Little Scholars Team Member Handbook by Little Scholars Learning

Team Member Handbook mylittlescholars.com.au

@LittleScholarsEarlyLearning

Introduction

Language

Recruitment

Personal Phone Calls

Campus Philosophy

Team Members Appraisals

The Little Scholars Four Pillars

Team Member Records

Mission Statement

Social Media policy

Opening & Closing the Campus

Workplace Health & Safety

Employee Benefits

Medication

Position Descriptions

Infection Control

Orientation & Induction

Sun Safety

Probationary Period

Incident Reports

Annual Leave

Back Care

Maternity/Paternity Leave

Occupational Risks

Bereavement Leave

Communication

Long Service Leave

Team Meetings

Punctuality

Parents

Attendance & Absenteeism

Children

Jury Duty

Team Grievances

Resignation

Disciplinary Procedures

Termination

Duty of Care

Counselling/Performance Management

Collection & Delivery of Children

Career Progression

Custody & Access

Visitors, Students & Volunteers

Professionalism

Programming & Documentation

Confidentiality

Team Member Handbook Questionnaire

Welcome

Founder – Jae Fraser

Team Handbook

Little Scholars School of Early Learning was created by Jae Fraser, a university-qualified early childhood educator with more than 20 years of hands-on experience in early childhood education. Jae has worked in all sectors of the early learning sector from teacher through to campus management and operations senior management positions throughout Australia and Singapore. Jae is an executive of the Australian Child Care Alliance QLD and is an active advocate for children and education.

Introduction Welcome to Little Scholars! This is our team handbook, a comprehensive guide that provides you with essential information and guidelines to ensure we are providing our children with a nurturing and supportive environment. At Little Scholars School of Early Learning, we are committed to offering high quality education and care for all children. We’re honoured to be on this rewarding journey as we help shape young minds and create a positive impact on children’s lives and build a foundation for a love of learning. As a new team member, please familiarise yourself with the Little Scholars’ mission, vision, and values, embrace our philosophy and understand our curriculum, policies, and procedures. Prior to integration into our team and working with children, you will be guided through an on-boarding process, whereby you will review and acknowledge our policies. This will ensure that you are well informed of our expectations and guidelines to maintain a safe and inclusive environment for all. At Little Scholars School of Early Learning, we strongly value our team members, and our educators are recognised as the heart of our organisation, and their passion and dedication to teaching is integral to our success. We strive to create a culture that empowers educators to thrive and foster a positive work environment, where everyone’s contributions are valued and acknowledged. We offer opportunities to support career succession, through innovation and dedication. Our team is built on a support network, where we have a designated support team that will guide operation, our operations team will lead curriculum delivery by providing ongoing professional development, overseeing recruitment, to policy development and setting up systems and processes to ensure we are equipped for success. Welcome aboard, we’re thrilled to have you join us and share your expertise, enthusiasm, individual skills and talents that you’ll bring to our teams and our little scholars!

Team Handbook

Recruitment

Positive Role Models

To ensure we recruit and support the best educators for our team, our handbook outlines a comprehensive recruitment process. We focus on attracting passionate educators, who align with our values and educational philosophy.

We understand that our actions and attitudes significantly impact the professional growth and development of our colleagues, and we emphasise the importance of being positive role models when joining our team. To be effective role models, we commit to the following:

Our recruitment process includes:

Demonstrate Excellence – Striving for excellence in our teaching practices, communication, and pedagogy.

» Clearly defined roles and responsibilities. » Comprehensive on-boarding to support new educators in their role.

» Our Mentorship Program which pairs new

educators with experienced educators to foster a supportive environment.

» Opportunity to engage in ongoing and extensive professional development and training.

» Performance evaluation which supports continuous improvement and provides key opportunities to further develop.

Our commitment to quality education and care has the sector’s best educators aspiring to be part of our team. We understand the importance of consistency and stability with your child’s educator and aim to instil trust and routine for our children. We have thorough recruitment procedures to ensure all team members have the appropriate skills and experience for the position they hold. Little Scholars educators are provided with extensive professional development and training opportunities throughout their employment to enhance their skills and keep up to date with current knowledge of best practice in early childhood education. We carry out regular professional development appraisals to gain an understanding of the skills, knowledge and attitude of individual team members. We aim to support the professional development of each team member and create opportunities for them to develop their proficiency. 6

Team Handbook

Embody Our Values – Acting in alignment to our core value, four pillars and vision. Foster Collaboration – Encourage a collaborative and supportive team environment, where all educators feel welcomed and valued. Embrace Professionalism – Exhibit professionalism in all interactions working in partnership with our families, children, and colleagues. Communicate Effectively – Model effective communication, both within the team and with children, their families, and the community. Being positive role models, we aim to create a nurturing and empowering environment for new educators to grow and thrive, fostering a strong team culture.

Campus Philosophy Our educational philosophy is at the core of our approach to early childhood development and learning. The development of our philosophy has been in partnership with all team members, parents, and children, and outlines and guides our practices and beliefs about how children can grow and thrive. Our philosophy is displayed in the foyer of each campus and within each studio. Familiarise yourself with our philosophy as it serves as a foundation for our educational programs and ensures that every child in our care receives a nurturing, stimulating and enriching learning experience, setting the foundation for future success. Each campus will also have its own unique section as part of its campus philosophy, relevant to its own unique context. Our philosophy is centered on the following key principles: » DIVERSITY We value every child as a unique individual who brings his or her own special qualities to our campus. Educators recognise diversity as a valuable resource and actively listen to each child to learn what is important to them and respond to their interests. We strongly advocate for all children to receive equal opportunities regardless of socio-economic background, ethnicity, sex, race, or physical ability. We support children to understand, appreciate, and respect various social and cultural diversities within their community. We acknowledge and are committed to teaching the histories and cultures of Aboriginal and Torres Strait Islander peoples who have a unique and enduring relationship to the lands and territories now known as Australia. » RELATIONSHIPS Little Scholars strives to provide the highest standard of education and care in a secure and trusting environment in which children feel a sense of belonging. We support children to form positive relationships with peers, educators, and environments, while recognising their existing relationships with their family and community. We prioritise building

strong partnerships with our families to extend on home experiences and meet individual family needs and beliefs, supporting each child’s growth and development. » CURRICULUM We are guided by the Early Years Learning Framework and the Framework for School Age Care (My Time, Our Place) in developing programs that support children to develop in a holistic manner, including socially, cognitively, emotionally, physically, and morally. Our curriculum promotes play-based learning whereby children lead the program through their evolving interests and abilities to navigate learning experiences through their chosen play. We view children as capable and active contributors in their own learning. We support them to explore, research and investigate the world around them to support their curiosity and foster a positive attitude towards lifelong learning. » ENVIRONMENT Our environment is designed to evolve with the children’s interests, ideas, play and developmental capabilities. We endeavour to create an extension of the child’s home; a place where they feel safe, secure, and comfortable. Environments promote multi-age play and experiences, supporting peer interactions and collaboration. The indoor and outdoor spaces allow children to feel connected to the natural world, fostering a sense of responsibility to contribute to a sustainable environmental future. The environment is enriched with possibilities that allow children to construct new experiences, make new discoveries, and develop and acquire new skills. » PROFESSIONAL DEVELOPMENT High standards are held for all our educators at Little Scholars School of Early Learning. The expectations are that educators embody integrity, compassion, respect, and motivation for high quality service delivery. We are committed to continuous practice improvement. Our team embraces critical reflections and is encouraged to professionally challenge themselves and others. We provide opportunities for continuous professional learning to keep up to date with new and innovative ideas about pedagogy and practice. » ADVOCACY AND LEADERSHIP We uphold the principles outlined in the United Nations Convention on the Rights of the Child. We advocate for children’s right to play, providing the time, space, and freedom to play, take risks, and navigate everyday life. Our team provides encouragement and support for all children to participate fully in our program. We demonstrate respect for children by collaborating with them to provide meaningful play and learning opportunities which support their wellbeing and development. We believe that sharing what we do with the community and inspiring innovation in others, we are advocating for a better future for all children.

Team Handbook

The Little Scholars Four Pillars

Grow

Learn

Inspire

Contribute

Team Handbook

The Grow Pillar is dedicated to providing a nurturing and stimulating environment where your children can thrive, learn, play and grow, setting a strong foundation for their future. We provide tailored, age-specific early learning and childcare across four key stages: nursery, toddlers, pre-kindy, and kindy. Our expertly designed programs cater to the unique needs and developmental milestones of each age group. Little Scholars is also dedicated to the continuous improvement and personal and professional development, nurturing the growth of our team members. We invest in the growth of our team by providing opportunities for ongoing training, access to professional development, through dedicated professional learning days and in-service workshops and webinars, as well as the support from our operations team. This ensures that our educators stay up to date with the latest trends, leading a contemporary curriculum, supporting children to thrive within the environments and teaching we provide.

