Macquarie College

Pre-school

Handbook

2018

182 - 222 Lake Road, Wallsend 2287

P.O. Box 517, Wallsend 2287

Ph: (02) 49 549449, Fax (02) 49 549479

TABLE OF CONTENTS

INTRODUCTION
WELCOME / 2
PHILOSOPHY / 2
STATEMENT OF LEARNING OUTCOMES / 4
PARENT INVOLVEMENT / 5
HISTORY OF MACQUARIE COLLEGE / 5
MANAGEMENT COMMITTEE / 5
Parent COMMITTEE / 5
National Quality Standards / 6
FUNDRAISING COMMITTEE / 6
SAFETY / 6
RESPECTING YOUR PRIVACY / 6
STAFF / 6
ADMISSION INFORMATION
ENROLMENTS / 8
FEES / 8
POLICIES / 9
QUALITY ACHIEVEMENT / 10
THE PROGRAM
PROGRAM OVERVIEW / 10
TRANSITION TO SCHOOL / 11
HOURS OF OPERATION / 11
ARRIVAL AND DEPARTURE / 11
VISITORS / 12
PARENT INVOLVEMENT / 12
GUIDING CHILDREN’S BEHAVIOUR / 13
QUIET TIME / 13
SPECIALVISITORS / 13
CHILD WELFARE
BIRTHDAYS / 13
CLOTHING / 13
MEALS / 14
TOILETtraining / 14
SAFETY / 15
SETTLING-IN / 15
MEDICAL INFORMATION
ILLNESS / 16
MEDICATION / 16
IMMUNISATION / 17
QUARANTINE PERIODS FOR VARIOUS ILLNESSES / 18
REQUIRED ITEMS
ITEMS NEEDED FOR PRE-SCHOOL / 18
COMMON QUESTIONS AND ANSWERS / 18
USEFUL LINKS / 19
NOTES / 19

INTRODUCTION

WELCOME

Welcome to MacquarieCollegePre-school. We look forward to a happy and rewarding year working with you and your child.

The first day of pre-school is a milestone in the life of your child, a time when he or she steps out as an individual, moving forward towards independence in a new environment. We aim to make this transition as smooth and exciting as possible.

MACQUARIE COLLEGE PRE-SCHOOL PHILOSOPHY

At Macquarie College Preschool our aim is to provide children with a caring, safe and stimulating environment where a play-based, Christian focused program promotes children’s learning. Our aim for the children is that they develop to their full potential as individuals and as members of their family and broader community.

As a Christian Preschool, we aim to show the love of God in all we do. Rather than reserving a separate part of the daily program we aim to incorporate Biblical values and attitudes into every aspect of the children’s preschool experience.

We believe all members of the Macquarie College Preschool community bring with them a variety of skills, knowledge and understanding related to their unique experiences in life. These characteristics influence the way our program is developed and implemented.

We value each child’s uniqueness and nurture future growth by embracing the individual, acknowledging their strengths, recognising areas of interest, developing respectful interactions, providing positive guidance, supporting ongoing learning, offering inclusive programs and promoting self-help skills, confidence, resilience and teamwork.

The Education and Care Services National Law Act 1 October 2017 and the National Quality Framework form the basis of policy development and are used to guide practice and procedures. We also acknowledge that various theorists influence the educators and the decisions and learning programs they provide, whether this is through subtle awareness or intentional teaching.

We are working with the Early Years Learning Framework (EYLF) to value community. Families are encouraged to become involved with the Centre and we promote a positive and strong link between home and Macquarie College Preschool.

We value family input and encourage families to share information about their child upon enrolment and throughout the year. Our aim is to openly communicate with parents and encourage involvement in all aspects of the centre.

