Policies as required by DOCS

CONTENTS/INDEX

1. PHILOSOPHY AND AIMS

2. PARENT PARTICIPATION

3. WAYS THE NEEDS OF CHILDREN ARE TAKEN INTO ACCOUNT

4. TRANSITION TO SCHOOL

5. STAFF INTERACTIONS WITH CHILDREN

6. CULTURAL RELEVENCE

7. WAYS SELF RELIANCE AND SELF ESTEEM ARE FOSTERED

8. INCLUSIVE PRACTISES

9. ANTI BIAS

10. DISABLED ACCESS

11. EXCURSIONS

12. CHILD PROTECTION

13. COMPLAINTS

14. STAFF TRAINING

15. BEHAVIOUR MANAGEMENT

16.HEALTH, SAFETY, NUTRITION, SUN PROTECTION

17.CONTROLLING INFECTIOUS DISEASES

18.ADMINISTRATION OF MEDICINE

19. CONFIDENTIALITY

20. EMERGENCY EVACUATIONS

21. ACCIDENT/INCIDENT, CHILD DEATH

1. PHILOSOPHY AND AIM OF SERVICE

Montessori Works seeks to enable students to realize their full potential as life-long scholars and as responsible citizens of their community by introducing dynamic learning experiences according to Montessori principles.

Education at Montessori Works is based on the principles developed by Maria Montessori. At the heart of this approach is the belief that children will best reach their potential by having the freedom to learn in a classroom especially prepared for exploring under the careful guidance of a trained teacher.

Montessori Works counts on the support of its parents. Together we can make a difference.

Montessori Works values diversity and does not discriminate on the basis of national or ethnic origin, race, gender, or religion.

Our goal is to help our students to become healthy, self-confident, aware individuals who are excited by learning and have a great thirst for knowledge.

Aims for each child

Toward independence and problem solving.
Toward the enjoyment of learning.
Toward the development of order, concentration, and coordination.
Toward skills in oral communication.
Toward respect for oneself, other people, and the planet.
Toward responsible group membership.

Our service aims:

We emphasize a mixed age group, from 3-6 yrs, with low student-teacher ratios, Montessori-trained teachers who take a personal interest in seeing that each child succeeds as a learner, and classrooms designed for children to use and enjoy.

Students also help to cultivate gardens adjacent to the playground.

Provides individual instruction:

Each child is allowed supervised free choice of classroom activities and freedom of movement based on his or her interests, so long as these activities do not disrupt the well-being of the class.

Promotes initiative and self-confidence:

Materials are structured and presented to enable self-teaching and independent activity, which develops self-reliance.

Emphasizes learning through the use of tangible sensory objects, which reinforces memory and understanding.

Provides a supportive, carefully prepared environment scaled to the needs of the child and designed to teach a sense of responsibility and self-discipline.

2. PARENT AND STAFF PARTICIPATION IN CURRICULUM DEVELOPMENT.

� We encourage parents to actively participate in the care and Education of their children through involvement in decision making with regards to their child's care and education which includes participating in curriculum development

� We provide resources for parents eg parent library, courses, and workshops.

� We respect individual families' needs and differences.

� We promote a friendly, comfortable, and co-operative relationship between parents and staff through daily contacts.

� We have a procedure in place to deal with grievances.

� It is required that Staff at Montessori Works keeps developmental records for individual students in care. It is the responsibility of the teacher, in consultation with all staff members, and in adherence to Department of Community Services/Education, to decide the form in which these records will take, eg. check lists, written observations. These records will be the basis of programming for both the group and the individual child and should be updated regularly.

� Individual developmental records must be made available for parents to discuss with a staff member, if requested.

We liaise with parents formally twice per year at which the parent receives a summary report sheet.

Developmental records are to remain in the school for a period of two (2) years after the child has left the service.

Staff in consultation with parents at Montessori Works provides a written program using the following guidelines:

� Realistic goals for individual children set from observations and recordings of each child's special interests and developmental level.

These goals should include long range goals for the group as well as goals for individual children.

� Emphasise learning as an interactive process with materials and people. The environment should be arranged so that children learn through active participation.

� Provide a balance of activities:

� indoor/outdoor;

� quiet/active;

� individual/small group/large group;

� Child initiated/adult initiated.

� Allow the child to select their own activities during the day from a range of activities provided in the Prepared Environment.

� Provide a range of developmentally appropriate activities and materials.

� Allow flexibility according to the changing needs and interests of the children, to cope with changes in weather, or other situations which bring about change in routines.

� Provide for integration of special needs children.

� Reflect cultural and linguistic diversity.

� Include gender equity.

� Evaluation of the program should be carried out continuously. Evaluation should include:

� the achievement of objectives;

� the appropriateness of teaching methods;

o the suitability of resources;

o the desired or undesired outcome;

� the effectiveness of planning/preparation;

� the re-establishment of objectives;

� any spontaneous activities should be recorded and evaluated.

� Programs are to remain in the centre at all times and must be available for relief staff to work from.

3. WAYS THE SERVICE ENSURES INDIVIDUAL NEEDS OF CHILDREN ARE TAKEN INTO ACCOUNT

� We ensure the healthy growth and development of each child in care according to their individual needs.

� Individual developmental programmes are used in the following areas:

� Physical Development - we promote each child's growth and general health.

� Social and Emotional Development - we help each child develop a positive self esteem and the self-confidence needed for daily living. We assist each child in the development of positive interpersonal skills including, values, attitudes, fairness, co-operation and conflict resolution strategies of social reasoning and negotiation.

� Motor Skills - We help each child develop fine and gross motor skills appropriate to his/her age.

� Intellectual Development - We assist each child in developing language skills, problem solving ability and perception.

� Creativity - We allow each child to develop creative potential.

� Self Help Skills - We encourage each child to develop skills and independence in caring for him/her self.

We develop the learning potential of environments inside and outside the school.

We recognise routine tasks of eating, toilet practices, dressing, and resting as important learning opportunities. Children's individual routines should be acknowledged at all times.

We adhere to guidelines as set down by funding bodies.

� Parent consultation and Parent Involvement

We involve parents in decision making with regards to their child's care and education.

All parents have the right to be involved in the day-to-day activities of the centre which their children attend. Parent involvement establishes trust between parents and staff. The children in turn sense this trust, and feel more at ease in the school.

Parents are to be given the opportunity to become involved in a way that suits them best. This may be taking part in fund-raising activities, assisting with school maintenance. By providing a number of options for parents, the school will have a greater chance of succeeding in involving the majority of parents.