The Learn Pillar recognises the importance of fostering a culture of continuous learning, through ongoing education and knowledge acquisition, through our curriculum, environments and relationships which enable children to grow and fulfil their potential, actively learn through play and engaging intentional teaching. We aim for inspiring programs and strategic planning to contribute, influence and shape the development of our children, educators and community. We also support the continued learning of our educators, through our enhanced training programs, online learning platform and educational materials to provide a wealth of resources for our team members to expand and explore knowledge. Our professional knowledge and growth enhance the quality of our programs, aiming to support children to adopt the love of learning and thrive in their development and they learn new skill through advanced teaching practices.

The Inspire Pillar embodies our commitment to fostering inspiration and motivation among children, our educators and the wider community. We embrace creativity and innovation, encouraging team members to explore new ways of enriching the learning experiences for children. We believe we have a privilege of bringing magic to a child’s day by creating beautiful, whimsical, and inspiring learning spaces that will stir creativity, learning and exploration. Inside and outside we aim to set up inviting, interesting, and uncluttered spaces for children to explore.

The Contribute pillar embodies our commitment to making a positive impact on our educational community. We actively engage with the community through our extracurricular programs, partner with our families, to foster community involvement and participation in our educational programs. We believe that by actively contributing and engaging in meaningful projects and initiatives, we can make a positive and lasting impact.

These four pillars work together to provide a strong and unified framework, ensuring that everyone within our organisation understands and aligns with our purpose, objectives, and principles. Our pillars serve as a compass, guiding us and helping us stay true to our mission and vision, while upholding our core values and fostering a positive and inclusive organisational culture.

Mission Statement It is our mission to ensure that our curriculum, environments, and relationships enable children to grow and fulfil their potential, actively learn through play and engaging intentional teaching. We aim for inspiring programs and strategic planning to contribute, influence, and shape the development of our children, educators, and community.

Team Handbook

Opening and Closing the Campus Operating hours for each campus vary, but generally they’re open between the hours of 6am – 6:30pm Monday to Friday. The campus operates 52 weeks of the year, only closing for gazetted public holidays. Team entry/exit to the campus is through the reception area only. All other exits are for emergency use. Personal vehicles must be parked in the designated area. Car parks located closest to the campus are restricted for the parent’s exclusive use. All campuses have pin code access for additional security and safety and a code will be issued to you on arrival.

Employment Please refer to your employment contract and Campus Manager or Operations Manager for more details. All Little Scholars employees are employed under the relevant industry award. All Little Scholars employees are employed as permanent part time or casual. All Little Scholars managers are full-time. You will also receive login details for Employment Hero – our online HR platform where all your relevant documents can be accessed.

Team Handbook

Employee Benefits We strive to provide Little Scholars employees and their loved ones with a first-class benefits experience, focused on supporting their physical, financial, and emotional wellbeing. Our benefits are based on feedback and centered around our team and their families.

Health and Wellness

They’re thoughtfully designed to

» Career advancement opportunities and ability to create your own career pathway

enhance your health and wellbeing, and to make it easy for you to take good care of yourself (now, and in the future). So we can continue to help create incredible little humans! Financial Wellbeing Providing compensation and programs that give our employees financial peace of mind. » All Little Scholars employees who are on award rates receive an increase of $2.00 per hour above-award » Tenure bonus program to reward and recognise years of service (Amazing gifts for five, 10 and more years)

» Access to an external Employee Assistance Program, which includes confidential support (professionally, financially or personally) » Access to free flu vaccinations, seminars, financial advice and more » Year-end staff Christmas party » Many fun events through the year to bring everyone together, reward success and have some fun » Flexibility and understanding across all levels of our family company

Professional and Personal Development Providing room and opportunities to grow — on your own and with your teammates

» Annual Learning & Development Day with presentations from leaders of their field » Exchange programs with other campuses for mentoring and networking » Additional access to training and professional development » Annual employee awards event celebrating success across all levels of employment including our annual pillar awards that recognise the exceptional achievements of our teams » Fun environment with the FISH philosophy embedded in all we do » An active social calendar with many events throughout the year to bring everyone together, reward success and have some fun

» 90% discount off childcare fees

Little Scholars Environment

» Fully-funded First Aid, Anaphylaxis, CPR and Asthma Certifications

Our studio spaces are designed to support our educator do incredible things.

» Financial support for ongoing education: fully paid Certificate III and Diploma qualifications, and financial assistance for Bachelor and graduate diploma degree *Conditions Apply » Employee Referral Program. Up to $1000 offered for successful recruitment » Free professional uniforms » End of year bonus and gift

Flexibility and Time Off The time you need to recharge, and the flexibility to get your best work done. » Blood donor’s leave – up to four hours paid leave every six months » Volunteer leave – you are entitled to be absent from work for the purpose of performing volunteer service work in times of emergency, crisis or disaster

Keeping our team healthy is our priority.

Team Handbook

» Additional educators above ratios requirements per campus to support teams » Well-equipped state-of-the-art campus and generous resource monthly budgets » External cleaners so educators can focus on education and care » Dedicated Quality Practice Manager and supportive early childhood-trained management team » Family-owned and operated by qualified early childhood teacher who is passionate about and dedicated to the early childhood education and care sector

Key position Employee Benefits Early Childhood Teachers (ECTs) - Delivering Kindergarten Program All the standard educator benefits plus: » $5.00 per hour above award wage » Additional 2 weeks annual leave (6 weeks in total) » $5,000 annual bonus » One full day non-contact programming time per week » Free attendance the ACA national conference including meals, accommodation and gala dinner » One day per month ECT network meeting » Access to and control of monthly equipment budgets » Specialised professional ECT uniform » End of year ECT networking lunch.

Second in Charge (2IC) All the standard educator benefits plus: » $2.00 above award wages » Fully non-contact role » Free attendance to the ACA national conference including meals, accommodation, and gala dinner » Regular networking meetings » Support from the Quality Practice Manager, through in person visits and educational videos » Professional support through the Holistic QIP Consultancy » Active member of leadership team » Specialised professional leadership uniform » Higher duties pay when performing Campus Manager role.

Educational Leader All of the standard educator benefits plus: » $2.00 above award wages » Educational Leader allowance » Free attendance to the ACA national conference including meals, accommodation, and gala dinner » Bi-monthly networking meetings » Support from the Quality Practice Manager, through in person visits and educational videos » Professional support through the Holistic QIP » Active member of leadership team » Specialised professional leadership uniform » Professional support through the Holistic QIP Consultancy.

Lead Educators All the standard benefits plus: » 90% discount off childcare fees » $2.00 above award wages » Access to monthly equipment and resource budget » Dedicated non-contact time per week » Opportunity to receive a lead educator bonus of $1000 per annum for taking on additional roles within the campus, such as content creator or environment warrior » Support in implementing your program through our Outdoor Educators, Environment Warriors, non-contact Educational Leaders and Quality Practice Manager » Opportunity to attend quarterly training in the Collective Curriculum and abecedarian approach. Team Handbook

Position Descriptions

Sick Leave

These have been supplied to you in your employment pack on Employment Hero; please speak with your Campus Manager for any further questions or concerns.

Sick Leave allocations are as per the relevant award.

Position Descriptions have been prepared for all Little Scholars positions to provide team members with a clear understanding of the purpose of their positions, assigned responsibilities, what outcomes must be accomplished and the duties that must be performed at Little Scholars to achieve expected outcomes.

calendar year. Also required for any day on either side of

Orientation and Induction All team members are required to participate in the campus’s process of orientation. During this time team members will work through the induction checklist in consultation with the Campus Manager.

sick leave days have been taken in a row and in the a day off – for example, the day after a public holiday or a Monday or a Friday. However, a medical certificate can be requested at the discretion of the Campus Manager. Team Members who are obviously ill and contagious are expected to stay away until they are no longer infectious. If taken ill unexpectedly, it is important to contact the Campus Manager through a phone call, a minimum of two hours prior to their shift commencing, and before specified time outlined by the Campus Manager, and this enables relief team members to be organised.

Upon employment new team members will be provided with a position description, and a copy of the Parent and Team Handbooks. In addition, introductions to team members, children and parents, and a walk through of evacuation procedures will take place.

