Enrollment Policy for ECCE Scheme
- It is the policy of Clondrohid Community Pre-School to prioritize children that will attend Pre School 5 days per week.
- Because we provide a full day care service priority is given to those parents availing to full day care service over those attending for just the free pre-school service for a place in our Pre-School Room.
- Priority is also given to the following:
- Children attending primary School the following September or availing of the second year of the ECCE scheme and are in full day-care in Clann Aire a place will be available to those children in our Senior Pre-School room
- Children that will be participating in the first year of the ECCE scheme and are in full day-care in Clann Aire will have precedence to a place in our Junior Pre-School room.
- Have siblings in the service
- Live locally
- Have difficulties attending an alternative Pre-school
- Have particular needs that the service is well placed to meet.
- Unless your child meets the criteria set out above we cannot guarantee an ECCE place for qualifying children in September . This is very important for parents to understand as spaces are limited.
- You will be asked for evidence of the date of birth of the child and their PPS. If the parent is unwilling to supply this information they will be charged the normal fee until the DCYA confirms the child’s eligibility, the parent will then be refunded in full within two weeks
Clondrohid Community Playgroup are committed to offering access to the group and our facilities in Clann Aire to all adults & children inclusive of gender, marital status, family status, age, disability, race sexual orientation, membership of the traveling community, & religious belief.
We offer an “Open door” policy. This is particularly relevant during the settling in period.
Our Mission StatementThe Management and Staff of Clann Aire aspire to the provision of high quality childcare; By providing children with a safe and trusting environment, by encouraging the children in our care to become confident, self-sufficient and good decision makers which are incorporated into our daily routine. We value and highly regard the input of all parents as we regard them as the primarycarers. All children and their families will be respected as individuals and as capable confident learners in order to reach their full potential and increase their self-esteem.
Inclusion PolicyClondrohid Community Crèche, Pre-School and After School are dedicated to develop and support an inclusive environment for all the children and staff within our setting.
Inclusion is “a process involving a programme, curriculum or education environment where each child is welcomed and included on equal terms, can feel they belong, and can process to his/her full potential in all areas of development” (National Childcare Strategy, 2006-2010)LINC (Leadership for Inclusion in an Early Years Setting) This a new national programme designed to enhance inclusion of children with additional needs in early childhood care and education settings Harriet Murray Is our Inclusion officer (INCO) she has completed her Linc training which a Level 6 Special Purpose Award in Leadership is for Inclusion in an Early Years setting. Harriet’s role is to ensure best practice is being implemented in leading the inclusion of children with additional needs in our early year’s setting. She will support all of our Practitioners to plan for, implement and review inclusive practice at all times within our setting. Another part of the Role of INCO is engaging with the children ensuring the child’s needs ideas, feelings and thoughts are listened to. The INCO will advocate on their behalf to ensure Inclusion procedures are in place, as appropriate. Liaising with parents, and other professionals working with the child, including early years Specialists through the AIM program. For more information go to www.aim.gov.ie The management and employees of Clann Aire embrace equality and diversity. We value the ability, individuality and cultural background of all the children. We aim to show this through an inclusive environment, our interactions with children and their families and through our curriculum planning which will provide opportunities for children to reach their full potential as active learners. We will support children to respect difference and empower them to deal with situations that may arise around discrimination. Inclusive Environment We aim to provide an inclusive environment by;
- Respecting all children, their families and their rights i.e. freedom of choice, meeting their needs, listening and understanding, good communication with parents
- Embracing and respecting all cultures, nationalities, race, religions and abilities that attend the setting
- Confidentiality is of paramount importance
- Providing resources that show diversity and challenge stereotypes i.e. visuals, family walls, books, jigsaws, food, toys, use key words of the child’s first language in order to communicate with them
- Labelling the equipment and the environment with images and/or words
- Having our service accessible for children with additional needs
- Having toys and resources accessible to the children
- Ensuring all staff have the necessary qualifications required.
- For each child and family that start attending our setting, we ensure that we are welcoming, friendly and we get to know them all individually.
- Practitioners need to be good role models. As questions arise from children, we deal with them there and then. We get down to the child’s level, we listen, we understand and we answer honestly.
- We encourage children to express their feelings, develop decision making skills and conflict resolution skills
- Practitioners need to be open minded and aware that they can’t leave their pre-conceived idea’s impact the way they view or treat a child or adult
- We know and respect our Partnership with Parents Policy.
- We would get down to the child’s level
- Listen to the children about what happened, what was said and how they felt. By practitioners showing empathy and expressing how we are feeling, will help the children express their feelings
- We would ask questions about what happened and for ideas from the children how they are going to resolve the situation
- Some issues may arise from what the child may hear outside our setting and if this happens we would have to speak to the parents in a private and confidential manner. We would explain to them what was said or done. We would explain that we cannot have any anti-bias or anti-discriminatory language or behaviour in our setting.
