Bostock House Handbook
Early Learning Centre
Welcome
Welcome to Geelong Grammar School, a vibrant and pioneering school that provides exceptional learning opportunities built on real-world experiences and genuine human connections. Established in 1855, we continue to advance our heritage through innovation that champions a well-rounded, modern education for young people.
ONE SCHOOL, SEAMLESS PATHWAYS
Bostock House, located in Newtown, Geelong, provides a nurturing environment for students from ELC to Year 4. With its focus on community and connection, Bostock House lays the foundation for both academic growth and lasting friendships, ensuring students feel supported as they progress through their early years of education.
From our Head of Campus
WELCOME TO BOSTOCK HOUSE
We are Geelong Grammar School’s (GGS) ‘child-sized’ primary campus located in the heart of Newtown. When you join Bostock House, you are welcomed into a warm, caring and big-hearted community of students, parents and educators, where the values of inclusivity and belonging are deeply treasured.
At Bostock House, we get to know your child well, understanding deeply their individual needs, gifts and talents. Being a relatively small campus, this extends beyond our dedicated classroom and specialist educators to all Bostock House staff knowing and looking out for the safety, happiness and overall wellbeing of your child. We foster a friendly and trusting collaboration between all for the benefit of each child and family.
Our learning communities are designed so that every student is challenged, encouraged and supported along their own individual learning path. We know that children learn and develop in stages. Our caring educators are experienced in using differentiated teaching strategies to challenge, encourage, inspire and strengthen learning in every student, every day.
The Primary Years Programme (PYP) of the International Baccalaureate (IB) provides the framework for our curriculum from ELC to Year 4. Through its inquiry-led transdisciplinary approach, the PYP broadens students’ understanding of the world around them, encouraging critical and creative thinking as well as promoting active citizenship. In combination with a comprehensive specialist subject programme and our three strategic pillars, Adventure Education, Positive Education and Creative Education, we provide a truly rich, diverse and inspiring education that lays a firm foundation for enabling confident, courageous, compassionate and curious character.
Thank you for gifting us with the privilege of caring for the wellbeing and education of your child. I am delighted to welcome you and your family to Bostock House.
Rachael Dewhurst Head of Campus
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. Each day, children are involved in fun, engaging and authentic learning opportunities, which enhance learning and development 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 adventurous 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 Head of Early Learning
Our Philosophy
Our purpose centres on the pursuit of shaping a better world. For us, this means enabling wisdom within ourselves and others, so that each of us can make a positive difference in the world around us.
As a School, we have earned a reputation for pioneering and progressive choices in education. Such choices are founded upon balanced and holistic education for our young people; optimising our students’ academic agency and efficacy is aligned with appreciating how essential it is to support each learner athletically, creatively, emotionally, intellectually, morally, socially and spiritually. Ultimately, we want to energise the gifts within every child so that they are engaged in the world in a personalised and meaningful way, purposeful in their own pathway and confident in their capabilities.
Thespiritofmaking a positivedifferenceto
Our Purpose Intersecting the science of learning with the art of teaching to shape a better world
WE HAVE THREE STRATEGIC EDUCATIONAL PILLARS.
These pillars underpin our approach to an Exceptional Education. It is our vision that all students, at every campus, will experience learning across these pillars in a significant way.
Adventure Education
Experiential learning through and with nature
Adventure Education builds on the lessons of the School’s transformational Timbertop programme, which helps our students develop confidence and competence in practical ways, promoting independence, self-reliance and resilience.
Positive
Positive Education brings together the science of positive psychology with contemporary teaching to encourage individuals, schools and communities to flourish. Positive Education focuses on specific skills that assist students to strengthen their relationships, build positive emotions, enhance personal resilience, promote mindfulness and encourage a healthy lifestyle.