Team members need to make the nature of their condition

Documentation required includes a copy of qualifications, copies of First Aid and CPR Certificates and certified copy of a Blue Card/Working with Children Check. Your card must always be with you while working with children.

their return.

Probationary Period

writing 10 weeks prior to the intended commencement

As provided under the Children’s Services Award, each employee is employed under a probationary period of six (6) months. During this time, the Campus Manager will provide you with feedback and guidance regarding your performance.

Annual Leave Permanent team members are entitled to paid annual leave as per the relevant award. The Campus Manager may ask team members to take annual leave during low periods at the campus. Team members are encouraged to take leave during these times. Team members are encouraged not to hold more than four weeks’ leave at any one time.

A medical certificate is required after more than two

clear to the Campus Manager and indicate if they require more than one day of sick leave. Team members are required to phone the Campus Manager before 3pm on the day before they are due to return to work, to confirm

Maternity/Paternity Leave The Campus Manager must receive an application in of leave, stating the intended date of return. This is in the form of a medical certificate stating the expected Date of Confinement. An employee on Maternity/Paternity Leave is required to contact the Campus Manager four (4) weeks prior to the intended return date, to confirm their return.

Bereavement Leave A full time or part time team member experiencing the bereavement of an immediate family member is entitled to two (2) days paid leave on each occasion to attend the funeral and discharge any necessary family responsibilities. Casual team members are entitled to at

In the interests of maintaining continuity of care and reduced stress levels, team members are to take their annual leave within that year.

least two days unpaid bereavement leave. The immediate

The planning of annual leave needs to be done in consultation with the Campus Manager and campus needs, with approval to be granted by the Campus Manager. It is recommended that a minimum of one month notice in advance of annual leave be provided. It is Little Scholars’ discretion as to approval of annual leave.

in-law.

Approval of annual leave is at the discretion of the Campus Manager and will need to consider other team members on leave at this time and continuity of care for the children and families.

who have completed 10 years of service are entitled

Team Handbook

family is defined as mother, father, brother, sister, child, grandparent, spouse or parent, stepchild, mother or father NOTE: Proof of bereavement may be required for the satisfaction of the Campus Manager.

Long Service Leave As per the Industrial Relations Act 1999, team members to long service leave amounting to a maximum of two (2) months. (Unpaid absences are not included in the calculation of long service leave).

Wages/Time Sheets/ Superannuation Wages are paid in accordance with the current award. Management prepares wages on behalf of the approved provider on a fortnightly basis. Wages are paid by electronic transfer to your nominated account. All team members receive a pay advice slip, which contains all relevant information as well as current leave entitlements and Superannuation contributions. Any enquiries regarding information on a pay advice slip should be directed to the Campus Manager or Operations Manager. Team members are required to clock in and out each day via the Swag app/Employment Hero. Unless an employee has been authorised to do overtime, he/she clocks in their normal beginning and end of shift times. Team members will only be paid for rostered hours unless otherwise approved. Little Scholars make contributions to each team member’s retirement income by way of payment into your nominated superannuation fund. The contribution made is calculated based on a percentage of the team member’s gross weekly income. Team members must complete the relevant forms with superannuation details on Employment Hero.

Punctuality Being on the job, ready and on time is very important. Team members are expected to arrive at the Campus 15 minutes prior to their shift, to ensure there is ample time to organise themselves and be on the floor and in ratio count at the commencement of the shift. If you are going to be absent or late unexpectedly, you must call your Campus Manager at least two hours before your assigned starting time. Without this notification to your Campus Manager, your absence or late start will be noted as ‘unexcused’ and could have a detrimental effect on your employment. Performance management may occur.

Attendance and Absenteeism Regular attendance contributes significantly towards strong teamwork and campus operation. Good attendance is an essential component of solid employee performance. If you are going to be absent from the campus for any reason, you are expected to give your Campus Manager as much advance notice as possible (see also ‘Punctuality’). Little Scholars will consider the accommodation of leave of absences when warranted. This policy contemplates the need for leave of absence due to serious medical or personal reasons, in the case where other leave entitlements are not easily available or appropriate. Leave of absence is unpaid. Approval is entirely at the discretion of management.

Jury Duty Little Scholars will support team members in the performance of their civic duties, and permit time off work to attend to Jury Duty. However, Little Scholars is not obligated to provide team members with income protection if they are called in for Jury Duty, however, we would like to assist team members with these civic responsibilities. Many of our team members, however, hold positions that could exempt them from jury duty. A letter requesting exemption is available from the Operations Manager.

Resignation An employee is required to submit a resignation in writing addressed to ‘The Campus Manager’. The actual period of notice required is specified in the relevant award. Final pay will be credited to your bank account in consultation with the Campus Manager.

Termination Dismissal of an employee is not considered lightly. Should it become necessary to dismiss the employee, the appropriate processes required by Industrial Law and the relevant award will be applied. Termination of employment may happen if the following behaviour occurs: theft, assault, fraud, intoxication, endangering others safety, deliberate negligence, etc.

Counselling/Performance Management Counselling and/or Performance Management will be arranged if a team member’s conduct, behaviour, or work performance falls below accepted standards outlined in this manual, Education and Care Regulations, or fails to meet instructions designated by their manager. In our experience, counselling often has a positive impact on both the team member being counselled and their manager by clearing up any misunderstandings between them. Certain situations may arise where a team member’s performance falls below standard or where company policy has not been followed, but it’s not serious enough to warrant instant dismissal. If his/her performance still does not improve, a dismissal can follow. Team Handbook

Team Handbook

Equal Opportunity/ Anti-Discrimination Little Scholars School of Early Learning is an equal opportunity employer. In accordance with federal and state laws, recruitment, promotion, and evaluation of employees occurs without regard to race, age, religious belief, sex, marital status, membership of an ethnic or racial minority group, or sexual preference. Job applicants and present employees are evaluated solely on ability, experience, qualifications, and the requirements of the position. It is Little Scholars’ firm policy to maintain a work environment which is free from all forms of discrimination and emotional, physical, or sexual harassment or intimidation. The responsibility extends not only to co-workers, but to anyone who has dealings with our business such as clients, customers or people applying for employment with us. Any team member who is found to have violated this policy will be subject to disciplinary action, which may result in termination of employment.

Career Progression At Little Scholars we encourage all our educators to continue to learn and grow in their role and in their career. Please let us know about the next steps you’d like to make in your career, and how we can support you to do this. During your annual professional development review, you will be given the opportunity to discuss with the Campus Manager and/or Operations Manager any further training you would like and any career progression opportunities for which you’d like to be considered. We aim to recruit for higher level positions from within our Little Scholars employees firstly, prior to advertising externally, so there are many opportunities for you to continue to grow in your early childhood career at Little Scholars.

Visitors, Students and Volunteers Visitors, students, and volunteers are a part of our involvement with the wider community. They are expected to adhere to campus policies and procedures when attending the campus. The Campus Manager and team are responsible for ensuring that this information is given to the visitors, students, or volunteers. Visitors, students, and volunteers are never to be left alone with the children, nor are they to administer medication. They should follow the campus dress and behaviour code. All visitors, students and volunteers need to sign in and out of the campus to be accounted for in the event of an emergency.

The Campus Manager and team members should be approachable to all visitors, students and volunteers and guide them wherever possible. Team members should discuss their daily program with students, allowing them the opportunity to learn from the campus practices and team members’ ideas. Team members should be available to share resource materials and programming ideas. The campus strongly supports involvement from the community, including visitors/parents/students sharing their time and talent, and tries to incorporate this into the daily program.

Professionalism At Little Scholars we expect a high level of professionalism. All team members at this campus are expected to conduct themselves in a professional manner, with all children, parents, colleagues, and community members. Displaying a professional image to our parents and community members involves honouring confidentiality, dressing correctly, using correct language; evaluating one’s own performance, attending workshops and seminars to increase our knowledge base, as well as creating an aesthetically pleasing and professional environment for our children.