Foundational to the EYLF is BELONGING, BEING AND BECOMING. We will encourage each child to experience learning in a way that invites exploration, is play-based, interest based, is engaging and builds success for life. Integral to this is developing a sense of BELONGING – in an environment that is safe and secure, where we value each other’s thoughts and perspectives, where we listen to each other and build secure, respectful relationships which play a vital role in successful

learning; of BEING – which incorporates the importance of the here and now, valuing and respecting children for where they are “now” on their learning journey, offering them opportunities to explore and askquestions; and BECOMING – reflecting the process of rapid and significant change that occurs in the early years, our aim is to nurture children who love God, know that they are created by God with unique gifts and strengths, are confident and resilient.

The five main areas of development are as follows:

  1. Children will have a strong sense of identity
  • Feel safe, secure, accepted and respected regardless of culture or ability
  • Be listened to and acknowledged
  1. Children will be connected with and contribute to their world
  • Discovering and being aware of new things, people, cultures and technologies
  • To be challenged and guided by a mix of intentional teaching, child-initiated interests and incidental learning experiences
  1. Children will have a strong sense of wellbeing
  • Freedom to investigate, explore and learn
  • Feel valued for who they are right now
  1. Children will be confident and involved learners
  • Respecting, listening to and acknowledging others ideas
  • Learning is a journey
  1. Children will be effective communicators
  • Have many and varied experiences throughout the day to communicate (for example, small or large groups, individual conversations, sharing News, negotiating, collaborating)
  • Children can communicate their own learning in many different ways

All experiences provided for the children are planned for the possibilities that may emerge and it is our aim these will encourage growth in these five areas.

We believe our life experience, educational qualifications, beliefs and values all contribute to who we are as individuals and as a team. We aim to provide our educators with opportunities to further their skills and knowledge through professional development and training. We continually seek ways to build our professional knowledge and engage in open, honest, reflective discussions that may lead to changes in practice and policy development. As educators, we will reflect on the individual children’s experiences, behaviours interactions and development and use this tool for future planning directions. We will also use this process when reflecting on the groups as a whole.

Macquarie College Preschool educators seek to nurture children individually and support the role of parents. We will provide an environment that encourages children’s development based on their needs and interests through facilitating a mix of planned and spontaneous activities. Partnerships with families undergird our aim to encourage secure, respectful and reciprocal relationships. Incorporated into the daily interactions between the educators and families will be a respect for diversity and a valuing of the role families play in the life of our centre. We acknowledge, appreciate and incorporate the culture and diversity of all people within our community.

We, as a staff, feel privileged to share this time with you.

STATEMENT of LEARNING OUTCOMES

When children attend our centre we will encourage each one to experience learning in a way that is engaging and builds success for life. Integral to this is a developing sense of BELONGING - knowing where and with whom you belong; of BEING- which incorporates the significance of the here and now; and BECOMING – reflecting the process of rapid and significant change that occurs in the early childhood years.

The five main areas for development are as follows:

Outcome 1: Children have a strong sense of identity.

Children feel safe, secure, and supported.

Children develop their emerging autonomy, inter-dependence, resilience
and sense of agency.

Children develop knowledgeable and confident self identities.

Children learn to interact in relation to others with care, empathy and respect.

Outcome 2: Children are connected with and contribute to their world.

Children develop a sense of belonging to groups and communities and
an understanding of the reciprocal rights and responsibilities necessary
for active community participation.

Children respond to diversity with respect.

Children become aware of fairness.

Children become socially responsible and show respect for the environment.

Outcome 3: Children have a strong sense of wellbeing.

Children become strong in their social and emotional wellbeing.

Children take increasing responsibility for their own health and physical wellbeing.

Outcome 4: Children are confident and involved learners.

Children develop dispositions for learning such as curiosity, cooperation,
confidence, creativity, commitment, enthusiasm, persistence, imagination
and reflexivity.

Children develop a range of skills and processes such as problem solving,
inquiry, experimentation, hypothesising, researching and investigating.

Children transfer and adapt what they have learned from one context to another.

Children resource their own learning through connecting with people, place,
technologies and natural and processed materials.

Outcome 5: Children are effective communicators.

Children interact verbally and non-verbally with others for a range of purposes.

Children engage with a range of texts and gain meaning from these texts.