Parents as Partners Policy
Clondrohid Community Crèche and Pre-School affirms the crucial role of Parents as primary educators of their children. At Clann Aire we are committed to being open, inclusive, welcoming, accepting and respectful of all parents using our service.
- Copies of our Policies and Procedures are available to parents; just ask any of our childcare workers for a copy, or log on to our website
- We welcome all families of different cultures and religions, by ways of cultural displays and celebrations in our center.
- In our Pre-school we hold an information evening each August before the new school term begins in September. This is open to all parents/Guardians of children attending Pre-school.
- In our Crèche the supervisor is available to meet parents to discuss any issue you might have.
- A record of each child is kept daily in the crèche and any of our childcare staff will be glad to discuss your child’s daily routine with you. If we have any concerns it will be brought to your attention. Babies are monitored daily by way of Daily Diaries, their sleep patterns, feeds, nappy changes are recorded each day this information is given to the parents daily.
- A notice board is on display in the lobby, any information we feel is relevant to parents is displayed here.
- Being a community crèche and Pre-School we have to organise fundraisers throughout the year, and we encourage parents to become involved. All money raised is used to buy equipment for our centre.
- There is a post box on the wall in the inner lobby used for your payments but it may also be used as a suggestions box for parents. We would appreciate any comments or suggestions you may have.
- In our Pre-School targets are set and children are being constantly observed and their progress is recorded, our play-leaders meet with the parents twice a year to discuss your child’s progress, difficulties or concerns they or you may have.
- If parents feel they would like to contribute in some way to any of our services whatever form it may take i.e. special skills, special activities (providing art materials for junk art, outings, cookery sessions, art, etc.) please let us know.
- To fully implement our parents as partners policy we constantly need information from parents i.e. if the child is feeling unwell, or they had a bad night, a bereavement of a person or an animal close to the child, any trauma in the child’s life. All of this information shared by parents to any of our childcare workers will be totally confidential.
- We operate a "text a parent" method of communication by sending a text message to parents on important information that we need to ensure all parents receive it at the same day & time.
- Our website www.clannaire.com has all of our general information on it and its updated regularly.
- We also have a facebook page where we also share important information.
Positive Behaviour ManagementClondrohid Community Crèche, Pre-School & after School aim is to support and guide all children to manage their own behavior and learn to resolve conflicts that arise. Children attending the services are here for new learning experiences which may test their own coping strategies. All staff will support the children to regulate their behaviour and will have a number of strategies to deal with both positive and challenging behaviour. This policy is underpinned by the Child Care (Pre-School Services) Regulations 2006 Supporting Positive Behavior
- The learning curriculum is designed with the age and developmental stage of the child in mind.
- Each child will be assigned a key worker who will be responsible for building up a special relationship with them and their family. This helps with getting to know what the child enjoys and some of the situations they find difficult.
- Staff will be the role model of positive behavior and how they play, speak and interact with the children is a key part of their role.
- Role modelling includes: Explaining feelings, using a calm tone of voice, giving choice to the children, using language to help children understand positive decisions, getting down to the child’s eye level
- Any rules will be kept clear, simple and age appropriate
- Staff will always comfort an upset child
- Play activities will be used to play out challenging situation so children get the opportunity to practice positive behavior strategies.
- Books and storytelling is used to talk about feelings and what we can all do when we are angry, upset or frustrated.
- A range of activities will be available to the group of children which offer a lot of choice to all in order to keep the children active in play.
- Children will have ample time to explore outdoors giving them lots of opportunity to run and feel free
- Children will not have to sit for long periods of time allowing them have a choice and to move
- The children will come up with a list of rules they think are important helping them take
- The play environments will be laid out into specific play spaces which supports children’s natural
- Approach calmly – put yourself in the shoes of the child. All their feelings are relevant and real in the moment. Approach the situation calmly and get down to the child’s eye level.
- Acknowledge feelings – describe how the child/ children are feeling, children often don’t have the language to explain how they feel leading to more frustration. Help the child by describing it for them “you both look very sad and upset”
- Gather information – remain neutral by giving each child the opportunity to tell their side of the story. Children sometimes need lots of time to get the words out so take your time and remember the importance of the lessons learnt in these situations.
- Restate the problem – after listening to the children simply describe what the problem is so both/ all can understand both sides of the story.
- Ask for ideas for solutions & choose one together for the older child : or for younger children a solution is given - give the children an opportunity to come up with solutions and keep working on it until you all agree on something. This can take a bit of time but its giving the children lots of practice compromising with one another which are the vital skills they will need.
- Be prepared to give follow up support – it is important the staff member follows through on the agreed solution. This helps place trust in the process and children will have confidence in the approach
- If a child’s behavior is considered dangerous to themselves or others a staff member will carefully remove either the child or the other children from the room. This is in order to protect everyone present. The child will be given time to become calm and a staff member will help & guide them with their behavior.
- The key worker will record the incident and discuss with the family.
- If a child’s behavior is ongoing or becomes severely challenging the service will implement the following strategies:
- The staff team will carry out a meeting to discuss the behavior and plan out going forward to help the child overcome the issues.