Confidentiality Because Little Scholars operates in a sensitive field, team members are advised to be ethical and discreet with all information pertaining to families, the campus, and children. All information and events that occur within the campus must always remain confidential and must not be discussed outside the campus. Failure to maintain confidentiality will result in the team member being counselled. Further breaches will result in the disciplinary procedure being implemented. Team Handbook

Appearance and Personal Hygiene Maintaining a professional appearance and complying with dress standards are not only image related. Many of the required standards are for hygiene and safety reasons. » All team members must wear closed-in shoes with adequate grip to protect their feet. (The exception to this is in our nursery studios, in which we have a no shoe policy and non-slip socks are required). » Long hair must be neatly tied back. » Hats must be always worn outdoors, and sunscreen should be worn as per policy. » Your daily attire should be kept clean, pressed and in good condition every day because the personal appearance of our team members reflects our professional image. » Team members must be aware of their own personal hygiene, ensuring they have clean bodies, hands, hair and fingernails before arrival at work. » Team members are allowed to have tattoos as long as tattoos are not inappropriate or offensive, maintaining a professional image of an early childhood educator. » Tongue rings, eyebrow rings, nose rings or any other visible piercing besides earrings (no more than two in each ear) are not acceptable for team members of Little Scholars. » Jewellery should also be kept to a minimum in line with Little Scholars standards. Our campus uniform is supplied to you upon your employment. All employees receive two uniform tops and a hat. Laundry facilities are available at each campus for you to launder the provided uniforms if desired. All team members are to wear this uniform according to your employment contract. A name identification badge is also prescribed as part of the Little Scholars dress code. This must be always worn at the campus. Black dress shorts, black pants and black long skirts are acceptable parts of attire to accompany uniform tops. Cut-off jeans, board shorts, short skirts, jeans, sports tights are unacceptable. Shirts must not be revealing in any way, therefore midriff tops, singlets and see through tops are not appropriate. In cooler months, black jackets or jumpers may be worn. The Little Scholars cardigan/jacket is preferred and can be purchased for a reduced price for winter. The Campus Manager has the responsibility for ensuring team member dress standards are maintained. Team members are to be guided by the Campus Manager.

Language Team members are expected to model appropriate language whilst at the campus. Correct grammar is to be used and swearing is prohibited. If we are to teach our children positive language skills, we need to demonstrate this behaviour.

Team Handbook

Alcohol/Drugs/Smoking Any team member attending the campus under the influence of drugs or alcohol will be sent home immediately and disciplinary action will be taken. Team members are not allowed to smoke on the campus premises, this includes the use of vapes and e-cigarettes. They must leave the campus and be at least 5 metres from the campus boundary, according to Queensland legislation. Failure to do so will result in disciplinary procedures action. It’s recommended to have a different shirt or jumper when smoking, especially nursery educators who are in close contact frequently with children. All clothing should be free from smoking scents. Please ask your Campus Manager about the designated smoking area assigned for your campus. If you need help and support to quit smoking, please let us know.

Personal Phone Calls Team members are only permitted to receive personal phone calls in cases of an emergency. If a team member receives a call other than an emergency, a message will be taken, and team members can return the call in their own time. Personal devices are not to be on any person during work hours, they must be stored with personal belongings, and personal devices are not to be used for taking photos of children at any time, and only company issued devices are to be used for programming. Supervision of the children is of utmost importance and your first responsibility is to the children during working hours.

Team Members Appraisals Team appraisals are to be completed by the Campus Manager once a year. These provide the team members with important feedback and a chance to further develop their skills as a career and educator of children. Completed performance appraisals are held at your campus, in your team member’s file and a copy is issued to you for your records.

Team Member Records Little Scholars maintains a team file for every team member. Records are kept in a central locked file. These records are strictly confidential and access to them is limited under the Privacy Act. The records include employment contracts, team member details such as home address, phone number, next of kin, bank details, performance appraisals and training records. Team members are responsible for ensuring all personal details on file remain up to date.

Training and In-services In-service and further training possibilities are an integral part of ongoing team member development.

It is a breach of confidentiality and privacy to make posts

The Campus Manager is responsible for informing all team members of upcoming in-services and workshops that are to take place. It is part of the team members’ responsibilities to attend in-servicing throughout the year to further develop their skills and knowledge base. If you would like any professional development, please ask your Campus Manager as we are committed to continuously improving our educators’ knowledge and skills.

management from Little Scholars on any social media

Social Media policy The Scholars Group and Little Scholars have established a policy on social networking to ensure all team members and the company are protected from inappropriate use and content. Social networking does have its place in the workplace but should be for the purposes of expanding the business and promoting strong business relationships. Essentially, if you act ethically and maturely, you will not contravene the policy. Please ensure you have read and understand our Social Media policy. As an education and care service we are extremely protective of our children, families, and team members. Accordingly, our Social Media Policy may be perceived to be more onerous than the usual community standards. These rules are necessary to ensure the safety and comfort of children and their families, as well as employees, and to ensure that Little Scholars operates in a professional and appropriate manner.

or comments about children, families, team members or channel. It is also not allowed for team members to take, record or use a visual image of a child, including transmitting the image on the online, without the written and signed consent of the child’s parent. Little Scholars specifically requires that, unless you have the expressed permission, you: » Do not video or photograph anyone, or post photos or personal details of other Little Scholars team members, children or families; » Do not post photos, videos or personal information of Little Scholars team members, children or families on your personal social media pages, that includes Facebook, Instagram, Twitter, LinkedIn, TikTok, Pinterest, WhatsApp or any other platforms, or otherwise share photos, videos or personal information of team members, children or families through social media; » Do not create a Little Scholars branded Facebook page, or other social media pages or content on social media that purport to represent Little Scholars, its team members, children or families; » Do not post anything that could embarrass or damage the reputation of Little Scholars, your colleagues, children or families; or » Must remove content if requested by Little Scholars to do so immediately. Team Handbook

Workplace Health and Safety Fire and Emergency Evacuations » Fire drills are conducted monthly and are to be held at

different times and on different days. Team members and parents present at the time of the drill are required by law to participate.

» Team Members are to be aware of the evacuation

locations and campus evacuation procedure within two days of starting employment and note where evacuation plans are throughout the campus.

» A record of all fire drills and evacuation drills are to be kept.

» In the event of a bomb threat, hostage, or disturbed person incident follow the campus’s EVACUATION PROCEDURE.

» A fire officer is required to observe at least one fire drill every year to assess evacuation procedures and offer advice where needed.

First Aid » Team members must ensure that they have a current

Senior First Aid Certificate, including asthma and anaphylaxis training. Recertification is to be carried out every three years for Senior First Aid and every year for CPR. This is paid for by the company when you attend one of the allocated training sessions (offered twice per year).

» Team Members are to be aware of the location of the First Aid kit.

» First Aid kits are to be checked monthly and stock ordered accordingly.

» Team Members are to remain calm and seek medical aid where needed.

Storage of Hazardous Chemicals » All chemicals are to be stored in locked cupboards or storage areas.

» Material Safety Data Sheets (MSDS) on all chemicals

are to be used to inform team members about the substance they are working with. Team members are to be familiar with these sheets and their location.

» All chemical bottles are to be labelled clearly, in containers designed to hold chemicals.

» Signage is to be placed on doors or areas indicating poisons are stored here.

POISONS INFORMATION CENTRE NUMBER – 13 11 26.

» Wipe up spills immediately » Clean toilets throughout the day » Sanitise food tables prior to children eating » Sweep floors after meals and as necessary » Remove tripping/slipping hazards » Clean allocated areas of the building » Clean and disinfect toilets, washrooms (twice daily and when required) and nappy change areas after every nappy change

» Nursery toys » Clean/wipe down children’s mattresses/beds » Vacuum carpets/mats. At least weekly and when necessary, team members should:

» Wash and disinfect equipment and furniture » Wipe children’s chairs. Eating utensils and dishes should be washed in the kitchen area of the campus or the washing up sink in the Nursery Prep Area using hot water and detergent, and then sterilised. Sink area in rooms should be used for Art Prep and Art Cleaning ONLY. The use of pour bottles (rather than spray bottles) for cleaning is encouraged.

Medication Prescription medication can only be administered if a pharmacy label is attached. Over the counter medications can be administered to a child if an accompanying doctor’s letter is provided. A chemist’s label detailing the child’s name, amounts and times of medication is also acceptable. We require two team members to be present when administering medication at all times, which should include a member of the leadership team. Parents are to sign medication forms. Paracetamol (Children’s Panadol) can only be given on parent permission in emergency circumstances. One dose of Paracetamol can be administered for high temperatures where parents have signed consent on the child’s enrolment form. Parents should be contacted informing them of the need to administer Paracetamol.

Care and Maintenance of Equipment » All equipment must be cleaned regularly and

Long-term medication requires a doctor’s letter stating use and period required. (For example, Ventolin for Asthma must have an accompanying doctor’s letter).

» If a piece of equipment is defective or not in a safe

Team members are to be aware of the campus’s policy in relation to medication and use of Nebulisers and asthma plans.

