ELC Handbook 2022

Bostock House Ear ly Lea rn i n g

REFERENCE HANDBOOK

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GEELONG GRAMMAR SCHOOL

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2022

BOSTOCK HOUSE | REFERENCE HANDBOOK 2022

03 | LEARNING FRAMEWORK

01 | WELCOME 02 | EARLY LEARNING 03 | OUR PHILOSOPHY 04 | CULTURE AND ENVIRONMENT 05 | LEARNING FRAMEWORK 06 | CURRICULUM 07 | OUR DAY 08 | ATTENDANCE 09 | COLLABORATION 10 | HEALTH 11 | ESSENTIAL INFORMATION 12 | KEY CONTACTS 13 | TERM DATES

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WELCOME | 01

From our Head of Campus Our Bostock House Early Learning Centre (ELC) provides the quintessential start to your child’s education with Geelong Grammar School.

The ELC programme is built upon respect, kindness, community and a holistic approach to nurturing the ‘whole child’. ELC children form an integral and joyful part of our Bostock House learning community.

Our programme caters for children aged three to five years and is offered during school terms.

- Acorns: for children attending the 3-year-old programme, two to three days per week - Oaks: for children attending the 4-year-old programme, three to four days per week The multi-aged grouping of children ensures a caring, secure and stimulating play-based learning environment; one that promotes happiness, role modelling and leadership, and a willingness to learn.

I look forward to welcoming you to our School.

Rachael Dewhurst

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E A R LY L E A R N I N G | 0 2

Message from our Head of Early Learning Welcome to the Early Learning Centre, the first step in your child's adventure at Geelong Grammar School.

The ELC aims to provide a rich and meaningful education that inspires children's hands, hearts and minds. Each individual child is welcomed, valued and nurtured to be the best they can be. Children are involved in fun, engaging and authentic learning opportunities which enable learning in the present and encourage a joy for lifelong learning.

Positive Education begins in the ELC and is embedded in our daily rituals of meditation and mindfulness, expressing gratitude daily and identifying and nurturing each individual's strengths. Creative Education is highly valued and fostered through exploration of the Arts and Reggio Emilia’s Hundred Languages of Children. Adventure Education is prioritised, and children are encouraged to be adventurers in their physical, social and cognitive learning.

We aim to empower children to be agents of change, to live and learn authentically and in doing so to inspire and shape a better world.

We look forward to sharing an exciting year of learning and discovery together.

Diana Hammond

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03 | LEARNING FRAMEWORK

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OUR PHILOSOPHY | 03

The spirit of making a positive difference to shape a better world OUR PURPOSE Intersecting the science of learning with the art of teaching to shape a better world

OUR CHARACTER Courageous Curious Compassionate

Our philosophy

OUR FOCUS Enabling wisdom

We aspire to provide a rich and meaningful holistic learning environment engaging the heads, hands and hearts of our youngest learners thus activating learning experiences that form the foundation for the enablement of wisdom.

Our philosophy is based on the image of the child as curious and capable; intrinsically motivated to explore, discover and construct learning.

The Reggio Emilia Approach and the International Baccalaureate (IB) Primary Years Program (PYP) shape our philosophy of learning.

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At their core, both educational frameworks, recognize young people as active participants in their own learning.

We believe that children learn best through play. Children engage, interact and learn about their world through play whilst developing the physical, cognitive, social and emotional skills that promote wellbeing. In play, children can be creative, discover, take risks, negotiate, problem-solve and learn to engage with others and develop self-awareness.

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CONNECTION TO THE ENVIRONMENT AND INDIGENOUS CULTURE We place immense emphasis on supporting children to become environmentally responsible and develop a connection to their natural world. We do this by embedding outdoor play as a key part of the daily routine, bringing natural elements into our indoor learning spaces, and modelling respect, care and appreciation for our natural environment.

We promote inclusivity and value the diversity that every child and every family brings to our community. We embrace past, present and future connections with our Indigenous community.

Each morning, we acknowledge the traditional custodians of the land. This daily ritual promotes and embeds a deep respect for Indigenous culture and history amongst our young learners, and sets the foundations for further questioning, investigation and learning.

“We play on Wadawurrung Land.

This song was created collaboratively by the ELC children and educators in 2016 in response to our learning during National Reconciliation Week. As we reflected together, the children wanted to take action to share and document their learning in a meaningful way. This song is embedded into our daily routine in the ELC.

We learn on Wadawurrung Land.

We thank you Wadawurrung People for Sharing this Land”

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OUR ELC AGREEMENTS At the beginning of each year, the children and our educators collectively decide on the rules and responsibilities that are important for our new learning group. We call these our ELC agreements.