4. TRANSITION TO SCHOOL &/OR OTHER ORGANISATIONS PROVIDING SERVICES TO CHILDREN.

At Montessori Works our programme will:

establish positive relationships between the children, parents, and educators;
facilitate each child's development as a capable learner;
differentiate between "orientation-to-school" and "transition-to-school" programs;
draw upon dedicated funding and resources;
involve a range of stakeholders;
is well planned and effectively evaluated;
is flexible and responsive;
is based on mutual trust and respect;
relies on reciprocal communication among participants;
takes into account contextual aspects of community and of individual families and children within that community.

The responsibility of ensuring the opportunity for parent involvement is the staffs to inform parents of Montessori Primary Schools in the area and to cooperate in children attending transition programs developed at other primary schools.

Each year a FORUM should be provided by the staff with an invitation to Parents to discuss - Transition to school.

An invitation will be sent to the various primary schools in our area to an information session for staff and administrators showing them the environment the children have been working in, thus aiding transition.

See also www.det.nsw.edu.au/policies/student_admin/ general/transition

5 . STAFF INTERACTIONS WITH CHILDREN

To assist in the delivery of the philosophy the staff interactions with children are crucial. There are guidelines which must be put into practice:

� The children are guided towards positive and responsible behaviour, and the children have the opportunity to freely choose activities and problem solve and have access to learning experiences, and

� the children are encouraged and supported towards self reliance and the development of positive self esteem, and

� the children are not required to perform duties that are unreasonable, having regard to each child�s age and physical and intellectual development.

� The dignity and rights of each child must be maintained at all times

� staff do not include physical, verbal or emotional punishment including for example punishment that humiliates, frightens or threatens the child,

� the child is not isolated for any reason other than illness, accident or a pre arranged appointment with parental consent

� the values of the family are respected

� the child is given positive guidance directed towards acceptable behaviour with encouragement freely given

� the child is given emotional support

� the child is not required to sleep, rest or eat against the child�s wishes.

6. WAYS IN WHICH THE PROGRAMS ARE CULTURALLY RELEVENT.

It may be necessary to enlist the help of the Telephone Interpreting Service, telephone 008 11247, for cases where parents who are non-English speaking inquire about, or enrol their child in, the centre.

Staff should also enlist the help of any bilingual workers or bilingual parents who may be able to help overcome any language barriers.

MONTESSORI philosophy should be translated into other community languages, if possible.

Montessori Works aims to have respect for all racial origins, religious cultures, languages and specific needs so that each child is valued as an individual, without racial or gender stereotyping.

"We aim to provide an environment in which all people can have a positive self image of themselves"

In all areas of development and in all opportunities during programming culturally relevant activities are sought.

For example:

Singing on a daily basis in other languages.

Maps and mapping/ picture albums

Flags of different countries

Stories of other cultures

Festivals and celebrations

Parents participate in Multicultural Luncheons

Greeting words are used regularly from other languages

Another Language is taught regularly.

7. WAYS IN WHICH SELF RELIANCE AND SELF ESTEEM OF CHILDREN ARE FOSTERED.

We chose a Montessori Philosophy the goal of which is the development of independence of which both self reliance and self esteem are based.

All activities are chosen and used in the environment that allows children to do for themselves.

From hanging up their own bags on hooks placed at their height.

Choosing work/activities from shelving that is not cluttered but activities easy to manipulate and look after and replace when completed.

Choose when to eat fruit during the morning.

Choose when to go to the toilet.

Having access to their beds to be able to rest as they require.

Our developmental programme with individual programming allows children to develop at their own pace. This is necessary for self esteem and confidence to develop.

The staff are trained and we hold Parent Courses encouraging adults to allow the child greater freedom to develop responsibly as members of society.

8. WAYS IN WHICH NEEDS OF CHILDREN WITH A DISABILITY ARE CATERED FOR:

Enrolment procedure requires the disclosure of a disability or Special need and discussion initiated to how best manage the disability at our service.

Support Workers may be accessed through SUPS.

The environment has been prepared to allow disabled access to all classroom activities.

Children have individual programmes that allow development in all areas at their own pace.

Flexibility of the use of materials can be adapted to meet specific development needs of a child with a disability.

Networking with other service providers who also offer programmes for children with a disability.

Staff training a priority to continually meet the individual needs of disabled children.

9 ANTIBIAS POLICY INCLUDING WAYS IN WHICH CHILDREN WITH A DISABILITY, NESB OR ATSI ARE TO BE ENROLLED AND FULLY PARTICIPATE IN THE PROGRAMME( WITH ANY HELP & SUPPORT)

We have a non competitive environment/atmosphere where every child is respected as an individual regardless of disability, NESB or ATSI and through observation of holistic development an individual program is presented allowing children to develop at their own pace.

Anti bias policy will be introduced throughout our programming and introducing artefacts into our environment which reflect anti bias where possible through books, music and song, cooking, art and craft, clothing and play equipment. Parents from non-English speaking backgrounds will be encouraged to contribute knowledge of their culture to enhance the program.

Staff will be encouraged to attend In Service training on multicultural programming and disability issues.

No activities at the service will contain negative or discriminating images of other cultures or children with a disability, NESB or ATSI.

Support Workers provide help and support as required by the individual needs of the children with a disability, NESB or ATSI to allow these children to fully participate in the programme.

10 WAYS IN WHICH THE SERVICE ENSURES THAT CHILDREN WITH A DISABILITY HAVE ACCESS TO BUILDINGS, AREAS AND FACILITIES AND PROVIDED WITH ACCESS TO SUPPORT SERVICES, SPECIALISED EQUIPMENT AND RESOURSES.

Australian Building Code adhered to with wheel chair access
Australian Building Code adhered to regarding disabled toileting facilities.
SUPS workers are trained as Disability advisors in providing equity and access. They provide support and resources to children with disabilities and additional needs.
The role of the staff in our service is to ensure children with additional needs can fully participate free from discrimination or harassment in all aspects of pre school life from developmental to social.
Access to one on one care through our support workers
Access to specialised learning materials
Enlarged print in books
Signing an option and used regularly in small groups.
Working individually or in small group work
Non competitive approach
Adjustments to teaching and assessment procedures
Australian Building Code adhered to with wheel chair access
Australian Building Code adhered to regarding disabled toileting facilities.

11. EXCURSIONS

An excursion is defined as any activity in which children are taken out of the licensed premises of a children's service.

