action Plan, Individual Educational Plan (IEP) or in some cases a Coordinated Support Plan. In line with legislation, parents/carers/children and young people will be fully consulted at all stages. This Act places additional responsibilities on local authorities for children who are looked after by the local authority. It will also give more rights to parents in respect of requesting assessments in relation to their child/young person. Further information can be obtained from various leaflets, that can be accessed through council website or individual copies are available in school. 30

31 Additional support for learning Mediation Mediation and advocacy services are also available and information about these can be obtained from the contact details below. Enquire -the Scottish advice service for additional support for learning. Operated by Children in Scotland, Enquire offer independent, confidential advice and information on additional support for learning through: a telephone helpline an enquiry service [email protected] two websites (parents) (young people) Enquire also provide a range of clear and easy-to-read guides and factsheets explaining everything from additional support in the early years to what planning should take place for moving on from school. East Ayrshire Psychological Service Advice and support may be sought from other appropriate staff within the establishment and through consultancy with visiting professionals, including the educational psychologist. The educational psychologist visits the establishment regularly to work with and, through the staff, to best support children and young people who are experiencing barriers to learning. Their role is often in giving advice to the establishment and in the sharing of expertise with staff. 31

32 Additional support for learning Centre 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 child. However, the psychologist would not observe or meet with a child without the prior consent of the parents. The centre is responsible for ensuring that parents are aware of their procedures and the psychologist s role within them. The establishment is also responsible for seeking parental approval, when necessary, for the psychologist to be directly involved with a child or young person. 32

33 Transition Throughout the session, Onthank Early Childhood Centre has close contact with each associated Primary School and, from the start of the session, Primary One teachers call in to the centre informally to meet and become acquainted with the children. Each Primary School is kept informed of the work the children are covering in the centre and therefore knows the stage of development the child has reached. This is now achieved by the centre completing the Early Years Literacy Screening document in January, giving the school a very early indication of each individual child s development. This document also identifies any high achievers and anyone who may need additional support. Also, the Early Years Transition document which starts recording children s progress at the centre, is passed on to Primary School and will be completed at the end of Primary 1. Primary One teachers visit the centre to see the children in their own environment and how they have progressed throughout the year. We have built a very strong link will our associated Primary Schools and value greatly our good relationships with them. Our children are invited to participate in numerous events at Primary throughout the school year concerts, pantomimes, sports, picnics. Also, they visit their individual Primaries to meet class teachers and the children who will be in their class. Mount Carmel Primary Onthank Primary

34 Parental involvement We feel very privileged here at Onthank Early Childhood Centre because the centre is within easy access for almost all of our parents/carers, which makes daily contact possible if not with the parent/carer, then with the grandparent, close friend or child-minder who will have contact with the parent/carer that same day. This results in a very up to date reporting of events, special moments or even the occasional problem a problem which can easily be resolved speedily and kept in perspective. Please feel free to approach a member of staff if there is anything you may feel we can help you with or any problems we can help you solve. Keeping close contact between staff and parents/carers will ensure strong links develop between the centre and home. Little anecdotes can be remembered and passed on and a close bond is formed between the parent/carer and the centre staff the child being the important link in the partnership. Added to this, we do have other methods of contact there is an information TV at the front entrance giving you daily information, weekly newsletters and also occasional letters updating parents/carers with ongoing events within the centre. There is also the Parents Notice board and the Parents Group notice board which gives parents/carers information on forthcoming events or interesting news. In November and May, we invite parents/carers to meet with your child s key worker to discuss the Transition Profile and your child s work folders. This identifies his/her progress to date. This is used within the centre, passed on to the Primary and is continued within the school until the end of Primary 1. Parents/carers are also invited to the centre throughout the year to visit us at our summer and Christmas concerts and are welcome to join with us at our Parents meetings. We are always keen to involve parents/carers who are able to give us their time in the centre as parent helpers. This can include library duty, helping in the garden, accompanying staff and children on outings or helping with fundraising. If you can spare even just an hour of your time, we would be delighted to have you as one of the team! 34

35 Parental involvement The weekly newsletter will detail all forthcoming events and ways in which you can be involved in the centre. It will also explain the learning experiences we intend to cover and how you could be able to help to add to your child s learning in these areas by encouraging your child to discuss with you the new things they are learning and discovering in the centre. The newsletter will also contain general items of the centre news e.g. updates of fundraising events, visitors and entertainers to the centre etc. This will keep you, not only informed, but, more importantly, keep you involved in everything that is happening in the life of Onthank Early Childhood Centre. We value our parents and the enormous contribution they give to their child s education. We always prefer to think of the centre and parents as being partners in a child s whole learning and, with that in mind, it is so important that you know exactly what we are doing and why we are doing it. It is also just as important that you share with us any information about your child that you think we should know and that would help us e.g. things which interest them, places they have been, people they ve met, any achievements large or small- and, of course, any worries that you have for them or that you feel they may have for themselves. In Onthank Early Childhood Centre, we are building on the skills which you have already taught your child. Our aim is to build on the knowledge and experiences which you have given your child already. An environment with staff and parents working hand-in-hand will make for a happy, secure and successful little person a responsible child with a positive attitude to life and all the opportunities that it may hold. Together we can achieve this. 35

36 Wider community links Early Childhood Networks Onthank Early Childhood Centre is a member of the Early Childhood Network. Further details can be found in part two of this handbook. Networks of early learning and childcare and family support services are being developed in identified geographical areas with a lead establishment identified. Each network will be developed to offer services that will meet the needs of children and families in communities. Learning Community Onthank Early Childhood Centre is a member of the James Hamilton Learning Community. Further details can be found in part two of this handbook. The principle purpose of the learning community is to ensure that services are better co-ordinated in order to meet the needs of young people and raise attainment. Learning Communities support the government s approach to GIRFEC (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 and one plan for that child/young person. The establishment works with a variety of organisations to enrich the children s learning experiences. These include local businesses, NHS, Police, Fire Service, charities, Morrisons, Kilmarnock College, West of Scotland University, SSPCA, Dick Institute and partner schools. The establishment supports local events within the community and makes use of the local community centre to host the spring and Christmas fayres. 36

37 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 37

38 Other information Local elected members for ward East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Helen Coffey SNP t: e: Maureen McKay Labour t: e: Elaine Cowan SNP t: e: 38

39 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 39