Children are encouraged to contribute, prompted with questions such as: - How will we work together? How best will we learn together?

- What is important to us in the ELC? - How can we make our ELC a fair, safe and kind place?

The children and educators work collaboratively to establish and consistently observe the agreement, and continue to discuss, refer, reflect, review, refine and build on the agreement through the year.

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03 | LEARNING FRAMEWORK

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LEARNING FRAMEWORK | 05

Learning Framework

BELONGING Knowing where and with whom they belong

Our bespoke learning programme is influenced by the Reggio Emilia Approach and Positive Education and guided by the IB PYP, the national Early Years Learning Framework (EYLF) and the Victorian Early Years Learning and Development Framework (VEYLDF).

BEING Engaging in the here and now

EARLY YEARS LEARNING FRAMEWORK (EYLF)

There are five identified learning outcomes expected for all children from birth to five years, including their transition to school. They are:

The EYLF recognises that children learn at different rates, in different ways and at different times. It also acknowledges that children’s learning is dynamic, complex and holistic.

Physical, social, emotional, personal, spiritual, creative, cognitive and linguistic aspects of learning are all intricately interwoven and interrelated.

- Children have a strong sense of identity

Fundamental to the EYLF is the concept of belonging, being and becoming.

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- Children are connected with and contribute to their world - Children have a strong sense of wellbeing - Children are confident and involved learners - Children are effective communicators Source: BELONGING, BEING & BECOMING, The Early Years Learning Framework for Australia

BECOMING Learning and growing through experiences

05 | LEARNING FRAMEWORK

The Reggio Emilia Approach The Reggio Emilia Approach is an educational philosophy which originated in the northern Italian city of Reggio Emilia.

We are a Reggio-inspired school, drawing on elements of the philosophy with consideration for the context and needs of our ELC community. The principles of the Reggio Emilia Approach are: The image of the child We see the child as strong, competent, curious, and resourceful, with enormous potential — a constructor of knowledge, actively seeking to make meaning of their world.

The hundred languages of expression The ‘hundred languages’ is a metaphor for the extraordinary potential of children. Children possess a hundred languages, or ways of expression, to understand and encounter others, for instance, drawing, painting, sculpting, acting, and moving. Equal value is given to verbal and nonverbal ways of expression.

Collaboration and interaction Once educators have prepared an environment rich in materials and possibilities, they observe and listen to the children in order to know how to proceed with their work.

Learning is viewed not as a linear process but as a spiral progression, with our educators as partners in the learning process.

The power of documentation Our written records and visual images detail children’s learning, development and experiences in the ELC. This documentation provides a vehicle for reflection and communication with children, families and the School community.

The three subjects of education: children, families and teachers Education for each child is not considered in isolation, but seen in relation to the family, other children, educators, the environment of the school, the community, and wider society.

We focus on developing a sense of community, based on respect for others, openness, constructive co-existence and listening.

The role of the educator The role of the educator involves four major components: co-constructors, researchers, documenters and advocates for children.

The role of parents Parents are an essential component of the programme, a competent and active part of their children's learning experience.

Source: Foundations of the Reggio Emilia Approach, Lella Gandini.

Our environment is ‘the third teacher’ Educators intentionally organise, support and plan various spaces for children to immerse themselves in. Daily schedules are planned to ensure that there is a balance between individual, small and large group activities, child directed and educator-initiated activities, and inside as well as outside experiences.

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LEARNING FRAMEWORK | 05

Positive Education

Meditation and mindfulness are practiced by children and educators every day. Together we take this daily opportunity to pause, tune in and notice the world around us. Our daily mindful ritual brings a gentle moment of calm and allows us to tune into ourselves and our learning and continue our day mindfully together.

Positive Education places wellbeing at the heart of our learning community.

Through story and role play we identify and discuss character strengths in ourselves and others. We introduce character values that are relevant to the group and our learning community at that time. By helping our young learners identify and contemplate character strengths at this young age, we are building “wellbeing literacy”, a powerful new language to help the children develop skills and competence around their own wellbeing.

The Geelong Grammar School Model for Positive Education comprises six associated domains that are central to the promotion of human flourishing — relationships, emotion, engagement, accomplishment, health, and purpose. In the ELC, we focus on wellbeing across all these areas.

POSITIVE PURPOSE

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POSITIVE ACCOMPLISHMENT

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POSITIVE RELATIONSHIPS

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POSITIVE HEALTH

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POSITIVE EMOTIONS

05 | LEARNING FRAMEWORK

Primary Years Program (PYP)

Learning through inquiry, a child’s investigations across and beyond subject areas will strengthen knowledge and understanding as they explore global, topical and relevant ‘big picture’ questions, or transdisciplinary themes.