Children learn from experience, therefore excursions are seen as a valuable part of a centre program. Careful planning is needed to ensure the success of an excursion. Planning to maximise the learning potential of the experience, whilst ensuring the safety of all those involved.

The following guidelines are to be followed in conjunction with the Department of Community Services Policy on Excursions for Staff and Children in all Children's Services.

Planning:

Before initiating an excursion, staff need to define the rationale for having an excursion, and identify objectives they wish to achieve.

Staff need to be familiar with the site involved in order to assess suitability in terms of safety, facilities, eg. toilets, and accessibility for all children.

An itinerary should be developed including a timetable for the excursion, the means of transport, an alternative plan for bad weather, specific instructions regarding children's attire, eg. hats, shoes, etc, arrangements for mealtimes and toilet routines, arrangements for special needs children, eg. push chairs, as well as the name of the person with first aid qualifications who will accompany the children as well as an emergency number for the excursion.

A copy of this itinerary is to be made available to all parents of children attending the excursion at least twenty four (24) hours before the excursion is to take place.

A copy of the itinerary is also to remain in the centre, along with a list of children attending the excursion.

Parent Permission:

All parents are to receive a written itinerary, along with the reasons for taking the children on the excursion, prior to giving permission for their child to participate in the excursion.

Under no circumstances can a child participate in an excursion if a parent/guardian has not given written permission for the child to do so.

Permission must be obtained for each individual excursion, and is to take the format of a standard form for each child attending.

The form must identify the child and the authorising parent/guardian. This form is to be retained in the child's file.

In the event that a child is absent from the school and twenty four (24) hours notice cannot be given, the parent may grant approval on the day of the excursion.

However, the centre is to attempt to contact the parents of the child prior to the excursion, and to ensure that appropriate arrangements have been made for the child to remain at the school, if the parent wishes.

First-Aid Requirements:

At least one (1) person attending the excursion must have a First Aid certificate.

A basic First Aid kit should be taken on all excursions.

Supervision:

Adult/Child ratios are to be: Children aged 0 - 3 years, one (1) adult to two (2) children. Children aged 3 - 5 years, one (1) adult to five (5) children.

The above ratios are given as a minimal requirement, and the use of additional adults should be sought if the teacher feels it is necessary.

When Special Needs children are taken on an excursion, additional adults should be included in the ratios, dependent upon the disability, to ensure their safety, and that they benefit from the excursion.

The Co-ordinator of the Special Needs Unit should be contacted to discuss the requirement of extra staff for the excursion and the availability of such staff.

Accompanying adults should be assigned specific children to their care.

Expectations of adults and objectives for children should be explained clearly to all adults attending, prior to leaving the school.

Remember, ultimately it is the Authorised Supervisor who is responsible for the care of all the children.

A list of children attending the excursion is to be taken on the excursion, and a copy of this list is to be left in the centre.

A roll call should be taken periodically during the time out of the school.

Transport: Refer to the regulation conduct of excursions 20

Insurance: Any excursion planned must be consistent with the requirements/exclusions of the Public Liability Cover held by the service.

PLEASE BE AWARE: At Montessori Works we will endevour to have several INCURSIONS each year rather than go on excursions.

12 CHILD PROTECTION (ROH & REPORTABLE ALLEGATIONS, CRIMINAL OFFENCES

Montessori Works has a responsibility to both the children placed in its care and the families of those children to ensure that the children are protected while in care, from any type of abuse. Any person convicted of a serious sex offence will not be permitted to either work or seek work in a position is unsupervised. These people are considered "prohibited persons" under New South Wales State legislation.

We have a responsibility to ensure that we have an effective and timely employee complaint management, investigation, disciplinary and reporting systems in relation to allegations of child abuse.

Relevant Legislation

The legislation pertaining to the child protection policy is:

The Child Protection (Prohibited Employment) Act 1998
The Commission for Children and Young People Act 1998
The Ombudsman Amendment (Child Protection and Community Services) Act 1998

Current Employees

Montessori Works must obtain a declaration from all existing employees employed in positions that primarily involve direct contact with children where that contact is not directly supervised, as to whether they are a "prohibited person" as defined by the legislation. If they are identified as a "prohibited person" we will take appropriate action to ensure that the employee does not remain in child related employment.

Recruitment of New Employees

1. We undertake a prohibited person declaration from any person engaged in either a paid or unpaid position which primarily involves direct contact with children where that contact is unsupervised.

2. We undertake structured referee checks for all applicants considered for appointment to a position which primarily involves direct contact with children where that contact is unsupervised. It is recommended that references be obtained orally.

3. We check that people engaged in activities which primarily involves direct contact with children, where the contact is unsupervised, do not have:

a criminal record
an apprehended violence order against them, or that
any relevant disciplinary proceedings are afoot.

Further, we undertake a probity check relating to previous employment.

4. Through the approved screening agency, we:

carry out the "Working with Children Check" .
Undertake a risk assessment of any prospective employee whose check reveals any matter which should be taken into consideration before engagement is confirmed.
contact any prospective employee whose check has revealed a matter which should be taken into consideration regarding that person's possible engagement.

Disciplinary Procedures

Disciplinary proceedings in relation to child abuse will include investigation of allegations which cover:

child abuse
sexual misconduct, or
acts of violence committed by the employee in the course of their employment

Notification of Adverse Reports

We notify the Commission for Children and Young People of any:

decision not to engage a person as a result of the findings of the employment screening process, and
completed disciplinary proceedings against an employee involving child abuse, sexual misconduct or acts of violence in employment where these acts: involve children, are directed at children or take place in the presence of children.

Relevant disciplinary proceedings do not include those where there has been a finding that allegations were false, vexatious or misconceived.

Child Protection Policy

NSW Ombudsman Policy

Role Of the Ombudsman

The Ombudsman ensures government and certain non-government agencies are aware of their reporting obligations under the Ombudsman Act 1974
The Ombudsman:

� Scrutinises the systems these agencies have for protecting children and young people and for responding to allegations or convictions of reportable conduct

� Monitor�s agency investigation into child protection and in some cases conducts those investigations.

� Investigate a complaint about an agency�s inappropriate handling of a response to an allegation/ reportable conduct.

The Centre Director is to:

A. Report to the Ombudsman within 30 days of becoming aware of reportable conduct made against employees.

B. Conduct investigations (which can include preliminary or other inquiries and assessment) into reportable conduct and to take appropriate action as a result.