Creative Education
Cultivating the skills of communication, collaboration, critical thinking, problem posing and problem solving
Creative Education teaches the skills and attitudes to be creative in any context. Creative Education prioritises educators as facilitators, coaches and collaborators in the classroom and moves away from the silos of knowledge-based, exam-based, standardised learning to an education that recognises the common skills which lie
Culture and environment
CONNECTION TO THE ENVIRONMENT AND INDIGENOUS CULTURE
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 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.
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.
Learning Framework
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
Belonging
Knowing where and with whom they belong
Being
Engaging in here and now
Becoming
Learning and growing through experiences
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.
Fundamental to the EYLF is the concept of belonging, being and becoming.
There are five identified learning outcomes expected for all children from birth to five years, including their transition to school. They are:
Children have a strong sense of identity
- 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: Educators Belonging, Being & Becoming: Educators' Guide to the Early Years Learning Framework for Australia
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.
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.
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.
Positive Education
Positive Education places wellbeing at the heart of our learning community.
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.
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.
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 Primary Years Programme (PYP) in the Early Years
Early childhood experiences (ages 3–6) play a critical role in shaping positive social and cognitive development for future years. This period is vital for brain development, as the brain is most receptive to experiences and relationships, with children experiencing rapid growth in physical, cognitive, social and emotional domains. The quality of these early experiences and interactions has a direct impact on brain structure. Therefore, the
Primary Years Programme (PYP) community must recognise early learning as a distinct and essential stage of development.
The Primary Years Programme (PYP) transdisciplinary framework is designed to nurture key cognitive and social-emotional abilities. A transdisciplinary approach aligns with how early learners naturally acquire knowledge—through questions and curiosity that span across and beyond traditional subjects. The framework encompasses six transdisciplinary themes that reflect local and global contexts, framing inquiries in meaningful and engaging ways. Early years learners explore at least four of these six themes, mainly through play supported by both adult- and student-initiated learning engagements. Play is vital in children's development, highlighting the importance of providing a developmentally appropriate
IB LEARNER PROFILE ATTRIBUTES
environment where young children can learn at their own pace.
Inquiry through play in the early years reinforces the concept that learning is an active process. Healthy learning environments and supportive relationships—created and demonstrated by the learning community—further enhance this process. When these elements are in place, children respond with curiosity, imagination, creativity and a sense of agency. Through active inquiry, they naturally develop language abilities, practice symbolic exploration and expression, and become self-regulated learners. As their skills evolve, early learners develop a positive sense of identity that enables them to interact, reflect, and contribute to their own and others' learning and development, both in the early years and beyond.
SIX TRANSDISCIPLINARY THEMES
Learning in the PYP is underpinned by six transdisciplinary themes that are explored through relevant, challenging and engaging units, using knowledge, skills and concepts derived from six subject areas. Each of the 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 are:
An inquiry into the nature
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.
Who we are Where we are ourselves
inplace and time
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.
Howweexpress ourselves
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.
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.
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.
How we organise How the world works Sharing the planet
Curriculum
PLAY BASED LEARNING
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. Artworks may be individual or group-based and are celebrated and displayed ardently.
SPECIALIST LEARNING
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.
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, 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 and indoor and outdoor games. FMS includes kicking, catching, striking, jumping, bouncing, hopping, skipping, balancing, crawling, bowling and climbing.
Music
Music is an important component of the weekly programme. Children learn through movement and dance, singing, listening, creating and playing percussion instruments in order to develop initial rhythmic, aural and vocal skills. Experiences are planned to encourage children to create, listen, compose and share music. In addition to these experiences, the children attend a specialist Music session every week.
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 primary children in attending church services at All Saints Church in Newtown and have the opportunity to attend Chapel at our Corio Campus.
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.
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.
8.45am – 9.00am
Welcome children to the ELC
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.
9.00am – 10.00am
Settling in time and specialist lesson
Exploring and engaging with educators in play and learning.
May include specialist learning with a specialist teacher.
10.00am – 10.30am Morning meeting
Acknowledgement of Country Mindful meditation
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.