Student-Centred Learning The PYP provides an ideal foundation for children to become successful, lifelong learners by developing their: - social and emotional well-being

Designed for students aged three to 12, the PYP provides the knowledge, concepts, skills, personal attributes and the capacity to take action, all of which younger students need to equip them for successful lives, both now and in the future.

- independence, as they take responsibility for their own learning

The IB Learner Profile The IB learner profile attributes are the foundation for all the IB programmes. The attributes of the learner profile represent a broad range of human capacities and responsibilities that encompass intellectual, personal, emotional and social growth. The development and demonstration of these attributes are foundational to students becoming internationally minded, active and caring community members who respect themselves, others and the world around them.

- international mindedness - understanding of the world and their ability to function effectively within it - attitudes and dispositions for learning - ability to take mindful, appropriate and sustainable student-initiated action - language skills; all students study an additional language from at least 7 years of age.

The IB learner profile attributes are:

INQUIRER

CARING

THINKER

BALANCED

KNOWLEDGEABLE

R I S K TA K E R

C O M M U N I C AT O R

OPEN MINDED

PRINCIPLED

REFLECTIVE

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LEARNING FRAMEWORK | 05

SIX TRANSDISCIPLINARY THEMES Learning in the PYP is underpinned by six transdisciplinary themes that are explored through units of inquiry using knowledge, skills and concepts derived from six subject areas.

Each of the six transdisciplinary themes are selected for their global significance and relevance to the real world.

Young learners explore the commonalities of human experience by investigating these themes through a programme of inquiry.

The six transdisciplinary themes consist of:

WHO WE ARE

WHERE WE ARE IN PLACE AND TIME

HOW WE EXPRESS OURSELVES

An inquiry into the nature of self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

An inquiry into orientation in place and time; personal histories; homes and journeys; explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations from local and global perspectives.

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

HOW THE WORLD WORKS

HOW WE ORGANISE OURSELVES

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision making; economic activities and their impact on humankind and the environment.

Student Agency Action is a key element within the PYP. It is the core of student agency and is integral to the PYP learning process and to the programme’s overarching outcome of international mindedness. By taking individual and collective action, our students come to understand the responsibilities associated with being internationally minded and to appreciate the benefits of working with and serving others for a shared purpose.

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When students see tangible actions that they can choose to take to make a difference, they see themselves as competent, capable and active agents of change.

Parents are encouraged to attend curriculum information evenings to learn more about the PYP.

SHARING THE PLANET

An inquiry into the rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

06 | CURRICULUM

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CURRICULUM | 06

Curriculum

SPECIALIST LEARNING

LITERACY AND NUMERACY SKILLS

In addition to the dynamic educational classroom experience, our ELC programme is enriched with a range of specialist learning activities. Access to specialist programmes depends upon your child’s days of attendance.

Every day our young learners are presented with a rich context for acquiring and practising their emerging literacy and numeracy skills.

Through PYP Units of Inquiry and standalone learning engagements, children can develop these skills within meaningful, enjoyable and relatable contexts. It is through these inquiry-based learning experiences, where children can enjoy being curious experimenters and builders of knowledge, that an authentic love of learning can emerge.

Art Art is a valued, daily component of the ELC programme. Dedicated areas both indoors and outdoors encourage children to design, explore, create, manipulate, build, experiment, construct and translate their ideas. Art works may be individual or group-based and are celebrated and displayed ardently.

Language (Chinese) The focus on the Chinese learning in the ELC is listening and speaking with our Specialist Teacher. The children are immersed in hearing the language and engage in playing language games, singing, role-playing and storytelling.

Library A weekly visit to our school library enables the children to borrow stories and books and listen to stories read by our Teacher Librarian as well as become familiar with the processes involved in utilising a library as an educational, information-rich resource centre that supports our learning in the ELC. Perceptual Motor Programme (PMP) PMP is a movement programme for children in the ELC to Year 1. It aims to teach children the Fundamental Movement Skills (FMS), and includes floor sessions, games, language development and fine motor sessions. FMS includes kicking, catching, striking, jumping, bouncing, hopping, skipping, balancing, crawling, bowling and climbing.

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Performing Arts Performing Arts encourages the natural instincts of children to sing and play with our Performing Arts Specialist Teacher. Their imaginative thinking is enriched and stimulated through shared activities that includes fantasy play, singing, dancing and sharing music. Dramatisation of favourite stories occurs throughout the year. The children also can perform in whole school environments — at assemblies, special parent events and the end of year festival concert.