See attached fact sheets (1-11) with specific procedures to follow and required details:

Fact Sheets are as follows:

Keeping Records
How we assess an investigation
Planning an investigation
Conducting an investigation
Child Protection: Responsibilities of heads of agencies
Who is the �head of agency� in a Child Care Centre
Recognising and managing conflict of interest
Reviewing your child protection policy
Risk management following an allegation of reportable conduct against an employee
How we audit agencies that provide services for children.
Apologies and child protection

Employees must: Inform the Director of any reportable conduct or conviction against an employee, which occurs either within or outside the work place.

CHILD ABUSE & NEGLECT

A staff member must report to the Director immediately if there are any concerns about a child�s well being (see indicators)

This verbal report must include the time frame of any significant behavioural change, descriptions of any suspect marks or behaviour and any other evidence.

Staff MUST NOT disclose their suspicions to anyone other than the Director.

The Director must access the report and if it is felt that there are genuine grounds for concern the Director will notify the Dept. of Community Services who will handle any further investigations.

All concerns will be kept strictly confidential.

TO REPORT ABUSE CALL THE HELP HOTLINE: 13 3627

WHEN RESPONDING TO DISCLOSURE WE WILL:

� Listen to the child

� Use a calm reassuring tone and talk at the child�s level

� Believe the child

� Don�t make promises you can not keep (eg �I�ll never let this happen to you again.�)

� Comfort the child

� Avoid expressing doubt, judgement or shock

� Convey messages: its not their fault, it was right to tell, other children have been in this situation too and they are not alone, it is NOT OK for adults to harm children � no matter what.

� Tell them � you will need to talk to other people whose job is to help children be safe.

Definitions of child abuse and neglect: (NSW CHILD PROTECTION COUNCIL)

Physical Abuse

Non accidental injury to a child by a parent, caregiver or another person responsible for the child.

It includes: injuries caused by excessive discipline; sever beatings or shakings; bruising, lacerations or welts; burns; fractures or dislocation; female genital mutilation; attempted suffocation or strangulation; and death.

Emotional Abuse

Behaviour by a parent/caregiver which can destroy the confidence of a child, resulting in significant emotional deprivation and trauma.

It involves impairment of a child�s social, emotional, cognitive, intellectual development and/or disturbance of a child�s behaviour.

Neglect

Where a child is harmed by the failure to provide the basic physical and emotional necessities of life, including food, clothing, shelter, emotional security, affectionate attachments, medical care and adequate supervision.

Neglect is characterised as a continuum of omissions in parental caretaking.

Child sexual abuse

Any sexual act or sexual threat imposed on a child.

Adults and adolescents who perpetrate child sexual abuse exploit the dependency and immaturity of children. Coercion, which may be physical or psychological, is intrinsic to child sexual abuse and differentiates such abuse from consensual peer sexual activity.

Domestic Violence

Violence, abuse and intimidating behaviour perpetrated by one person against another in a person, intimate relationship��causing fear, physical and/or psychological harm.

Domestic violence has a profound effect on children and constitutes a form of child abuse.

INDICATORS OF ABUSE AND NEGLECT

One indicator in isolation may not imply abuse or neglect. Each indicator needs to be considered in the context of other indicators and the child�s circumstances.

Setting the context

The following contextual factors in the life circumstances of the child are relevant when considering indicators of abuse and neglect:

History of previous harm to the child
Social or geographic isolation of the child or family, including lack of access to extended family
Abuse or neglect of sibling
Family history of violence including injury to children
Domestic violence
Physical or mental health issues for the parent or caregiver affecting their ability to care for the child
A developmental disability of the parent or caregiver affecting their ability to care for the child
Parent or caregiver is experiencing significant problems in managing the child�s behaviour
The parent or caregiver has unrealistic expectations of age appropriate behaviour in the child

General indicators of abuse and neglect

Marked delay between injury and presentation for medical assistance
History of injury which is inconsistent with physical findings
History of injury which is vague, bizarre or variable
Where the child gives as some indication that the injury or event did not occur as states

INDICATORS OF PHYSICAL ABUSE

Indicators in children

Facial, head and neck bruising
Lacerations and welts from excessive discipline or physical restraint
Explanation offered by the child is not consistent with the injury
Other bruising and marks which may show the shape of the object that caused it eg a hand print, buckle
Bite marks and scratches where the bruise may show a print of teeth and experts can determine whether it is an adult bite.
Multiple bruises and injuries
Ingestion of poisonous substances, alcohol or other harmful drugs
Ruptured internal organs without history of major trauma
Dislocations, sprains, twisting
Fractures of bones, especially in children under 3 years
Burns and scolds
Head injuries where the child may have indicators of drowsiness, vomiting, fits or retinal haemorrhages suggesting the possibility of the child being shaken
General indicators of female genital mutilation which could involve; having a special operation associated with celebrations, reluctance to be involved in sport or other physical activities when previously interested and difficulties with toileting.

Indicators in parents or caregivers

� Domestic violence

� Direct admission by the parents or caregivers that they fear that they may injure the child

� Family history of violence, including previous harm to children

� History of their own maltreatment as a child

� Repeated presentations of the child to health or other services with uinjuies, ingestions or with minor complaints

INDICATORS OF EMOTIONAL ABUSE

Indicators in children

Feelings of worthlessness about life and themselves
Inability to value others
Lack of trust in people and expectations
Lack of inter-personal skills necessary for adequate functioning
Extreme attention seeking behaviour
Other behavioural disorders eg disruptiveness, aggressiveness, bullying

Children sustain emotional harm from all types of abuse.

Indicators in parents or caregivers

Constant criticism, belittling, teasing of a child, or ignoring or withholding praise and affection
Excessive or unreasonable demands
Persistent hostility and severe verbal abuse, rejection and to scapegoat
Belief that a particular child is bad or �evil�
Using inappropriate physical or social isolation as punishment
Situations where an adult behaviour harms a child�s well being
Exposure to domestic violence

INDICATORS OF SEXUAL ABUSE

Indicators in children

� Describe sexual acts eg �Daddy hurts my wee-wee�

� Direct or indirect disclosures

� Age inappropriate behaviour and/or persistent sexual behaviour

� Self-destructive behaviour, drug dependency, suicide attempts, self-mutilation

� Persistent running away from home

� Anorexia, over-eating

� Going to bed fully clothed

� Regression in developmental achievements in younger children

� Child being in contact with a known or suspected perpetrator of sexual assault

� Unexplained accumulation of money and gifts

� Bleeding from the vagina or external genitalia or anus

� Injuries such as tears or bruising to the genitalia, anus or perineal region

� Sexually transmitted diseases

� Adolescent pregnancy

� Trauma ton the breasts, buttocks, lower abdomen or thighs

General indicators of child stress should be considered such as:

� Poor concentration at school

� Sleeping/bedtime problems eg nightmares, bed wetting

� Marked change in mood, tantrums, aggressiveness, withdrawal

� Child complains of stomach aches and headaches with no physical findings

Indicators in parents, caregivers, siblings, acquaintances or strangers:

� Exposing the child to prostitution or child pornography or using a child for pornographic purposes

� Intentional exposure of children to sexual behaviours of others

� Ever committed/been suspected of child sexual abuse

� Inappropriate curtailing or jealousy regarding age appropriate development of independence from the family

� Coercing child to engage in sexual behaviour with other children

� Verbal threats of sexual abuse, Denial of adolescence�s pregnancy by the family

� Perpetration of spouse abuse or child physical abuse

Offenders use a range of tactics including force, threats and tricks to engage children in sexual contact and try to silence children. They may also gain the trust and friendship of parents in order to obtain access to children.

Indicators of neglect

Indicators in children

� Poor standards of hygiene leading to social isolation

� Scavenging or stealing food

� Extended stays at school, public places, others homes

� Being focused on basic survival

� Extreme longing for adult affection

� A flat and superficial way of relating, lacking a sense of genuine interaction

� Anxiety about being dropped or abandoned

� Self-comforting behaviour eg rocking, sucking

� Non-organic failure to thrive

� Delay in developmental milestones

� Loss of skin �bloom�

� Poor hair texture

� Untreated physical problems

Indicators of neglect in parents or caregivers

� Failure to provide adequate food, shelter, clothing, medical attention, hygienic home conditions or leaving the child inappropriately without supervision

� Inability to respond emotionally to a child

� Child abandoned

� Depriving of or withholding physical contact or stimulation for prolonged periods

� Failure to provide psychological nurturing

� One child treated differently

Dated 1998 and sourced:

The Child Protection (Prohibited Employment) Act 1998

The Commission for Children and Young People Act 1998

The Ombudsman Amendment (Child Protection and Community Services) Act 1998

13 COMPLAINTS

Families are actively encouraged to be involved in all aspects of our service delivery, which is based on the principles of equity, affordability, and accountability. For families to have confidence in the quality of care provided by our service; it is important that they are aware of their ability to influence the nature of the service. This means that families know they have a right to comment on or appeal against any action or decision which has consequences for themselves or their children. This grievance policy is formal recognition, promotion and protection of each family's rights.

Young children often react poorly to changing their child care services, causing upset disruption and concern for parents. Hence, it is important that parents have a viable alternative to dealing with problems that arise with their child's care and education, without having to move their child to another centre. Each family has a right to a positive response from the centre - its staff and management - to meeting the family's particular needs.

Purpose.

To ensure each family, and each parent feels empowered to raise concerns about all aspects of the operation of Montessori Works.

To ensure each family, and each parent feels empowered to raise contentious issues, and provide critical feedback without any concern that their comments will lead to any victimisation of prejudice to themselves or their child.

To allow management to monitor the quality of service provided and identify any deficiencies.

To encourage staff to be responsive to the needs and concerns of families and their children; thus helping to develop and refine our service and its practices and procedures.

To encourage both negative and positive comments and responses from parents, that can lead to improvements in service quality.

To focus on the needs of children and their families with the intent of resolving the grievance to their satisfaction wherever possible within the group setting.

To encourage a culture in our centres that values complaints as an opportunity for continually raising and dealing with necessary improvements to our services.

Centre Director will :

� Encourage staff to identify family concerns and ensure such concerns are addressed at the earliest opportunity

� Establish unbiased centre procedures to reduce any potential power inequities between families and our service. Guarantee families they will not be treated unfairly nor that services will be withheld if they raise a concern, grievance or complaint.

� Deal with all grievances promptly and keep the complainant well informed of progress toward the resolution of the grievance.

� Protect the rights of staff members relating to any grievance, and ensure all outcomes will be based on the principles of natural justice. Ensure all processes and procedures adopted are clear, tra, n,, sparent and fully explained to all concerned.

� Maintain privacy and confidentiality to the maximum extent possible and assure families and staff of this.

� Give families written information concerning the Grievance Procedure at enrolment, and explain the policy to families in a positive welcoming manner. Ensure this Grievance Policy and related procedures are displayed within their centre building, visible to all staff and families. Ensure information about grievances is given on a regular basis, as families may not remember all information given during the busy enrolment period.

� Keep a register of all grievances received, detailing action taken to address the matter, who was involved and the outcome. (management report forms)

All staff will :

� Encourage families to feel comfortable about raising concerns, by being open and positive in responding to families.

, �, Ensure any such concerns raised with you are addressed at the earliest opportunity, whether they concern you personally or not.

Respond in a positive manner when a family has chosen to approach you with a concern about another staff member. Treat the matter with the utmost confidentiality, and raise the matter with the staff member concerned or with the Director, as you feel appropriate. If the grievance is against the Director, the staff member may raise the matter with the Children's Services Coordinator.

� Where a grievance raised by a family has been resolved, inform the Director of the success of that process.

� Where you are uncertain about how to deal with a grievance raised by a family, you should seek support and assistance from either another staff person or the Director. Once the matter is resolved, you should inform the Director of the outcome of that process.

� Where you are unable to deal with a grievance raised by a family, or where the grievance issue is outside your control, you should seek support or assistance from the Director.

� Maintain privacy and confidentiality for families, children and other staff to the maximum extent possible.

Families will be encouraged by all staff to follow the following procedure:

Families are asked to raise all grievances at centre-level first.

This will give those most closely involved an opportunity to address any issues in the light of a detailed awareness of the everyday issues faced at the centre and a detailed knowledge of the family and child.

Families are asked to remain aware that at any stage of a grievance procedure, they may ask any other person to act as an agent, support, advisor or intermediary on their behalf.

If appropriate and family members feels comfortable doing so, the family may approach the staff member involved and if needed set a time where the matter can be discussed appropriately. Grievances at this level will normally be resolved by discussion and clarification of the needs or wishes of the family or by clarification by the staff member of the centre procedures or polices.

If the family member does not wish to speak with the particular staff-member involved, then they may approach another staff-member with whom they do feel comfortable.

With the family's consent, this staff member may then approach the original person and explain the grievance.

The Director or person in charge will subsequently be notified about the grievance and its outcome.

Verbal Procedure at Centre Level

The family may raise their grievance with the Centre Director, (if the previous step does not produce a satisfactory outcome to the parties involved or if the person concerned feels it is not appropriate).