Cleaning

Infection Control

maintained in a safe condition.

working order, notify the Campus Manager so that a repair or replacement can be made..

Each team member is responsible for their own studio, set of toilets and room equipment.

» The room area must be always kept clean and tidy, and all benchtops clear and clean.

» Use supplied chemicals and warm water and detergent to clean an area.

Daily team members should:

Team Handbook

Team members are to maintain a high standard of hygiene to minimise the spread of infections. Team members need to be aware of campus policies in relation to infectious diseases (in relation to themselves and the children in their care).

Team members are to read and be familiar with the resource folder Staying Healthy: Preventing infectious diseases in early childhood education and care services (5th Edition).

The nappy change mat should be cleaned with warm soapy water at the end of each change session and disinfected during each change using paper towel each time, wash own hands.

Wash hands with soap (from a dispenser or pump pack) and water;

When serving food use tongs or other kitchen utensils and gloves.

» Before and after handling food » Upon arrival and departure » Before and after nappy changes » After toileting children and self » After smoking » After personal grooming (brushing hair) » After blowing noses » After working with chemicals » Before and after treating First Aid incidents.

Team members are not to kiss children on the lips and children should be discouraged from this practice.

Hand sanitiser may be used while outdoors as a method of cleaning hands, but hands must be thoroughly washed as soon as you can. Use latex gloves for First aid treatment, blood and body substance spillages. Gloves should be worn for cleaning and nappy changes. Treatment of broken skin – clean with water or antiseptic. Be aware that the mouth is the most unclean part of the body, and bites that break the skin can potentially carry the highest risk of infection. Management of Blood and Body Substance Spillages.

» Wear latex gloves » Remove child from contaminated area » Mop up blood or spill with paper towel » Clean area with detergent » Wipe dry with paper towel » Apply high grade cleaning agent and leave for 10 mins » Wipe dry with paper towel » Place all used paper towel in a bag » Remove gloves (turning them inside out) and place in bag

» Seal bag and dispose in a bin » Wash hands thoroughly If contact is made with blood or body spills by a child, team members or other person wash the area thoroughly with soap and water. Irrigate contaminated eyes with water. Team members should follow a good hygienic nappy changing routine. Wear gloves for all nappy changes. Remove the child’s nappy and any soiled clothing and dispose; clean the child from front to back with nappy wipes. Put the nappy wipes straight in to the bin, remove gloves by peeling them back from your wrists. Do not let your skin touch the outer contaminated surface of the glove. Put the gloves in the bin, put fresh nappy on, dress the child, wash the child’s hands, remove the child from the change area, clean the change area/table.

Sun Safety » Avoid being outside during the times of 10am and

2pm unless you have supervised activities under shaded areas. Refer to the Daily UV index in the foyer.

» Hats must be worn by team members, visitors and children at all times

» NO HAT, NO OUTSIDE PLAY – must be strictly enforced » Children and team members must apply sunscreen at regular intervals (prior to morning play and afternoon play)

» Use clothing for further protection – children are to wear t-shirts at all times when playing outdoors.

Incident Reports Team members are to complete the campus Incident, Injury, Trauma and Illness form when an incident occurs with a child and/or first aid treatment is carried out on a child. In the event of a team member injury the Team Member Accident/Incident Report form should also be completed. Where possible a witness is required to sign the above forms. The Campus Manager is to be made aware of all incidents including those not requiring a written report. Parents are required to read and sign the Incident, Injury, Trauma and Illness forms and the form is then to be filed in the child’s enrolment folder in the office. If a parent requires or requests a copy of the form, the Campus Manager is required to have this ALWAYS checked and authorised by the approved provider. If you sustain an injury at work, you are protected by Worker’s Compensation. Compensation is also provided for injuries occurring on the way to or from work and during your lunch hour. However, Worker’s Compensation will not compensate injury that arises on the property where you reside, in part of wholly caused by your actions in driving dangerously or driving under the influence of drugs or alcohol, arises when you do not take the shortest convenient route from home to work. If you require medical attention or are unable to keep working, see your doctor for an assessment. If the doctor agrees your injury is work related, you will be issued with a Workers’ Compensation medical certificate.

Team Handbook

Food Preparation and Handling

Occupational Risks

» Team members are advised to be aware of the Food

Team members should be aware that during their time at the campus, they could come into contact with many infectious diseases. Your immunisations should be up to date, with your general practitioner (GP) able to advise you on additional vaccinations such as Hepatitis A, B & C, and the Flu vaccination. We offer fully-funded flu vaccinations to all team members.

Hygiene Regulations. All team members will complete a safe food handling course.

» Your hands must be washed with soap before preparing or serving food.

» Children’s hands are to be washed before they eat or drink.

» Team members should ensure children do not share » Do not allow children to share food from a common

It is important to be aware that there can be outbreaks of rubella at our campuses. If team members are pregnant or planning a pregnancy, they should consult their GP to have their immunity level checked.

» Team members should use tongs where appropriate » Keep raw and cooked foods separate and use different

All team members are required to access the campus’s copy of Staying Healthy: Preventing infectious diseases in early childhood education and care services (5th Edition) and read the section titled ‘Issues for employers, educators and other staff.’

food, plates or utensils.

bowl with their hands. If children are accessing fruit bowls, they must be encouraged to wash their hands first and only touch the piece of fruit they are taking.

utensils for both to prevent cross-contamination.

» Hot food should be kept over 60 degrees Celsius and cold food under 4 degrees Celsius.

» Do not reheat leftovers – throw them out. » Use the Food Preparation area for this purpose only. » Sterilise all drinking cups/bottles every night. Babies’

bottles should be rinsed very well under cold running water as soon as possible after completion of bottle, then cleaned thoroughly with hot water and detergent. Rinse to remove all detergent. Then bottles need to be taken home by the parent at the end of each day for sterilising.

Back Care » Team members should aim to complete Back Care In Service to become more knowledgeable of manual handling.

» Manual Handling is considered any activity requiring

the use of force exerted by a person to lift, lower, push, pull, carry, or otherwise move, hold, or restrain any animate or inanimate object (A Worker’s Guide to Back Care – Workplace Health & Safety January 1997).

» Use a ladder for reaching and working on/in areas above arms reach.

Positive communication between team members is vital to the smooth running of the campus as well as to the benefit of the children at the campus. Team members are expected to treat all other team members with respect, accept their differences and share ideas. All team members are part of a team, working together to ensure our children and families view each day as a positive experience for the children. Team members are expected to model appropriate behaviours and language from which our children will learn. Part of appropriate team member communication includes ensuring messages are passed on to each other. Team members are encouraged to approach each other with concerns and discuss issues in a calm and respectful manner. If an agreement cannot be reached, the matter needs to be brought to the attention of the Campus Manager.

» Work together when handling awkward shapes or

Team Meetings

» Do not handle weights which are too heavy and

Team meetings will be held every month or as required. These team meetings must be held outside work hours due to supervision requirements during the day. It is expected that all team members will attend these meetings and have an input into decision making within the campus, having a forum for discussing concerns and gaining knowledge through information and workshops that may be presented at team meetings. Dinner will be provided.

big loads.

beyond your personal capacity.

» Do not over reach while handling – lifting from below mid-thigh or above shoulder height.

» Ensure you work on stable work surfaces – do not stand on chairs or tables.

» When carrying a child or object hold them close to you.

» Move your feet instead of twisting your upper body

where possible to ease back use. In your employment pack you will have received specific information on back care practices.

Communication

Team Handbook

Review of campus policies are to be discussed during team meetings. This will allow any notification on updates and general questions team members may have.

Team Handbook

Answering the campus phone At times, team members may be required to answer the campus phone. This should be done promptly and politely with appropriate language used. An example of how you may answer the phone is as follows: “Good morning/Afternoon, Little Scholars School of Early Learning, you’re speaking with NAME, how may I help you?” Please ensure that when you do answer the phone, all messages are passed on immediately. If you are taking an enrolment enquiry it MUST be noted on the enquiry register located by the telephone.

Parents Team members are required to work together with parents, sharing information about the children and supporting each other. When team members and parents work together it can only benefit the children we are caring for by providing them with consistency and security. There are many ways you can try to implement positive communication with your parents. We advocate that team members should talk to parents daily about their child in a positive manner and try to make them feel welcome and at ease in the campus. Team members should also provide written communication in their rooms about the child’s day, including eating and sleeping patterns. Teams should communicate to parents about upcoming events, verbally and in written form. Lead educators should also be aware that they must conduct any discussion concerning the development of the child. If an assistant receives a query from a parent concerning the development of their child, the assistant is to refer the parent to the lead educators. All communication with parents is to be respectful and positive.