Religious and Values Education We are an Anglican School and Christian values and concepts such as love, honesty, friendship and sharing are incorporated into all aspects of our daily life. These are also explored through discussions relevant to real-life experiences and children are encouraged to articulate their thoughts and feelings, and to respect others. Cultural and spiritual celebrations significant to individual children are explored as they arise throughout the year. Each term the ELC children join the school children in attending church services at All Saints Church in Newtown and have the opportunity to attend Chapel at our Corio Campus.

Buddy programme Buddy programmes are a wonderful opportunity for children of different ages to come together and learn from each other. At Bostock House, our buddy programme includes ELC children meeting and connecting with Year 2 students and engaging in a range of shared activities. By incorporating buddies into ELC, we create a welcoming and happy connection for ELC children transitioning into school.

Inclusive learning We acknowledge the individual differences of children, recognising that each child is unique, and all children exhibit a wide range of abilities, interests and learning styles. Where support is required for individual children and in consultation with the child’s family, appropriate services are sourced.

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Shape of the Day Our daily routine provides both structure and flexibility to optimise learning and play opportunities for the children. Specialist learning activities run throughout the week.

8.45 am – 9 am WELCOME CHILDREN TO THE ELC

11 am – 12.30 pm EXPLORING OUR INQUIRIES

We ask children to carry their own backpack to encourage their emerging independence.

Upon arrival into the ELC they will hang their backpack into their labelled locker, unpack their lunch and water bottle into our lunch cupboard and drinks station. The children will then apply sunscreen if not already applied at home and wash their hands before beginning their day.

May include indoor and outdoor play and learning experiences involving individual, small and large group projects (may include specialist learning with specialist teachers).

9 am – 10 am SETTLING IN TIME AND SPECIALIST LESSON

1 pm – 2 pm LUNCH

Exploring and engaging with educators in play and learning.

A time to replenish on healthy food and have positive social interactions.

May include specialist learning with a specialist teacher.

MEDITATION/REST TIME

10 am – 10.30 am MORNING MEETING ACKNOWLEDGEMENT OF COUNTRY MINDFUL MEDITATION

12.30 pm – 1 pm AFTERNOON MEETING Class group time to share and reflect on our learning.

Time for meditation, relaxation and rest.

Children can choose whether they sleep or just rest quietly listening to stories or music.

2 pm – 3 pm INDOOR/OUTDOOR PLAY

Together children and educators reflect on prior learning and discuss our routine and plans for our day. Authentic literacy and numeracy opportunities are interwoven into our routine.

May include specialist learning.

‘Delegates’ are chosen for the day which provides a leadership opportunity that supports the development of responsibility and collaboration.

3.15 pm – 3.30 pm Children depart with parents and carers.

3 pm – 3.15 pm END OF DAY MEETING Class reflection and end of day preparation.

Children may transition into Out of Hours School Care (if applicable).

10.30 am – 11 am MORNING TEA Educators and children wash their hands and sit together for morning tea. Children are encouraged to bring healthy fruit, vegetable and protein based foods to support healthy learning and play.

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0 8 | AT T E N D A N C E

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Attendance Procedures

What to do on arrival and departure

Absences

On arrival at the ELC, parents/guardians are asked to:

If your child will be absent due to illness or unforeseen circumstances, please telephone Bostock reception on +61 3 5221 7760 as soon as possible.

- Sign your child in - Assist your child to hang up their bag and put away their lunchbox - Ask your child to wash their hands

Signing in and out For safety and security reasons, the daily attendance record book must be signed on arrival and departure. This is located in the entrance of the ELC, unless there are extenuating circumstances, in which case your child will be signed in at the school entry gate.

Please nominate the name of the parent, guardian or authorised nominee who will be collecting your child at the end of the day.

Your child cannot leave the ELC with someone who is not an authorised nominee.

(Authorised nominees are the people who have been granted permission to collect your child, as per your child’s enrolment form.)

Please ensure that we are updated in writing of any changes to your nominated authorised contacts.

Please ensure that your child has sunscreen applied prior to arrival.

At the end of the day, we ask that you: - Wait outside the ELC door - The delegates will greet you and welcome you inside - Meet your child and collect their belongings - With your child, say goodbye to the educator in charge of the group - Sign your child out of the ELC Both arrival and pickup are important times which allow our educators the opportunity to discuss the day and provide you with the opportunity to ask questions or pass on relevant information.

For planned short absences, parents should notify the Head of Early Learning via email and copy in the Bostock office email address (bostock@ggs.vic.edu.au) Requests for longer periods of absence, for example holidays, should be emailed to the Bostock office and marked attention to the Head of Campus with details of the reason and proposed dates of non-attendance.

