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In this procedure, words in italic text are defined terms which have the specific meanings set out in Gowrie Victoria Policies and Procedures – Definitions and Abbreviations.
Purpose
The purpose of this procedure is to establish and promote a shared knowledge and understanding between children, families and educators, creating a strong link between each child’s home life and their service.
Scope
This procedure applies to all staff members, volunteers, students on placement and
contractors/labour hire employees of Gowrie Victoria.
Procedure statement
Orientation for long day care and integrated kindergarten
Orientation for children and families focuses on building secure, respectful and reciprocal relationships between children, families and educators.
Orientation can start once the enrolment process is completed and a child’s start date is confirmed.
Generally, when planning orientation programs for their service, early learning managers at Gowrie Victoria’s services will ensure that:
- a primary educator is assigned to each new child and their family
- children and families have access to all the information they require about the service and its programs
- children and families have sufficient opportunities to spend time at the service, to meet their educators and to familiarise themselves with rhythms and routines of their rooms
An initial orientation meeting should be held between the child’s family and the primary educator. At this meeting the primary educator should:
- focus on learning about their family beliefs, values and culture and support families to feel culturally safe
- discuss their understanding of their child’s strengths, interests, abilities and needs
- share detailed information about the child
- discuss the values and expectations they hold in relation to their child’s learning and the education and care policy of the room
- discuss the child’s specific needs (fears, dietary restrictions, family make up, likes/dislikes, physical skills, communication skills etc.)
- provide information to families as required
Depending on the child’s needs, following the initial meeting and orientation families will be encouraged to attend another orientation session visit so that children and families can explore the service environment and meet educators and peers. Families will be required to sign in and out of the service for these visits and must stay at the service. Fees will not be charged for these first two orientation visits.
At all times following the initial meeting, the child’s primary educator will:
- concentrate on building a secure and respectful relationship with each child’s family
- continue to discuss and if required adjust individual strategies with families to help their child/ren settle into the service
- support children, including by providing consistent rituals and rhythms between home and the service
- support families to make the required adjustments
Once the child starts in their room, particularly for the first few sessions, their family will be encouraged to bring their child for shorter days. This generally assists the transition to the educational setting and ensures that the experience remains positive.
A further formal meeting with each child’s family will be offered at 6 weeks to discuss the child’s progress.
Orientation for sessional kindergarten
The first kindergarten session of the year will be an orientation session for children and families.
Early childhood teachers and educators at Gowrie Victoria’s sessional kindergarten programs will:
- focus on learning about their family beliefs, values and culture and support families to feel culturally safe
- discuss their understanding of their child’s strengths, interests, abilities and needs
- discuss the child’s specific needs (fears, dietary restrictions, family make up, likes/dislikes, physical skills, communication skills etc.)
- children and families have access to all the information they require about the service and its programs and what to bring
Families will be encouraged for their children to stay for the session and educators will call families if the child requires additional support with perhaps a shorter day in the first weeks to assist with transition. Early childhood teachers will work with each family individually to support children and families in the transition to kindergarten.
Transition to new rooms
As far as practically possible, the early learning manager of each service should try to arrange for a child transitioning to a new room to be accompanied by their peers from their previous room.
Children making the transition to a new room at a service should be given multiple opportunities to visit their new room to become familiar with the new space and spend time establishing meaningful connections with new educators. These visits can be incorporated into children’s programs.
As transition approaches, educators will complete the internal transition form to be given to the new team and families will be invited to have an initial meeting with the child’s new primary educator. The purpose of this meeting is for the educator and the child’s family to:
- share detailed information about the child
- establish shared understandings about the goals for the child and the education and care policy of the room
- pass on supplementary information about the child’s specific needs (fears, dietary restrictions, family make up, likes/dislikes, physical skills, communication skills )
- provide additional information to the child’s family as required
A further meeting can be arranged with each child’s family within two months of transition to a new room if required, or less formal discussions can take place with families.
Return of children after prolonged absence
If a child is absent from a service for an extended period, the child’s educators and other staff members as required will aim to maintain relationships with the child and their family.
Educators will also work with families to plan for and assist a child’s return to a service after a prolonged absence.
Transition to school
Staff members at Gowrie Victoria’s services will work with local schools to support children’s continuity of learning and transition to school. This includes preparation and completion of Transition Learning and Development statements by teachers in Term 4. Staff members will extend communication to relevant schools which may include meetings with a child’s teacher/s or other school staff as requested and approved by families.
Transition to another service
Gowrie Victoria will support families whose children are moving to another education and childcare provider if this is requested by families.
Feedback
Early learning managers will ensure that families of children starting at their service or transitioning to new rooms are encouraged to provide feedback through formal and informal channels.
Educators will reflect on the experience of children and families during orientation and transition, with a view to improving the experience for all children.
Authorisation
Approved by the Executive Manager, Early Learning
| Name | Nicole Pilsworth |
| Signature |  |
| Date | 18/10/2024 |
References
NQS Quality Area QA6 Collaborative partnerships with families and communities
Procedure Status Mandatory