Children Interactions between team members and children should be positive and friendly. Team members need to listen to children and get down to the child’s level when engaging in discussion. Team members should move to the children when guiding behaviour and speak in a calm and respectful manner. Team members should not spend time talking amongst themselves, but instead should always be aware of the children and encourage the development of their communication skills. No child will be belittled or yelled at. Children are to be always treated with respect. Team members should use open-ended questions wherever possible and ensure that all directions are given in a positive manner. 24

Team Handbook

Team members should try to communicate with children through many avenues, including discussion, song and stories.

Team Grievances Team members are expected to communicate frequently and in a positive way with all families and team members, particularly those they work closely with. If conflict occurs, talk to the person concerned and aim to work out a solution to the conflict. Don’t dwell on the personal, concentrate on solving the problem immediately. Gossip, backstabbing, malicious and negative discussion is destructive and cannot be tolerated. It is important to be a team player. If you feel unable to negotiate with or express your feelings and needs to another team member or parent, the Campus Manager can act as a facilitator or confidential sounding board. If team members have a grievance with the Campus Manager, they should talk their feelings through with the Campus Manager. Team members should feel free to suggest new ideas, and question campus policies and practices without worry. The Little Scholars leadership team can be consulted by team members and is able to act as a facilitator or confidential sounding board in these matters. The steps to take in conflict resolution are as follows: 1. Think through the situation and keep it in context. It is usually best not to act on impulse or the spur of the moment. 2. Decide how you’re going to deal with it. 3. If you decide to deal with it yourself, the following methods can be used: 4. Use “I” statements when talking it through e.g. “I feel like I’m not getting enough time to spend with the children” or “I feel like I’m not important when I don’t get introduced to parents.” This way you are not accusing the other person, but focusing on how it makes you feel. This is a less threatening way to approach a concern. 5. Start with a positive e.g. “I really like the way you spend time helping the children, but it is really important not to do it for them because they need to learn to become independent.” 6. Give the other person a chance to respond and really listen to what they have to say or give them a chance to get back to you. 7. It is important to differentiate the issue from the person, so it does not become a personal attack. Identify the issue and talk about it. 8. Some phrases to start a conversation can be, “I’ve got some concerns about what’s been happening,” “Could we please discuss ______?” “I’m sure we can work something out.” “I want to understand why ____” or “I want to hear where you’re coming from and the way you see it.” Remember to compromise and reach a mutually agreeable decision, if appropriate. If none of the above solves the concern, then it needs to be brought to the attention of the Campus Manager, who can then work as a mediator between the people involved.

Disciplinary Procedures Campus Managers are obligated to record all incidents reported to them in diary notes, which are kept on file. These are confidential and the Campus Managers are not obligated to show a diary note to a team member. A team member may or may not be asked to talk to the Campus Manager about incidents that are recorded. The Campus Manager must make management aware of any discussion. If a team member fails to follow campus policies and practices and work within the campus philosophy, they may receive team member counselling. This is given in written form given by the Campus Manager and is used as a tool to help team members improve their performance and professionalism. Team members are encouraged to have input during the counselling session. If behaviours deemed to be unprofessional or inappropriate continue, the team member may receive an official warning, or if the offence is severe the team member may be dismissed. Once again consultation with management will be sorted and training in these areas will be given.

Duty of Care It is the responsibility of all team members to provide a safe and hygienic environment for all children in care. Team members must provide adequate supervision and apply strategies to ensure the safety and well-being of every child in care and reduce the risk of accident, injury and harm. Everyone at our campuses are mandatory reporters and are trained in what that means. Every team member must review and sign that they’ve read and understood the Little Scholars Child Protection Policy and Procedure document and the Child and Youth Risk Management Strategy. As a team member you’ll complete yearly child protection training.

Collection and Delivery of Children It is very important to ensure each child is being collected by their parents or an authorised person nominated on their enrolment form and that this person signs the child’s attendance sheet. When a person other than those authorised collects children, the campus is to be notified either by emailing or by phoning the campus. On receiving such notification, the team member is to write the phoned information on the authority to collect form, contained on the enrolment form.

Each child must be delivered and collected from the team member on duty, preferably a team member responsible for the child’s group. If the team members do not know the person who has come to collect the child, the team members must advise them that they need to confirm that they are authorised to collect the child, before handling the child over. Identification must be provided by the new authorised person collecting the child. A copy of this identification must be kept on the child’s file. Children being delivered to the campus must be signed in on kiosk each day, and the child must be received by a team member where information can be exchanged by the parent/authorised person and team members on duty. When a child is collected after the campus’s closing hours, please refer to the campus’s policy and procedure information.

Custody and Access Team members need to encourage parents to keep the campus informed about the child’s family circumstances especially if there are family breakdowns or possible change in custodial parents. Warm, positive and accepting relationships will encourage parents to feel safe in disclosing information. Team members should respect the parent’s right not to disclose information and to treat all information about families in the strictest confidence. Team members should not discuss details about families with their own families, friends, acquaintances, or other families attending the campus. While team members cannot demand information, parents need to know the campus is obliged to release children to their custodial parents. The Campus Manager is responsible for negotiating such situations and team members are responsible for alerting the Manager as information comes to hand. Parents should provide a copy of any court orders or documents relating to the custody and access of their child. Parents need to discuss and devise steps of action the campus needs to follow in the event of a non-custodial parent entering the campus. This information is to be documented in the child’s file. If parents become separated, both parents legally have custody of and access to the child. Therefore, in this situation, the campus is obliged to release the child to either parent unless a copy of a court order stating otherwise is given to the campus. Team Handbook

Suspected Child Abuse

Supervision of Children

If you suspect a child in your care could be suffering child abuse in the form of neglect, physical abuse, sexual abuse or emotional abuse, you need to discuss your concerns with the Campus Manager.

Your role as a team member in Little Scholars is one of educating, nurturing, and encouraging, as well as supervising. This means keeping a watchful eye on the children to make sure they are not putting themselves at unnecessary risk. It is your responsibility to encourage the children in your care to play both by themselves and with other children, exploring, imitating, constructing, pretending, and creating.

At the first sign of concern, you need to approach the Campus Manager for advice and guidance. Do not make decisions alone, however as early childhood educators you are mandatory reporters. Record your concerns and observations accurately and objectively. If the Campus Manager confirms the concern, management is to be consulted prior to any action being taken. Management may advise the Campus Manager to contact Child Safety Services. Please refer to the policy for more detailed information. These matters are not to be discussed outside the campus, and strict confidentiality is to be always maintained. There may be occasions where an Officer from Child Safety will contact the campus to enquire about individual children. These calls need to be referred to the Campus Manager. In such cases your obligations are as follows:

» You are required to assist where you can and speak objectively about the child.

» You have the right to ask why the Officer requires the information.

» In cases of visit from an Officer, ask for proof of identity. » You need to ask the Officer what will happen next e.g. Court, a visit to the family home etc.

» After the visit, you need to complete an ‘Incident Report’ that includes:

• The date and time of the visit • What took place during the visit? • The Officer’s name • The Office they have come from • Contact phone number for the Officer • The Campus Manager is required to advise management of any contact made by Child Safety Services to the campus.

One team member should be close enough to children to intervene if necessary. Children should not be left alone at any time – if you are alone, the children should be with you, this might necessitate taking all the children with you. Have clear sight lines to all children in the group – place yourself so you can supervise as much of the “whole group” as possible. Do not spend long periods of time with bookwork or the preparation and clearing away of activities when you should be interacting with the children. Fill out an incident report form for all injuries under your supervision and report them to the Campus Manager/ Regional Manager. Use positive reinforcement – “let’s leave the sand in the sandpit” – rather than “don’t throw the sand.” Avoid negative terms such as naughty or comparing children. The jouncing boards, sliding boards, tumbling mats, outside blocks, A-frames and any movable equipment are to be closely always supervised by 1 team member. No HOT DRINKS are to be taken into the playrooms or the playground areas. Be consistent with limit setting. The water trough or any water play activities are not to be left unattended and should be emptied when not in use. Check toilet, patio and inside areas regularly. Know how many children are present and do regular head counts. Be aware of where children are, whom they are with and what they are doing. Even when interacting with a small group of children, continually scan the area to check on the remainder of children. Team members should not stand in groups or be constantly sitting. Team members should not chat to other team members, please interact with the children. Team members should be aware of where other team members are always. Open your senses, your eyes, your ears, all the time. Remember you are here for the children.