Children express ideas and make meaning using a range of media.

Children begin to understand how symbols and pattern systems work.

Children use information and communication technologies to access information
investigate ideas and represent their thinking.

Credit is given to the Early Years Learning Framework for Australia

STATEMENT OF OUTCOMES FOR PARENT INVOLVEMENT AND COMMUNICATION

Partnership with families undergirds our aim to encourage secure, respectful and reciprocal relationships. Incorporated into the daily interactions between educators, staff and families will be a respect for diversity and a valuing of the role families play in the life of our centre.

We will provide opportunity for formal and informal involvement and communication through:

Surveys

Newsletters -emailed

Verandah White Board

Parent Suggestions / Contributions to children’s learning experiences

Parent Information Nights

National Quality Standards parent involvement

Fundraising and social functions

Formal and informal comments on programs

In-put into the children’s portfolios

All children will have an allotted pigeon hole in the foyer for communication purposes, however most communication is via email.

As well as these more formal ways of interacting with families, educators will be available to discuss each child’s progress when children arrive and leave each day. For a lengthierdiscussion an appointment can be made at a mutually convenient time.

HISTORY OF MACQUARIECOLLEGE

MacquarieCollege is a Christian co-educational campus catering for young people from

Pre-School to the Year 12 Higher School Certificate. While the pre-school is operated by the Seventh-day Adventist Education Department, it is governed by an elected Board of Management.

The College traces its beginnings to 1901 when a one room primary school opened in Lindsay Street, Hamilton. The school transferred to Kemp Street, Hamilton in 1933, adding a high school component preparing students for the Leaving Certificate and later for both School Certificate and Higher School Certificate. In the early 1990s the Kemp Street site was seen as becoming inadequate for the needs of a growing and changing student population. In 1992, a six-hectare site was purchased to provide a more desirable learning environment and to accommodate the growing needs of the Hunter region. A pre-school was incorporated into the new educational development in recognition of the growing need for such a service.

The College campus includes pre-school, primary and secondary facilities and will ultimately

include a multi-purpose gymnasium.

MANAGEMENT COMMITTEE

The MacquarieCollegePre-school is an integral part of the MacquarieCollege campus. It is administered by a Management Committee, which is appointed annually by the Macquarie College Council. The Pre-school Management Committee has the primary responsibility for administering and overseeing the operation of the pre-school program. It also directs the financial running of the centre, staffing, policy-writing and any sensitive issues that need addressing. The committee consists of college council and pre-school representatives, together with nominated parent representatives of the pre-school. Meetings are generally held quarterly.

NATIONAL QUALITY STANDARDCOMMITTEE

This committee comprises educators, administration staff and parents. The focus of the committee is to review all aspects of the service covering the following seven quality areas:

  1. Educational program and practice
  2. Children’s health and safety
  3. Physical environment
  4. Staffing arrangements
  5. Relationships with children
  6. Collaborative partnerships with families and communities
  7. Leadership and service management.

We will invite all families to give comprehensive feedback about all aspects of our service and how we strive to meet the National Quality Standard during the year. There will also be a small survey on leaving the centre.The NQS includes the National Quality Frameworkwhich replaces the National Childcare Accreditation System. It also includes the Education and Care Services National Regulations 2011.

FUNDRAISING

When we have enough parent volunteers we are able to have an active fundraising committee. This committee comprises a staff representative and parents committed to organising fundraising activities with the view to raising funds for the purchase of equipment for use by the children at the centre. This committee follows the guidelines of the Seventh-day Adventist Christian ethos and the health standards upheld by the college.

WORK PLACE HEALTH AND SAFETY

MacquarieCollegePre-school is committed to providing the highest level of health and safety for all children, families, staff and visitors.

Our monthly staff meetings assess risks and review procedures as a priority. Please report any concerns to the Director.

RESPECTING YOUR PRIVACY

In order to provide you with the highest standard of service, our organization is required to collect personal information from you about your children and yourselves as parents/guardians before and during the course of your child’s enrolment in our service. We are committed to protecting your privacy and we abide by the National Privacy Principles contained within the Commonwealth Privacy Act.