- The child’s key worker will carry out a number of observations to try establish a trigger of the behavior.
- All observations will be discussed with the family.
- A plan will be drawn up in collaboration with the staff team and family of the child.
- If necessary the family will be supported to contact any relevant external professionals.
- If the behavior is a child protection concern the Child Protection Policy will be implemented
- All information gathered and discussed will be stored securely and all observations are highly confidential.
- All meetings, plans and observations will be recorded and stored in the child’s record in a locked press.
- The staff will always work in the best interest of the child using their best judgement in situation which can be demanding and stressful on all involved
- Corporal or physical punishment
- Any practices that are disrespectful, exploitative, intimidating, emotionally or physically harmful or neglectful
It is the policy of Clondrohid Community Crèche and Pre-School to keep confidential any information regarding any incidents concerning the health, safety and family circumstances of children, families, staff and volunteers.
Knowledge or observation of children’s behavior will be treated in a strictly confidential manner, except in terms of legal obligation, i.e. Child Protection In accordance with the Child Care (childcare services) Regulations 1996 records of children have to be kept of each child attending our services.
Parents will have access to records kept in the service only in relation to their own child. These records are kept in a locked file.
In child protection situations, observations and records in relation to children may have to be made available to the HSE.
Each staff member is aware of our Confidentiality policy and have signed an agreement in their job contracts to up hold this agreement.
Breaches of our confidentiality policy will be dealt with under our terms of employment
Illness & Exclusion PolicyClondrohid Community Crèche, Pre-School & after School services prioritizes the health and well being of the children in the service and believes a child needs to be fit and well to benefit from attending the service. If a child is sick at home or becomes ill throughout their day, we believe the best place for them is at home where they can rest fully and recover. This policy is underpinned by the Preschool Regulations 2006 High Temperature If a child has a suspected temperature, the electronic thermometer will be used to take an accurate reading. A temperature of 38 degrees or higher is considered high. A number of measures will be used to try reduce the temperature: - The desire to improve the overall comfort of the child must be balanced against the desire to simply lower the body temperature
- Firstly the child’s clothes are loosened and removed if necessary
- Check that the temperature of the room is not too warm
- The child is given a tepid sponging and comforted.
- The parent will be contacted and informed of the child’s state & temperature
- If there is little or no improvement after 30 minutes, the parent will be asked to collect their child from the service
- The child will be monitored and made comfortable allowing them to rest.
Administration of Medication PolicyClondrohid Community Crèche, Pre-School & after School services is committed to supporting each child’s well-being. To facilitate this we will work in consultation with parents to ensure the safe administration of medication in the event that:
- a child is taking prescribed medication, with the prior written permission of their parent(s) or guardian(s)
- a child becomes unwell while attending the setting and, only with the prior written permission of their parent(s) or guardian(s), is given pain relief or temperature reducing medication
- Medication should never be administered without written permission from parent(s) or guardian(s)
- Written permission is obtained from parent(s) or guardian(s) on the child’s registration form in relation to the administration of medication.
- Where a child has a chronic condition which requires daily medication the written permission and a written care and administration plan is obtained on enrolment and is reviewed regularly.
- Parents should also be requested to notify the service if their emergency contact details change.
- Child’s name - b. Prescribed dose - c. Expiry date - d. Written instructions provided by the prescribed on the label/container as dispensed by the pharmacist
Our Child Safeguarding StatementThis is a statement for all parents/Guardians, Childcare Practitioners, Students/volunteers & Families of children attending all of our services it is very important that you read and understand it. The management and the Childcare Practitioners working in Clann Aire have committed to implementing and reviewing our guiding principles and child safeguarding procedures in respect to safeguarding the children in our care. We will review our guiding principles and child safeguarding procedures every two years or sooner if necessary due to service issues or changes in legislation or national policy. We aspire to the provision of high quality childcare by providing the children with a safe and trusting environment. We believe that the Protection & Welfare of each child is of paramount importance. We believe every child has a right to be protected, and treated with respect. Through our curriculum which is called Aistear which is incorporated into our daily routine we encourage the children in our Care to become confident, Independent and good decision makers. We listen to the children we respect their views and opinions. We celebrate difference and treat all children equally by giving them all the same opportunities. We also value and highly regard the input of all parents as we regard them as the primary carers. We work in partnership with all parents. We are committed to complying with all National legislation and policy (Children First :National Guidance for the Protection and Welfare of Children, Tusla’s Child Safeguarding: A Guide for Policy, Procedure and Practice, the United Nations Convention on the Rights of the Child and current legislation such as the Children First Act 2015, Childcare Act 1991, Protections for Persons Reporting Child Abuse Act 1998 and the National Vetting Bureau Act 2012)We are a community Crèche that serves families within a 20 mile radius of our Centre. We care for children from 6 months to 11 years of age. We have 5 working rooms
A copy of our Full Safeguarding statement is available to see in our lobby and we encourage you to read it.