Team Handbook

Sick Children Team members should be aware of signs and symptoms present in sick children and notify the Campus Manager as soon as signs of illness are discovered. The Campus Manager will then notify the parents or guardian of the child. When a child is ill, team members should separate the child from the other children, who may be at risk if the illness is contagious. Some signs and symptoms to look for in unwell children are:

» High temperature or feverish appearance » Severe, persistent, or prolonged coughing » Breathing trouble » Conjunctivitis (red, irritated eyes followed by discharge of pus from the eye)

» Unusual spots or rashes » Frequent scratching of the scalp or skin » Diarrhoea » Vomiting » Headache » Sore throat, difficulty swallowing » Irritability » Lethargy » Loss of appetite » Mucous discharge from the nose (thick, green or bloody)

» Pulling at or redness of the ears If a child has a high temperature, the child should be monitored very closely. Children’s Paracetamol should only be given with parental consent. You can bring a child’s temperature down by removing the child’s clothing, sponging or bathing the child in lukewarm water. Encourage the child to drink water often to prevent dehydration. It is most important when dealing with an unwell child that strict cleanliness procedures are adhered to, to prevent the spread of infection. Washing your own hands regularly is most important. It is important to keep a record of a child’s signs and symptoms and the actions team members have taken upon recognising illness in a child. The parents may find this useful if they must visit a doctor with the unwell child. Parents should be given clear indication upon enrolment that sick children should not be brought to the campus. If they arrive at the campus unwell, the child should be sent home immediately according to Staying Healthy in Child Care guidelines. All illness at the campus should be recorded in an illness log, describing the nature of the illness, date and action taken. Children who are found to have a contagious disease should be excluded from the campus for the recommended number of days and should not be allowed to return to the campus without a clearance from the doctor or when all signs and symptoms have disappeared. Team Handbook

Team Handbook

Programming and Documentation Our programming and documentation

Cultural Responsiveness and Diversity

practices. It is the responsibility of all

Through our collective curriculum, we embrace cultural competence and celebrate diversity. Cultural backgrounds and children’s funds of knowledge are acknowledged.

educators to provide a consistent approach

Critical Reflection and Evaluation

to planning and documenting children’s

Educators will engage in critical reflection to evaluate and assess the effectiveness of the educational program, making improvements based on observations and evaluations. Evaluation will critically reflect on the program, this is met through weekly evaluation, reflection in and on the moment and critical reflection through the term.

adapt to current research and best

learning through experiences and progress to their development. All team members are to actively contribute to high-quality early childhood education experiences for children, aligned to our Collective. It is a regulatory compliance to ensure that an educational program is planned and evidence of how educators collaborate to design engaging and developmentally appropriate programs, accommodating to the needs and interest of all children. Our educational program, the Collective Curriculum is aligned to the Early Years Learning Framework (EYLF) and for our before and after school care programs, aligns to My Time Our Place Framework (MTOP). These frameworks are designed to support and enhance children’s learning and development in the early years. The EYLF is a national framework used in Australia, to guide the curriculum and practices in early childhood education settings.

Partnership with Families Strong partnerships with families will involve parents in their child’s learning journey and respect their valuable insight and contributions to their child’s program. This is met through open communication, surveys, shared vision form and parent information sessions. Weekly correspondence to the family will be shared via Kindy hub, highlighting an overview to the weekly program.

Responsive Teaching

Some key components of the educational program aligned with the EYLF:

Educators are responsive to the children’s cues, interest, and abilities, adapting their teaching strategies to meet individual needs and scaffold learning.

Play-Based Learning

Assessment and Documentation

The EYLF emphasises the significance of play in children’s learning and development. Our programs incorporate play-based learning experiences that are purposeful, engaging, and responsive to the children’s interests.

Ongoing observations, assessments and documentation will monitor children’s progress and support future learning experiences planned. Assessment to learning is met through individual learning records of the child, sharing progress to their development. Educators will draw upon these records to further plan for the child. These assessments are detailed within the child’s learning portfolio, which is accessible to families and children.

Holistic Approach Our program, the Collective Curriculum considers the children’s physical, social, emotional, cognitive and language development in a holistic manner. Learning experiences cater to all areas of development to ensure our focus is on children’s development.

Learning Outcomes Our program aligns with the five EYLF learning outcomes. Through the child’s interaction, to our learning experiences, educators will assess children against the achievement to these outcomes.

Child-Centred Planning Our program The Collective curriculum is tailored to meet the individual needs, interests, and strengths of each child. Educators will use their knowledge of the child, their observations and assessment to create individualised learning plans.

Inquiry-Based Learning The Collective curriculum encourages inquiry-based learning and teaching, where children will explore, investigate, and make discoveries through hands-on experiences and open-ended questioning.

Outdoor Nature-Based Learning We value outdoor play and providing opportunities for children to engage in nature-based experiences, fostering children’s connection to the natural world.

Flexible Routines Our studio routines are clearly displayed within each studio; the rhythm of the day is flexible to ensure that we are catering to the differing needs of the children.

Team Handbook

To support the holistic development of children, our program will be inclusive of: » Developmentally appropriate curriculum, with strong

focus on play-based learning, addressing the various domains of development, such as cognitive, social, emotional, physical and language development.

» Social and emotional learning program, supporting

children’s social and emotional growth, this can be met through independent and small group experiences.

» Outdoor play and nature-based activities, providing

opportunities for children to connect with the environment and enhance their appreciation for nature.

» Creative arts, offering experiences for self-expression, through art, music, dramatic play, and movement.

» Early mathematics and science, providing hands-on learning activities, promoting exploration to foster curiosity, critical thinking and problem solving.

» Physical and gross motor development, providing

activities that promote physical fitness, coordination, and gross motor skills development.

» Language and literacy, providing activities

that encourage language development through storytelling, reading and writing, enhancing children’s communication and literacy abilities.

» Health and nutrition Initiatives, where activities and

education promote healthy habits, proper nutrition, and overall well-being.

» Passive and active play.

» Flexibility to meet the individual needs and interests of each child, allowing for autonomy and agency.

The guiding principles and practice within the Early Years Learning Framework (EYLF) Version 2.0 align closely with the development of our educational program, the Collective Curriculum. PRINCIPLE

PRACTICE

Respect for Diversity

Our inclusive and culturally responsive educational focus to our program respects and celebrates diversity of all children and families, promoting a sense of identity and belonging.

Relationships

We foster positive and respectful relationships between educators, children, families, and our community to create a supportive learning environment.

Learning Through Play

We incorporate play-based learning experiences into our educational program, seeing play as a fundamental way for young children to explore, learn and make sense of the world around them.

Intentional Teaching

Our educators are deliberate and purposeful in their planning and guiding children’s learning experiences, based on observations and assessments, while responding to the individual interest and needs of the individual child.

Learning Environments

We strive to create flexible, stimulating, and safe learning environments that encourage independent exploration, inquiry and active engagement in learning.

Holistic Approaches

Our Collective Curriculum addresses children’s cognitive, physical, social, emotional and language development through integrated and interconnected learning experiences.

Reflective Practice

Our team members engage in ongoing reflection and evaluation of the educational program (The Collective curriculum) to improve outcomes for children and strengthen the quality of teaching and learning.

Team Handbook

By aligning The Collective curriculum with the principles and practices of EYLF Version 2.0, we can support and promote children’s learning and development in a holistic and child-centered manner. The principles and practices provide a solid foundation for educators to create meaningful and effective learning experiences that cater to the unique needs and interests of each child in our care.

Sleep and Rest Times It is important that rest time or quiet time be provided to allow the children a chance to unwind and if necessary to have a sleep. It allows the children the opportunity to learn to relax in a peaceful environment. Although sleep is not compulsory, the opportunity for the children to sleep needs to be available. Rest time in each room will vary according to the age and requirements of individuals in each room. Non-sleepers will be given quiet activities to do e.g. activity bags, books, puzzles and drawing. Sheets must go on all the beds at rest time to protect the beds and prevent the spread of infection. Beds must be wiped down after each use with disinfectant. Sheets should be sent home at the end of each child’s week to be washed and returned fresh for the following week (if not supplied by the campus).

Australian Children’s Education and Care Quality Authority Rating and Assessment (ACECQA) All team members are required to support and participate in the Assessment and Rating Process. You will be asked to attend meetings and become familiar with the elements and Quality Areas and always strive for Exceeding practices in line with the National Quality Framework. It is the responsibility of the team members to gain knowledge in relation to the NQF principles and Campus policies, acquire and foster superior practices and support the Campus Manager. The campus is always striving to improve and provide the highest quality of care to exceed the National Quality Standard.