Late collection and authorised contacts If you are unable to collect your child, it is preferable that written notice be given. In the event of an emergency, please contact the Bostock office on +61 3 5221 7760 or ELC on +61 3 5221 6744. If your child is not collected by 3.30 pm, they will be entered into the Out of Hours programme. We will continue to try reaching parents and emergency contacts until we receive a response. Charges will apply, as per the Bostock House Out of Hours fee schedule.

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Collaboration with Parents Parents are the most

important people in a child’s life, and we believe it is fundamentally important to work in partnership to optimise each child’s growth.

We encourage all parents to ask questions about our programme, share their child’s interests, significant events, areas of concern or background information that can allow us to provide a meaningful and supportive early learning experience. Our channels of communication for ELC and the School are as follows: Daily Reflections Each day children and educators co-create our daily reflections. This provides a snapshot of the day and includes individual and group directions in learning. This is available to parents via HIVE (parent portal).

Bostock Newsletter The Bostock Newsletter is distributed to families via HIVE. The newsletter contains news of school and class activities, details of future events and other important upcoming dates. Please ensure you take the time to scan the newsletter as it may contain important details to be aware of.

Student learning conversations Student learning conversations (previously known as Parent–Teacher interviews) are conducted twice a year and provide an opportunity to discuss your child’s social, emotional and academic progress with the ELC Teacher and Head of Early Learning.

This is a valuable time to formally connect and share information, as well as set learning goals for the next semester.

We encourage you to talk to our educators regularly about your child, and you are welcome to make an appointment with our Head of Early Learning at any time during the year to discuss your child’s progress or any concerns.

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Friends of Bostock Our parent support group, the Friends of Bostock, helps drive connection in our community. The committee meets on a regular basis during the school year, supporting our campus in a variety of ways, through social events, special events and fundraising. Annual events organised by the Friends of Bostock include a welcome cocktail party at the beginning of the school year and many other social events for both adults and children. These events provide wonderful opportunities for our community to come together in a relaxed, friendly atmosphere, and for parents to meet other parents and staff.

Details for Friends of Bostock events and activities are published in the Bostock Newsletter.

Social media channels Geelong Grammar School news for all campuses is regularly posted on the School’s social media channels: Instagram: @geelonggrammar Facebook: @GeelongGrammarSchool Twitter: @geelonggrammar

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Health and Safety

Accidents

Head lice

If your child becomes ill or has an accident while at ELC, every endeavour will be made to contact you to collect your child as soon as possible. If parents cannot be contacted, the person authorised to collect your child from ELC will then be contacted. All First Aid given for any accidents will be written up on the appropriate forms, and parents will receive written notification of any treatment your child has received.

Outbreaks of head lice happen from time to time. If lice are found, parents will be contacted and asked to treat the condition.

We recommend tying long hair back and checking regularly for lice to help minimise the risk of lice entering or spreading in the ELC.

Allergies, anaphylaxis and asthma Students with known allergies for whom an Epipen has been prescribed MUST provide the prescribed medication to the School, labelled with the student’s name and class.

Each student’s Epipen will be stored in the ELC. Parents will be reminded one month prior to the expiry date to allow adequate time for a replacement pen to be prescribed. An Action Plan must be completed annually by the student’s medical practitioner, as specified on the ASCIA website: www.allergy.org.au Parents will meet with the Head of Early Learning/ Head of Campus to discuss the Risk Management and Communication Plan for the individual child.

For students with medically diagnosed severe allergies for whom no adrenaline auto injector has been prescribed, an ASCIA Action Plan for Allergic Reactions must be completed annually by the student’s medical practitioner as specified on the ASCIA website: www. allergy.org.au This needs to be provided to ELC staff along with the recommended medication.

In line with The Asthma Foundation Victoria Guidelines for Schools and Early Learning Centres, Bostock House has adopted single person use spacers. Parents/carers are responsible for ensuring their child’s medication and spacer (or compatible face mask if under five years of age) is always available to staff. A School Asthma Action Plan must be completed annually by the student’s medical practitioner, as specified on the Asthma Foundation Victoria website: www. asthma.org.au

Illness If your child is unwell, it is recommended that they remain at home to ensure they can rest and recover quickly, and to help minimise the spread of infection. If your child appears unwell and/or is not coping with the activities of the day, we may request your child is collected from the ELC. Our School has a legal responsibility to help manage infectious diseases and support the prevention and control of disease transmission. As part of this, we are required to follow Department of Education and Early Childhood Development regulations regarding periods of exclusion/absence from ELC following a case of a child having contracted an infectious illness. A list of common infectious illnesses and their exclusion periods is available from the Victorian Health Department website: www2. health.vic.gov.au/ public-health/infectiousdiseases/ school-exclusion If your child contracts an infectious illness/ disease, please inform our Head of Early Learning. All parents will be notified of any occurrence of an infectious disease or head lice within the School.

