The information we collect about families includes your contact details (name, address, email, and telephone numbers), drivers’ license number, date of birth, Medicare details, relationship to the child, financial information, employment details, evidence of guardianship or parental responsibility and, where relevant, information pertaining to child custody and access … Following is a list of steps we will take to include all children into our program: We, through a team of resource persons familiar with the special needs of each child and the child’s parents, will evaluate the “individual needs” of the … • Policies that promote inclusion • Leadership that supports inclusion • Staff who believe in inclusion In order for all children to fully participate in education, care and community, they must have equitable access to programs. All children will be welcomed here regardless of ability, need, background, religion, gender, or economic circumstances. Additional Needs Policy Additional Needs Policy - Creative Kids Educare Centre / Quality Areas 1,3,5 & 6 This policy is inclusive of all the families, children, students, volunteers and staff. Childcare Policies. While legislation is the foundation of inclusion, policies and procedures can provide the scaffolding to guide the work of ECEC services towards greater inclusion of all children. This page provides information about the requirement for an education and care service to have policies and procedures in place under regulations 168 and 169 of the Education and Services National Regulations 2011. Creating a sense of belonging . The process of policy development and review is an ideal way to consider how well policies and procedures are meeting the needs of children with disability or complex additional needs, and … We provide free tailored inclusion … C&K policies and procedures reflect current best practice, recommended guidelines and the requirements of the Education and Care Services National Law and Regulations. Bridgewater Day Care Centre Inclusion Policy Policy: Bridgewater Day Care will provide a high quality, positive early learning program in line with the Quality Matters and Early Learning Curriculum framework for all children. However, we cannot drive … Early childhood education and care programs should have an inclusion policy that states the anti-discriminatory policies for enrolment, BLEED. Inclusion Policy Policy Statement Links Childcare recognises and respects the rights of all adults and children in our service. For example, in Australia the inclusion of indigenous children in education is a key issue (Fleer and Williams-Kennedy, 2001); whereas in the UK the focus can be the inclusion of refugee and asylum-seeking families, or Travelling families, some of whom find that they are excluded from educational services or that attempts to include them threaten to violate their cultural heritage … Behaviour Guidance Policy . What lies at our heart of our purpose is to ensure those most vulnerable have the same education and life opportunities irrespective of their family circumstance. The program aims to build the capacity and capability of educators to address participation barriers for all children through implementing quality inclusive practices. Our Policy Libraries span all seven Quality Areas, and each is written with reference and consideration to the legislative requirements under the National Education and Care National Law and Regulations, National Quality Standard, approved learning frameworks- Early Years Learning Framework and/or My Time our Place. The Inclusion Support Program (ISP) assists education and care services to provide and embed quality inclusive practices into their delivery of early learning programs for all children, to address access and participation barriers and to support the inclusion of children with additional needs, with their typically developing peers. Inclusion Policy. Inclusion is embedded in all aspects of school life, and is supported by culture, policies and every day practices. Children must be always collected on time. 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