Guiding Children’s Behaviour Positively Our campus programs promote a positive approach to managing the behaviour of all children. We believe in encouraging children to resolve problems, defeats, and frustrations where appropriate. This can be achieved by exploring possible solutions, and helping children understand and deal with their emotions. This will depend on the child’s age and level of development. A calm, controlled tone of voice and attitude should be assumed by the team members in all situations. It is not appropriate to use any form of physical punishment with children, and it is important not to demean, make fun of, belittle, or frighten a child as a form of punishment. The following behaviour management techniques are expected:

Prevention A well-designed and equipped room, tailored to the needs of the children, prevents frustration, interruption, and hazards. It offers privacy, independence, and easy supervision. The daily routine should provide enough time for play, a sense of security, little waiting, and wellplanned transitions between activities.

Positive Redirection This could be the basic procedure used in all rooms. By redirecting unacceptable behaviour to an acceptable alternative, focuses on the positive rather than the negative. This can be enhanced through praise.

Modelling When team members demonstrate appropriate behaviour and communication through their everyday actions, children learn what is expected from them. Team Handbook

Limit Setting Team members need to set a few clear simple rules that are appropriate to the age of the children in their care. It is appropriate to involve older children in the process by creating and discussing the ‘rules’ together. Limits should be displayed both in pictures and writing for the children, parents, and other team members to read. Children should be reminded of what they need to do in a positive tone.

Problem Solving Team members can appeal to children’s growing cognitive reasoning by involving them in solving their own issues. Team members can ask children questions to help them identify their needs, feelings, causes and choices.

Logical Consequences Through the use of an “if….then….” statement, children can be helped to see the logical outcomes of their actions. For example “If you run inside then you could trip over”. Team members having difficulties or ongoing concerns about a child’s behaviour should consult with the Campus Manager. Team members should have a clear understanding of behaviour management techniques used at the campus and why they are used, to enable communication with parents.

Recycled products Many recycled products are more expensive than virgin resources. However, increased buying of recycled products is one way to help bring the prices down. All services are to develop a policy on the use of recycled products.

Recycled products and Loose Part Play Incorporating recycled products and loose parts into our program creates engaging and sustainable environments that promote children’s creativity, problem-solving skills, and overall development. Engaging with these resources and materials fosters a sense of environmental responsibility and helps children learn about the value of repurposing materials in their everyday lives.

Loose Part Play and its benefits Loose part play is open-ended play, where loose part materials can be moved, manipulated, and combined in various ways, promoting open-ended play, and fostering divergent thinking. Its benefits include:

Environmental Responsibility

» Imagination and Creativity, offering endless possibilities

» To promote a greater understanding of environmental

» Social Skills, encouraging collaboration, negotiation,

issues by team members, parents and children.

» To encourage the use of environmentally ‘safe’

products, i.e. products which do not endanger health, cause environmental damage or cause unnecessary waste of resources.

» To incorporate environmental awareness and

understanding in the campus program, hence encouraging children to be actively involved with their immediate environment in its repair, renewal and preservation.

for imaginative play.

and communication, where children will create and construct.

» Problem solving, where loose part materials will

encourage critical thinking and engage children in trial and error.

» Mathematical concepts, opportunities for sorting, counting, exploring shape, size and patterns, combining materials etc.

Some key items to include,

» To develop administrative practices in all campus

» Recycled paper for arts and craft, such as computer

Recycling

» Cardboard cylinders and boxes » Milk cartons » PVC piping and connectors

services that minimise their impact on the environment.

In order to help conserve natural resources and minimise processing, all campuses are to be involved in recycling of all recyclable products, i.e. all glass jars, bottles, aluminium cans, steel cans, paper, cardboard, and plastic packaging. Services are to contact their local council for details of recycling services in their local area. If recycling services don’t exist, find out why and perhaps lobby for such a service to be started. To make recycling convenient, campuses are to establish and maintain recycling containers. Each day campuses have organic waste from food preparation etc. All these organic materials will decompose to produce garden fertiliser. Perhaps a parent in the campus would be interested in taking organic materials home for compost, or the campus could establish its own compost heap.

When shopping for the campus, refuse excess packaging, and reuse suitable packaging. A great deal of packaging can also be recycled for use in children’s craft activities, e.g. Collage, printing objects, construction etc.

Team Handbook

paper, architect maps, newspaper etc.

Teams are encouraged to set up a space for donations to be received from families. Finding out families’ professions can help gather resources to support embedment into our program.

Minimise Pollution of Water Systems The following procedures are to be observed in all campuses to minimise pollution of water systems:

» Allow only water in sink drain. Use sink sieves for solid matter.

» Wrap paints, glue oils, fats, etc. in newspaper, and dispose of in the garbage.

» Minimise the use of vinyl paints. Corn flour paint with vegetable dye is a more environmentally friendly alternative.

Energy saving The following strategies should be applied where practical to help conserve use of fossil fuels which contribute to the greenhouse effect and ozone depletion:

Dental care Mouth rinsing

» Use microwave ovens whenever possible » Cover saucepans. It costs four (4) times as much to keep

Recent information on dental health indicated that rinsing the mouth with water after eating is a most effective way to combat tooth decay. We will provide water for each child to drink during and after eating each meal whilst in our care.

» Purchase appliances with high energy ratings as these

Advice to parents

In the kitchen:

the contents of an uncovered saucepan at boiling point. provide a more efficient use of energy.

» Work manually where possible. » Use fluorescent or energy efficient lighting. » Defrost foods before cooking by placing food into the fridge the day before cooking.

» Use the dishwasher only when full. » Check that the seal on the fridge is secure. A good

seal can hold a piece of paper in place when the door is closed.

» Leave a space of at least five (5) centimetres between

the back of the fridge or freezer and the wall and leave space around it so that heat can escape. Less energy is then needed to keep the appliances cold.

» Keep the condenser unit at the rear of the fridge clean and free from dust and lint.

In the laundry:

» Use the sun and wind, when possible, for drying wet washing.

Team members are to encourage parents to clean their child’s teeth prior to arriving at the campus and immediately before going to bed at night. After eating children should be encouraged to rinse their mouth by drinking a glass of water, just as they do at the campus. This will reinforce the dental hygiene advice the children receive at the campus. To avoid the risk of fluoride poisoning through ingestion, child formula fluoride toothpaste should be used. Team members are to encourage children to rinse their mouth with water after each meal according to the Dental Care policy.

Dental Care Education All campuses are to have available a dental care policy in the campus and are to conduct regular formal or informal sessions with the children on dental care. Campuses are encouraged to utilise the services of the State Dental Health Units for sessions on dental care.

» When purchasing a washing machine or dryer,

Little Scholars compare models for energy saving devices and ratings.

» Use cold water and coldwater detergents when you can.

Pest Control Chemicals that destroy household pests may not be good for humans, and they usually destroy all Insects in the area, not just the pests. Chemical sprays are also very ineffective in the control of outdoor pests such as spiders, as once the spray residue has gone, the pests return. The campuses are to seek alternatives to the use of toxic pest control within their campus. The following preventative measures should be applied in all services to deter pests:

» Keep all areas very clean. Never leave food scraps, rubbish, or unwashed dishes around.

» Vacuum thoroughly on a daily basis. » Plug up or seal cracks and small crevices inside the

building where cockroaches like to breed and harbour.

» Check outside equipment daily for spiders. » Any decision on pest control within a campus must be

made by the Campus Manager with the knowledge of all families.

Team Handbook

THIS CONCLUDES YOUR LITTLE SCHOLARS TEAM MEMBER HANDBOOK

Enjoy your time with us. Remember to have fun.

Team Handbook

Team Member Handbook Questionnaire Team Member’s Name:

Please answer the following questions:

Campus Philosophy: Finish the sentence. We believe every child is a unique individual who…

Medication: How many educators should be involved in administering medication?

Probationary Period: How long is this?

Infection Control: What document is it important to be familiar with in dealing with infection control in a child care setting?

Sick Leave: If you are sick who should you contact and when?

Children: Interactions between team member and children should be

Timesheet: Do you need to complete a timesheet daily or weekly?

Appearance and Uniform: Denim shorts and jeans are acceptable as part of the dress code. Yes

and

Collection and Delivery of Children: If an adult whom you have never seen before, comes to collect a child what should you do?

Cleaning: When should you vacuum?

Framework: What framework do we use to guide our curriculum.

Team Handbook

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