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Immunisation status

Medication

Washing hands

In accordance with the ‘No Jab, No Play’ policy, all parents/guardians planning to enrol their child at a kindergarten/ELC in Victoria must provide (within two months prior to a child starting at the ELC):

Should a child require medication during the day, we require written consent by a parent or guardian via the Medication Form, which is available in the ELC and must be completed each day medication is required. The medication must be in the original packaging with the original prescription label, dosage and instructions. Medication must be handed to a staff member and will be stored in the ELC kitchen. Under no circumstances is any type of medication to be left in children’s bags.

Whilst it may not be possible to prevent the spread of all infections, we aim to create a hygienic environment to minimise the spread of diseases and infections. Children are encouraged to wash their hands at appropriate times throughout the day. This includes on arrival at the ELC, after using the toilet, before eating, after outdoor play, blowing their nose and before going home. We ask all parents to support us in helping children to develop appropriate personal hygiene habits that will become embedded as they grow and develop. We also encourage children to cough and sneeze into their elbow and keep their hands away from their mouths, other body parts and other children unless necessary.

- a current Immunisation History Statement from the Australian Immunisation Register (AIR); AND - the statement must show that the child is up to date with all vaccinations that are due for their age, or that they are able to receive.

The Immunisation History Statement from the AIR lists the vaccines the child has received and, if applicable, which vaccines are due in the future and when. Medical exemption may also be listed, where applicable.

Parents must provide to the ELC a current Immunisation History Statement from the AIR prior to their child starting at the ELC and must continue to provide an updated copy as their child receives further compulsory vaccinations.

Medical conditions There may be some aspects of your child’s health that should be discussed with the Head of Early Learning. Diagnosed disorders or illness, the taking of medication, allergies, behavioural/medical concerns or recurring problems need to be discussed and documented. This information is kept confidential and it is invaluable to staff when planning for your child’s programme. The Head of Early Learning will as required create a risk management and communication plan based on this information.

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Sun safety Please apply sunscreen to your child in the morning before coming to the ELC. We monitor the UV each day and encourage children to apply sunscreen and follow Sunsmart recommendations. We also ask each child to bring their own named sunscreen, preferably a roll on that they can manage themselves. This will be kept on our Sunsmart Station and will be used before outdoor play in the morning, after morning tea and after rest. Children will be supervised and encouraged to reapply their own protection during the day. We have spare sunsceen that all children can access if they forget their own.

All parents must sign the authorisation form in order to allow this. In line with our Sunsmart policy, hats must be brought to ELC each day and worn as required for outdoor play. A GGS hat is available for purchase from the Uniform Shop. Alternatively, please ensure your child brings a hat with a wide brim or in a Legionnaire-style.

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Essential Information A–Z Assembly Assemblies take place every second Friday morning at 9 am and provide the opportunity for the whole school to meet. ELC children also regularly participate in these whole school events, allowing the children to feel an integral part of our School community.

Birthdays We value the opportunity to connect with children and their families, which can include celebrating a child’s birthday. Our birthday rituals focus on making the child feel valued and an important part of our ELC community, which we believe helps to foster self-esteem, companionship and kindness. For health and safety reasons, we do not include food or special treats as part of the celebration. If for any reason you do not want your child’s birthday recognised in class, please let us know.

Celebrations

Clothing

We join the school in celebrating special days throughout the year such as Easter, Grandparents/ Mothers/Father/ Special Persons Days, Book Week, Christmas and our Bostock Festival, which is an evening event held at our Corio Campus in December.

Throughout the year, we celebrate many special days focusing on individual, local, national and international events and occasions.

The GGS School sport uniform may be worn

by ELC children, however this is not compulsory.

Church services Choosing to be a part of Geelong Grammar School is to choose to live and learn in a community where Christian values of love, forgiveness, compassion, hope, inclusion, justice and diversity are central to our character and present in all that we do.

Attending Chapel each term allows our young learners to become familiar with the customs of the Anglican Church, and to take part in the quiet reflection time.

Class contact lists

Please dress your child in comfortable clothes that allow for physical activity and messy play.

Every effort is made to protect children’s clothing during the day. To encourage independence, it is important that children wear clothes that they can manage, particularly when they need to go to the toilet.

Sensible footwear is also very important.

Thongs, crocs and gumboots are not recommended as they make physical activity difficult and dangerous. Velcro fastenings are desirable so that children can manage shoes independently.