‘Delegates’ are chosen for the day which provides a leadership opportunity that supports the development of responsibility and collaboration.
10.30am – 11.00am 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. We encourage children to bring 'nude food', meaning foods contained in reusable containers and food wraps rather than single use foil and plastics.
11.00am – 12.30pm Exploring our inquiries
May include indoor and outdoor play and learning experiences involving individual, small and large group projects (may include specialist learning with specialist teachers).
12.30pm – 1.30pm Afternoon meeting
Class group time to share and reflect on our learning.
1.00pm – 2.00pm Lunch
A time to replenish on healthy food and have positive social interactions.
1.30pm-2.00pm Meditation/rest time
Time for meditation, relaxation and rest. Children can choose whether they sleep or just rest quietly listening to stories or music.
2.00pm – 3.00pm Indoor/outdoor play
May include specialist learning.
3.00pm – 3.15pm End of day meeting
Class reflection and end of day preparation.
3.15pm – 3.30pm Children depart with parents and carers.
Children may transition into Out of Hours School Care (if applicable).
Attendance Procedures
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.
What to do on arrival and departure
On arrival at the ELC, parents/ guardians are asked to:
- Sign your child in
- Encourage your child to hang up their bag and put away their lunchbox
- Remind your child to wash their hands
- 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
- ELC staff will greet you and welcome you inside
- Meet your child and collect their belongings
- 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.
Absences
If your child will be absent due to illness or unforeseen circumstances, please telephone the Bostock office on +61 3 5221 7760 as soon as possible.
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 3.30pm, 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.
Collaboration with Parents
Daily Reflections
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:
Parent Intranet
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 with 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.
Email: support@ggs.vic.edu.au
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.
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
Health and Safety
Accidents
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.
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
Head lice
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.
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: www.health.vic.gov.au/ infectious-diseases/ disease-information-and-advice
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.
Immunisation status
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):
- 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.
Medication
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.
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.
Washing hands
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.
Essential Information
A–Z
Assembly
Assemblies take place throughout the term and provide the opportunity for the whole school to meet. ELC children also regularly participate in these whole campus 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.
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 can be found on the GGS website. The community calendar of events is available via Hive. Families are also made aware of upcoming events relating to Bostock House through the Bostock Newsletter via Hive.
Celebrations
We join the school in celebrating special days throughout the year such as Lunar New Year, Easter, Grandparents Day, Special Persons in My Life days, Book Week and Christmas. Throughout the year we may celebrate other special days focusing on individual, local national and international events and occassions.
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
Class contact lists are available via Hive. Parents may opt out of having their details shared on Hive. Please ensure your contact details are kept up to date by advising the Bostock office of any changes.
Clothing
The GGS School sport uniform may be worn by ELC children, however this is not compulsory.
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 or 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.
Excursions/Incursions
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 visited local parks, Narana, Queenscliff, Werribee Zoo, Botanic Gardens 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. A comprehensive risk assessment is undertaken for each excursion and incursion offered to the students.
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
Food and drink
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: https://heas. health.vic.gov.au/schools/ healthy-lunchboxes
Please be mindful that the ELC is a NUT AWARE area of the School, this includes Nutella, peanut butter and some biscuits and bars.
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 their 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.
Independent toileting
Children are expected to be independent in their toileting by the time they commence with us in ELC.
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
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.
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.
Parking
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.
Performances / special guests
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.
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’.
Toys and personal belongings
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.
Transitioning – commencing in ELC
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.
Transitioning – from ELC into Prep
To enable a smooth and positive transition into Prep, children in our ELC4 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.
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
- Morning Tea and Lunch: see ‘Food and drink’
- School bag: a bag tag or object that clearly identifies your child’s bag is a helpful accessory on the outside of the bag
- Sleeping mat
TERM DATES
Term dates are available via the Hive intranet and GGS website
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.
CONTACT INFORMATION
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
E: Bostock@ggs.vic.edu.au
IT Support: support@ggs.vic.edu.au