The Director will research the grievance/situation and work towards reaching a satisfactory outcome for all parties involved.

Again grievances at this level will normally be resolved by discussion and clarification of the needs or wishes of the family or by clarification by the Director of the centre procedures or polices

Written Procedure at Centre Level

MANAGEMENT REPORT FORMS are to be used to write down issues arising by parents.

Resolution may also involve the development of new policy or procedures if the matter or point of view raised has not previously arisen or been considered at the centre. Families are asked to raise all grievances at centre-level first.

After exhausting all communication pathways ie verbal and/or written with the appropriate staff/parents at the centre level

Department of Community Children's Services Adviser

Families/staff may raise their grievance with the Children's Services Adviser 9245 1666, if the previous step does not produce a satisfactory outcome to the parties involved or if the person concerned feels it is not appropriate. The Coordinator will research the grievance/situation and try to reach a satisfactory outcome for all parties involved. Grievances at this level will not normally be able to be resolved by further discussion and/or clarification since such discussion will have already occurred. Resolution may involve the development of new policy or procedures or the provision of new information or viewpoints to support or explain the centre's existing policies and procedures. If mediation is required then the Coordinator will either act as mediator or ensure a mediator acceptable to both parties is available to assist.

Ombudsman�s Office

If satisfactory resolution could not be met at these levels the issue may be raised at the Children�s Services Division of the Ombudsman�s Office of NSW 9286 1000

14 STAFF TRAINING

Management is responsible to ensure that all employees are appropriate persons to be working with children and that they willreceive an induction period and also be supported with ongoing training:

To develop staff that are skilled, dedicated and professional.

To assist staff to achieve his or her educational potential.

To provide programmes that focus on the need to accommodate the individual learning need or learning styles of students.

To provide annual allocation of training and development for all staff.

To provide practicum experiences for Montessori students, teachers and assistants in order to recruit Montessori teachers and assistants.

TRAINING AND DEVELOPMENT PLAN

A Training and Development Plan will be made by March for the following year, and will include requests made by staff during their self-appraisal: at staff meetings; and by the recommendations made by DOCS, the AIS, and various Montessori Associations. Three In service days per year will be attended by all staff

REQUESTS FOR TRAINING. Staff are asked to request for specific training and leave in writing, which will be placed upon their file.

15 BEHAVIOUR MANAGEMENT (POSITIVE GUIDANCE)

When children receive positive non-violent and understanding interactions from adults and others, they develop good self-concept, problem solving abilities and self discipline.

Based on this belief of how children learn and develop values Montessori Works will practise the following behaviour management policy.

WE DO WE DO NOT

Encourage children Use physical punishment

Reason with children Threaten or verbally abuse

Model appropriate behaviour Shame children

Modify the environment to help child Deny food, rest as punishment

Listen to children Relate discipline to eating, or sleeping

Re direct inappropriate behaviour Leave the child alone unsupervised

Provide the children with natural and logical consequences Allow discipline of children by children

Treat children as people and respect their

Needs, desires and feelings Criticise or belittle

Use conflict/resolution dramatic play Ignore a problem the child can not resolve

v Conferences will be scheduled with parents if particular disciplinary problems occur. If a child's behaviour consistently endangers the safety of the children around him/her, then the Director has the right to after meeting with the parents and documenting behaviour problems and interventions, terminate our child care services for that particular child.

16 HEALTH, SAFETY, NUTRITION AND SUN PROTECTION

IMMUNISATION POLICY

Immunisation programmes in Australia have been very successful in controlling and reducing the number of cases of serious diseases.

Poliomyelitis is now under control in NSW, and cases of diphtheria, tetanus and whooping cough have been dramatically reduced. Because of complacency and ignorance, many parents today do not have their children suitably immunised.

Immunisation is not compulsory, however, it is important that parents and staff encourage immunisation. Centres are to use the following guidelines:

All centres are to have current literature available to all parents and staff in regards to immunisation. Information can be obtained from the Department of Health. Translated information is also

available through the Department of Health on (02) 93919000.

The Public Health (Amendment) Act 1992 requires parents of all children enrolling in child care facilities and pre-schools from 1994 to provide documented evidence of the child's immunisation status. Immunisations received should be appropriate to the child's age.

Immunisation is not compulsory, however, in the event of an outbreak of a vaccine-preventable disease at the centre, unimmunised children will be required to remain at home for the duration of the outbreak.

Authorised Supervisors are required to obtain documented evidence of the child's immunisation status from the parents at the time of enrolment.

This information is to be kept in an Immunisation Register.

The Immunisation Register should be regularly maintained and updated, ideally when each child reaches the age of six (6) months, twelve (12) months and eighteen (18) months.

The NSW Health Department's Personal Health Record, the 'Blue Book', is the preferred form of documentation.

Parents must provide updates to the child's immunisation record.

Failure to comply with this directive will mean that the child will be regarded as being unimmunised.

The Public Health Unit is to be advised as soon as the school is aware that a child has contracted a vaccine-preventable disease.

The Medical Officer of Health may direct that unimmunised contacts be excluded from the school for the duration of the outbreak. Any such directive must be complied with. (ph: 95153180)

The centre must send a note home with the child who is to be excluded, and must ensure that the child is excluded for the specified period.

The Immunisation Register must be made available for inspection by the Medical Officer of Health of the local Public Health Unit

NSW HEALTH November 2005

SAFETY

Our aim is

� To ensure that all children are cared for in a safe environment.

� To resource parents on safety issues relating to children.

� To educate all staff on correct safety precautions and procedures relating to the strict observance of the current health and hygiene practices in accordance with govt. guidelines to minimise the risk to children, no alcohol or unlawful substances are to be consumed on any part of the premises and no tobacco or other substance is smoked on any part of the premises.

Accident Prevention Procedures - Children

� Accidents are often directly related to the child's growth and developmental stage, eg.outdoor equipment too high for student�s height. Staff should be aware of the particular hazards recognisable in each stage, and take all precautions necessary to prevent such accidents. It is a staff responsibility to increase parent awareness of accident prevention, and of their child's ability to learn safety habits at a very early age.

The following precautions are to be observed in all school:

� All household products and medications are to be kept in their original containers, and stored in cupboards not accessible to children, ie. out of reach or with childproof locks.

� Medication procedures must be followed at all times

� Children are to be restricted from the kitchen area.

� Have the cold water only available for children.