As outlined in the Sun Safety section, a wide-brimmed hat is a compulsory item all year round. Backless or strappy dresses and singlet or muscle tops are also strongly discouraged due to the risk of sun damage.

Class contact lists are available on HIVE. Parents may opt out of having their details shared on the intranet. Please ensure your contact details are kept up to date by advising the Bostock House office of any changes.

If you are inviting children to a birthday party, please pass invitations directly to the educators who will organise for these to be distributed discreetly.

Calendar The ELC follows the GGS term calendar. Term dates for 2022 can be found on the GGS website, and at the back of this handbook.

The community calendar of events is available via HIVE. Families are also made aware of upcoming events relating to Bostock House via the Bostock Newsletter, which is published once a fortnight.

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BOSTOCK HOUSE | REFERENCE HANDBOOK 2022

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Excursions/ Incursions

Food and drink

Independent toileting

On occasion the children will be involved in incursions (on campus) and excursions (off site) based on their interests and learning agenda. In the past we have made visits to the local parks, Narana, Queenscliff, Werribee Zoo and Melbourne Zoo and Museum. Incursions have included wildlife presentations, puppet shows, performances and operas. Parents will be notified in advance and asked to fill in an authorisation form to enable their child to participate.

In keeping with the ELC Healthy Food Policy and in the interest of good health and sustainability, we encourage children to eat healthy nutritious foods to support their learning and interactions. We encourage you to supply this in durable, reusable containers along with a reusable water bottle each day.

Please avoid foods containing high sugar or salt content as well as over-packaged foods.

We discuss and encourage ‘nude food’ being healthy food without packaging therefore reducing our waste and impact on the environment. Commercial packaged foods such as chocolate/muesli bars, chips, sweet drinks, chocolate biscuits, health bars and roll ups are not recommended. For ideas on types of foods to include in your child’s lunch, you may like to visit: http.//heas.health.vic.gov. au/ schools/healthy-lunchboxes

Children are required to be independent in their toileting by the time they commence with us in ELC.

Please be mindful that the ELC is a NUT FREE area of the School, this includes Nutella and peanut butter and some biscuits and bars.

We strongly encourage families to name all items brought into School. We will return lost items to children where possible, unnamed items will be placed in the lost property basket. The lost property basket is located by the sign in desk or in the ELC office at times.

Parents and children are welcome to look for items at pick up and drop off times.

Specialist classes and visits within the school grounds are considered internal incursions and the children participate in these on a daily basis. Parents are asked to fill in an authorisation form to enable their child’s participation in these.

Fee payments For any school fee account enquiries, please contact the Accounts Department via: Tel: +61 3 5273 9200 E: accountssupport@ggs.vic.edu.au

Water is always available at the ELC and children are strongly encouraged to drink frequently. Please ensure your child has a leakproof, refillable drink bottle with them each day.

Please name all food containers, spoons, drink containers and icepacks. We recommend using an icepack during the warmer weather to keep your child’s food at a safe temperature range. A separate snack container for snacks, rather than a large amount of lunch included in one container, is preferable.

To assist your child in managing his/her lunch, we recommend trying a ‘practice picnic lunch’ before beginning at the ELC, to help your child get used to opening containers, deciding which foods to eat first, managing ‘sloppy’ foods and remembering to remain seated whilst eating and drinking.

Please ensure that your child has a nutritious breakfast before starting the day.

Toileting accidents happen on occasion, and children will be supported and made to feel comfortable if this occurs. If your child has frequently occurring accidents the Head of Early Learning will discuss further steps and potentially a toileting management plan with parents.

Library Our ELC children can borrow books from the School’s well-resourced library. In order to do so, please supply your child with a clearly labelled library bag on the day that is allocated for library borrowing.

Lost property

Meditation/rest time As outlined in the Shape of the Day section, we have meditation/rest time each day to allow children to relax and rest. A small comfort toy or item may be included for your child to use during this time. We also request that a sleeping mat is supplied for your child to use during this time (see ‘What to bring’).

Our Head of Early Learning will be happy to discuss the mat requirements and potential suppliers if required.

Out of Hours School Care This service is provided from 8 am to 8.45 am for ELC children, and after school from 3.15 pm to 6 pm. Regular bookings can be made at the Bostock office. Occasional care is possible, and parents should notify the Bostock office by 1.30 pm on the days when it is required.

Children are provided with afternoon tea and take part in a range of activities based on their interests.