STAFF

The educators employed by the pre-school are highly experienced and qualified with credentials well above minimum standards. This has contributed to the high level of professionalism evident within the program and to the quality of care offered to each child.

New educators and administration staff who are employed at our centre undergo a thorough and challenging interview process to ensure they possess the highest level of integrity, teaching skills and knowledge, and love for children. There is a comprehensive orientation process to ensure new employees can smoothly take-over the responsibility of the educator / administration staff member who is leaving. We aim to make the transition process as smooth as possible for all children and families.

The management of Macquarie College Pre-school provides and facilitates regular professional development for all educators and administration staff. This includes attendance at programs run by professional development groups, or special presenters who come to the centre after hours for training. In this way we aim to keep our pre-school at the fore-front of early childhood education.

The Pre-school staff members are as follows:

Director/Educator
Wombat Room / Djuna O’Hern
Bachelor of Education Early Childhood
Monday, Tuesday, Thursday, Friday
Wednesday – Administration Day
Educator
Possum Room / Rachel Barclay
Bachelor of Education Early Childhood
Monday, Tuesday
Educator
Possum Room / Maryann Burns
Bachelor of Education Early Childhood
Wednesday, Thursday, Friday
Educator
Possum Room / Shannan Miller
Diploma of Community Services (Children’s Services)
Wednesday, Thursday, Friday
Educator
Possum Room / Barbara Rosendahl
Diploma of Community Services (Children’s Services)
Monday, Tuesday
Educator
Wombat Room / Jennie Kelly
Associate Diploma of Social Science (Child Studies)
Monday, Tuesday, Wednesday
Educator
Wombat Room / Rachel Tooley
Diploma of Children’s Services (Early Childhood Education and Care)
Wednesday, Thursday, Friday
Educator – Floater Role
Relieves educators and director for lunch breaks and administration time / Maree Prigg
Diploma of Community Services (Children’s Services)
Monday and Wednesday
Rachel Tooley
Diploma of Children’s Services (Early Childhood Education and Care)
Tuesday
Julie Town
Diploma of Community Services (Children’s Services)
Thursday, Friday
Administrative Assistant / Lyndsey Regan
Monday Wednesday Friday
Environmental Services / Colleen Lonsdale
Monday to Friday

ADMISSION INFORMATION

ENROLMENTS

Due to the fact that our Centre is open 48 weeks a year, 8:30am – 4:30pm, Monday to Friday,

Child-Care Benefit allowance is available to all eligible parents. Our priority of access is in accordance with their guidelines. If you have any questions or concerns regarding the guidelines, please speak to the Director. Consideration is also given to the length of time a child has been on the waiting list.All enrolments are at the discretion of the Director and the Macquarie College Pre-school Management Committee.

A fee deposit of $250.00 is payable to confirm the position offered by the centre prior to your child commencing pre-school. The fee deposit is held by the centre until the end of your child’s placement. Fees need to be up-to-date before the fee deposit will be credited to your fee account.

If you wish to terminate your child’s placement, or alter the pattern of attendance, two weeks’ prior notice must be given in writing. If this does not take place, and the child’s place is not able to be filled immediately, then two weeks’ fees may have to be charged in lieu of notice.

During the year the Director will distribute to each family a letter asking for the preferred days and times of continued placement for the following year. This must be returned with the required information or the place may be forfeited. Places are not guaranteed if fees are in arrears.

At the beginning of each year attendance times for the first week will be staggered to allow staff the maximum amount of time to help each child adjust to his/her new environment. The exact starting date and time will be forwarded to the family before the Christmas closure period.

Please note:Admission to MacquarieCollege needs a separate application form. The forms are available from the MacquarieCollege Administration office. All forms must be received by the College by the end of March during the year prior to commencing Kindergarten. Acceptance at Macquarie College Pre-school doesnot guarantee admission to Macquarie College Kindergarten.