� Never drink hot liquids near children. Drinking of any hot beverage is to be restricted to child-free areas.

� The school must have approved earth leakage circuit breakers fitted to the main power box. Electrocutions are reduced by the use of circuit breakers - not prevented entirely. Electrical items are to be tagged annually.

� Power points must have protective shutters, or be fitted with protective plugs.

� Hand-held electrical appliances must not be used in wet areas.

� Teach children to respect all electrical appliances.

� Avoid water on floors. Mop up any spillage immediately.

Particular attention needs to be given to the bathroom area and the lunch area.

� Never leave plastic bags within reach of children.

� Choose safe toys with the age of the child in mind, ie. avoid small removable parts for infants, choose durable toys, avoid movable parts which may pinch the child, etc. Check all toys regularly, and repair or discard any broken toys.

� All water play areas must be supervised by a staff member at all times.

All playground equipment must be checked daily for:

� stability,

� broken pieces,

� insect, spider and/or snake infestation.

All playground equipment must be checked for the following:

� Provision of safety rails on platforms and equipment over 1.5 metres high. It should not be possible to fall from any structure onto an object below.

� Provision of clear landing places at the base of slides, etc.

� Timber top edges should be rounded, and logs checked for splinters.

o Ensure there are no projections on sliding surfaces.

o Bolts should be counter-sunk.

o Check all structures regularly for stability.

o Check equipment for wear.

� Boards are to be cared for properly to avoid cracking, ie. Never leave boards out when not in use, and regularly oil boards with recommended products.

� Provide shock absorbing surfaces under play equipment.

� Provide barriers to prevent children running into the path of moving objects such as swings.

� All climbing equipment must have a staff member supervising it when in use.

� Any vertical railing in the school is to be no more than eight (8) centimetres apart.

� All playground equipment must be used with the child's ability in mind, eg. it may be necessary to restrict younger children using certain climbing equipment.

� Display Emergency Exit procedures and complete quarterly drills.

� Check the school�s fire extinguishers annually and instruct all staff on their use.

Supervision

It is essential that all children are supervised by staff at all times, both indoors and outdoors. Such supervision should include the adult taking an active role in facilitating children's play. Such interaction will not only be rewarded by fewer accidents, but also by improved skills amongst children.

Staff need to be constantly aware of the presence of all children, and to interact with them at all times. Children over the age of three (3) years do not always require an adult in such close proximity, however staff must be responsible for, and aware of, the whereabouts of each individual at all times.

Staff members responsible for the supervision of children are not to perform any other duties at the time if those other duties would adversely affect the quality of supervision and interaction with the children.

� Each school is to have written guidelines for supervision.

� When formulating the guidelines, the following should be included:

The times of the day that need maximum supervision. Staff breaks should be rostered to allow for maximum supervision

during the most active periods of the day.

The positioning of staff in the outdoor environment.

Staff should position themselves far enough apart so that all areas of the outdoor environment are visible, and any climbing equipment is closely supervised.

Procedures for release of supervising staff.

If a staff member needs to leave the room or outdoor area for any reason, they are to inform other staff members, and, if necessary, ask another staff member to replace them in their role. Never assume someone else will cover for you.

Students, volunteers, and visitors cannot be given responsibility for supervision at any time.

The building should be supervised at all times in the case of children coming inside during outdoor play, and to ensure that

no unauthorised adult enters the children's areas.

Staff are responsible for ensuring that children are collected by the authorised person, and that the proper procedures are

followed before the child is removed from the centre.

Procedures that parents will be requested to follow upon arrival and departure. Sign on/off procedures.

Specific responsibility for children in the school with parents whilst the parent is conducting school business or discussing

matters with staff members. It must be clear who is responsible for the children at this time, parents or staff.

Delivery and Collection of Children

Montessori Works staff are to draw parents' attention to the need for the use of proper child restraints and/or helmets in cars and on bikes via posters, newsletters, and verbal contact.

Children are to enter school with parents. The school exits are to be shut at all times.

First Aid Training

Accidents and sudden illness are not entirely preventable, thus First Aid training is essential for as many staff as possible. This allows for staff rosters, staff illness or annual leave.

The centre encourages all staff employed permanently to hold a current approved First Aid Certificate. First Aid training needs updating every three (3) years.

Where ever possible, only staff with current First Aid Certificates are to administer First Aid.

All centres are to have a wall chart displayed in a prominent position showing expired air resuscitation and external cardiac compression procedures.

First Aid Precautions

At no time will assistance or First Aid be refused to any child. When dealing with external bleeding, staff should minimise the risk of infection from contact with blood by taking the following precautions:

� Use disposable gloves when dealing with blood, urine or faeces

� Wash hands before and after administering First Aid.

� Any body parts that come in contact with blood should be washed thoroughly with soap and warm water

� Place wastes contaminated with blood in a plastic bag and seal for disposal.

� Wipe down any bloodied areas with cold tap water and then solution of one (1) part household bleach diluted with five (5) parts of water.

� If another child comes into contact with the blood, wash any area that has been bloodied thoroughly in soap and water.

� To minimise the risk of infection when performing Expired Air Resuscitation, it is required that staff involved in such resuscitation use a pocket mask with a one-way valve.

First Aid Kit

A Checklist of First Aid Supplies, contents and date checked and the signature of the person checking is to be kept in the First Aid Kit. A supply of ice should always be kept in the freezer for the use on bruises and sprains. Severed limbs are to be packed in accordance with recognised first aid practice. Use-by-dates on all items should be checked regularly.

NUTRITION

It is the centre's responsibility to help children and parents develop good food attitudes and habits. In order to achieve this, we are to:

Develop an awareness of cross-cultural eating patterns and related food values.

Ensure meals are relaxed, pleasant and timed to meet the needs of the children.

� Ensure that eating utensils and furniture used when eating are to have a size and shape that encourage the development of eating skills and independence in eating by children

Prohibit the use of food as punishment, reward or bribe

� Prohibit any form of force feeding.

� Encourage independence and social skills at meal times.

� Establish healthy eating habits in the children by the incorporation of nutritional education into the program.

� Communicate with parents/guardians about their child's food intake, ie reporting and concerns.

� Inform parents/guardians of children's nutritional needs through posters, parent library information etc.

� Motivate staff to present themselves as role models, maintaining good personal nutrition, and to eat with the children at meal times.

Goal

To ensure children at Montessori Works (which is long day care in its hours of operation) may benefit from a Nutrition Policy for the centre which is consistent with the NSW Health Department Caring for Children and this is discussed with Parents and Staff.