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Parking

Toys and personal belongings

Parking is very closely monitored in Noble Street. Please be aware of all parking signs and bus zones. A crossing supervisor is employed by the City of Greater Geelong to ensure parents and children can cross Noble Street safely. When the orange flags are raised, please keep a close eye on where you can and cannot park.

A small comfort toy or item may be brought for your child to use during meditation/rest time. We kindly request all other personal toys and items remain at home. Children are welcome to bring in a book or personal belonging for ‘Show and Share’, if it is relevant to the Unit of Inquiry or a current area of interest to the class.

Performances / special guests

Transitioning – commencing in ELC

From time to time, professional performers or special guests will visit the campus.

Performances and visitors are designed to enhance the learning taking place within a unit of inquiry or are organised as a special event.

Families and children will have the opportunity to familiarise themselves with the ELC environment and to meet our educators both during the initial tour or enrolment meeting, and at our orientation/information sessions which are conducted in Term 4.

Portal/intranet

Transitioning – from ELC into Prep

HIVE is the main communication portal for parents, and used as a learning platform by the School. Parents can access statement of fees, the School calendar and other important information. Parents are provided their own username and password and encouraged to visit the Hive regularly. Assistance with login details or access issues can be directed to GGS IT Support.

To enable a smooth and positive transition into Prep, children in our 4-year-old ELC programme will participate in a ‘Next Step at Bostock’ (orientation programme) during Term 4. Through this initiative, children will start to familiarise themselves with their new learning environment and get to know their classroom teacher. Our ELC and Prep educators collaborate closely to ensure comprehensive handover information for each child. There is also an information evening for all parents with a child transitioning to Prep.

Dates are notified during Term 3.

Email: support@ggs.vic.edu.au Show and Share Each day the ELC children can share stories of themselves, their interests and experiences with the group through ‘Show and Share’.

Children may bring an item (photo, book, found or handmade object of interest) to show or tell their educators and peers about an interesting event or idea. They may do this on any day but only once per week to allow all children to participate as they wish. This is a wonderful authentic way for children to learn about each other and to encourage language, speaking, listening and questioning. Toys or precious items are not to be brought in for ‘Show and Share’.

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What to bring - Sunhat (wide-brimmed): This can be left at the ELC. - Roll-on sunscreen: For use all year round.

This can be left at the ELC. - Spare set of clothes: all children need to have at least one set of spare clothes, which can be left in their locker in case of accidents, messy play, or a change in weather conditions. Please name all items of clothing and footwear.

- Coat or rain jacket: as appropriate - Lunch: see ‘Food and drink’ - School bag: a bag tag or object that clearly identifies your child’s bag is a helpful accessory to the outside of the bag - Sleeping mat

What to wear See ‘Clothing’

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Key Contacts

Head of Campus Rachael Dewhurst

Deputy Head of Campus & PYP Coordinator Nicola Rule

Head of Early Learning Diana Hammond

ELC Teacher Sharon Couch

ELC Co-Educator Andrea Catena

ELC Co-Educator Stephanie Gentiluomo

ELC Co-Educator & Out of Hours School Care Assistant Lianda Peric

Library Alison Humphreys

Mandarin Xing Liu

Performing Arts Shae Stabryla

Physical Education Wendy Breer

Out of Hours School Care Morning Coordinator Celine Ingram

Out of Hours School Care Assistant Chanel Mikota

Administration Tracey Brown

Administration Annette Arkinstall

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2022 TERM DATES

CONTACT INFORMATION START DATE

FINISH DATE

TERM 1

Tuesday 1 February

Friday 8 April

TERM 2

Wednesday 27 April

Friday 24 June

TERM 3

Tuesday 19 July

Friday 16 September

TERM 4

Tuesday 4 October

Friday 9 December

The Bostock House school office is open between the hours of 8.30 am and 4.30 pm. Please do not hesitate to contact our friendly staff for any matters.

School Office: +61 3 5221 7760 ELC Office: +61 3 5221 6744

The School is closed on the following dates: LABOUR DAY

Monday 14 March

MID-TERM BREAK

Monday 30 May

MID-TERM BREAK

Monday 22 August

POLICIES & PROCEDURES School policies and procedures, including the Child Safety Policy, Code of Conduct Policy and Inclusivity Policy are available in Hive.

A copy of the Bostock House ELC Policy and Procedures document is available in the ELC foyer.

If you have any questions in relation to the ELC Policy and Procedure, please speak to the Head of Early Learning.

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E: Bostock@ggs.vic.edu.au IT Support: support@ggs.vic.edu.au

Shaping a better world

BOSTOCK HOUSE 139 Noble Street, Newtown, Victoria, Australia 3220 T +61 3 5221 7760 E bostock@ggs.vic.edu.au CRICOS 00143G