Strategies

� All parents and staff will be supplied with a copy of the latest Food and Nutrition Policy.

� Children have access to a fruit/vegetable snacks if they are hungry between meals.

� Parents bring a fresh piece of fruit/vegetable to be placed in the fruit basket each and every day.

� Water will be the primary drink and will be available at all times.

� Parents will be advised if their child is not eating well.

� Parents with children on special diets will be asked to provide details of any special food needs compiled by a qualified doctor/dietician.

� Each parent will receive in the handbook suggestions for Parents on Bringing Suitable Foods from Home (Caring for Children, NSW Health)

Goal

To provide food to children that has been stored, prepared and served in a safe and hygienic manner and to promote hygienic food practices.

Strategies

� Ready to eat food will not be touched with bare hands. Gloves or tongs will be used.

� Food will be stored at safe temperatures i.e. below 4 degrees C or above 60 degrees C. The refrigerator will be kept below 4 degrees C.

� Children and staff will wash their hands before handling food or eating meals and snacks

� Staff will discourage children from handling other children's food and utensils.

Goal

To provide an eating environment that promotes family and multicultural values.

Strategies

� Staff members will sit with children at lunch time as often as possible.

� Food will not be used as a form of punishment either by its provision or denial

� Special occasions will be celebrated with culturally appropriate foods eg birthdays, cultural and religious days

� Recipes and food awareness activities will be chosen from a variety of cultures

� Parents will be invited to at least one food occasion each year

Goal

To teach children about food and nutrition

Strategies

� Food awareness activities will be included in the centre program

� Children will be encouraged to get practical experience in food preparation

� The foods being served to children will be discussed with them

NSWHEALTH 2006 (www.nswhealth.gov.au)

SUN PROTECTION

As part of general Sun Smart Strategies:

Children are required to wear hats that protect face, neck and ears whenever they are outside.
NO HAT NO PLAY
The centre will ensure there is sufficient shade for outdoor play activity.
Availability of shade will be considered when planning excursions and outdoor activities.
Staff and Parents will act as role models by seeking shade, wearing hat and sun screen.
SPF 30+ will be provided for staff and children�s use as necessary.
Learning about Sun Protection will be incorporated into programmed activities.
The Sun Smart Policy will be reinforced through parent newsletter, noticeboards and meetings.
Staff and parents will be provided with educational material on sun protection.

When enrolling their child, parents will be:

Asked to provide a suitable hat for their child
Required to inform staff if sun screen is not to be administered
Encouraged to practise Sun Smart behaviours themselves.

NSW CANCER COUNCIL November 2005

17 PROCEDURES FOR CARING FOR SICK CHILDREN & FOR CONTROLLING INFECTIOUS DISEASES

The spread of infection is a major problem in child care. In order to minimise this, children suffering from certain infections are excluded from attending child care centres.

Each centre is to have a current "infectious diseases of children" list from the NSW Department of Health, which identifies infectious diseases and exclusion times for children in care.

These guidelines are to be adhered to. A medical clearance must be obtained from a medical practitioner and presented to the Authorised Supervisor subsequent to the child returning to the centre.

Copies of information relating to infectious conditions are available in translation from the NSW Department of Health to enable staff to give adequate information to all parents.

We implement a policy of exclusion based on current recommendations from NSW Health Dept. when a vaccine preventable disease is present or suspected at the centre.

Procedures for Care of Sick Children

If a child in care has a suspected infectious condition and/or is sick, the care giver must:

a) Isolate the child from other children. Make sure the child is comfortable, and is supervised by a staff member.

b) Contact the child's parents or, if they are unavailable, the contact person for emergencies as listed on the enrolment form. Inform the parents or contact person of the child's condition, or suspected condition, and ask that the child be picked up from the centre as soon as possible (within an hour).

c) Ensure all bedding, towels, clothing etc. which has been used by the child that day are soaked in a solution of one (1) part household bleach to ten (10) parts water or a similar substance which will disinfect the contact material. These articles should be washed separately and, if possible, aired in the sunshine to dry.

d) Ensure all contact toys are separated and disinfected.

e) Ensure all eating utensils are separated and sterilised.

f) Ensure that a record of the child�s condition is given to the child�s parent�s.(confidential)

g) A doctor�s certificate is required before a child attends the centre after contracting an infectious disease.

h) If a child is sick or has diarrhoea at home please wait 24 hours before coming to preschool

Informing Parents of Infectious Conditions

All parents are to be informed immediately of any common infectious condition in the centre by appropriate signs placed in the most visible positions. These signs must also include symptoms of the condition, exclusion time from the school for any infectious persons, and the need for a medical clearance before returning to the centre, if applicable.

Parents Informing the School of Infectious Conditions

Parents are to be informed that it is their responsibility to inform the school immediately an infectious condition has been discovered in their family. This is important to minimise the risk of spread of the illness.

AIDS

AIDS stands for Acquired Immune Deficiency Syndrome. It is caused by a virus called Human Immunodeficiency Virus (HIV).

All centres are to abide by the Department of Community Services Communicable Disease Policy and Procedures 1990. Centres are also to have a copy of AIDS and Child Care published by Community Child Care Co-op Ltd, 1995.

Staff should be familiar with information contained in this publication. The publication, along with pamphlets issued by the Department of Health, is to be made available to all parents in the school through the parent information.

The biggest problem at the present time is the lack of understanding in respect to AIDS. It is the Authorised Supervisor's responsibility to inform staff and parents of the facts in relation to AIDS, that is:

a) AIDS is a medical condition which can damage the immune system of the body.

b) It is caused by a virus which is transmitted by the exchange of body fluids, which primarily occurs through sexual contact.

c) Transmission of AIDS through blood products has occurred. However, the risk of contracting AIDS from a blood transfusion is estimated to be about one in 1,000,000.

d) There is no evidence of the spread of the virus to children through other means at this time.

All parents are to be informed of the council policy on AIDS, which is as follows:

a) Non-Exclusion: Being infected with HIV is not grounds for the exclusion of a child, parent, or staff member from any council service.

b) Confidentiality: If a staff member is told that a child or a child's parent or another staff member is infected with HIV, this information must remain confidential, unless that person has given their consent to inform other staff members. The staff member may explain the benefits to the child if all carers are informed, and that under no circumstances will other parents or their children be told, unless specifically requested by the child's parents. Staff should also encourage the parent of, and/or the HIV sufferer, to read the centre policy on Aids and other Health issues. If parents or staff request that information remain confidential, and this request is breached, legal action could ensue.

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