Policies

The creche is open to all families in the community and surrounding areas. Children are offered a place on a first come first served basis,.

A full enrolment form and permissions document must be completed before beginning in the creche. For children availing of their free year (ECCE) an ECCE fees policy and letter must be signed prior to commencement.

Children with special needs are welcomed in the creche and staff are trained to cater for their needs as part of their QQI qualifications. Where the creche does not have facilities to offer exceptional service to cater for a child’s additional needs, we will seek advice from Early Childhood Ireland and AIM to see what we can do to facilitate that child. If it occurs that a parent is not willing to avail of the supports that we need to access for their child, we may need to discuss what service we can offer, whilst maintaining a safe space for their child and other children in the service. All efforts will be made to offer an outstanding environment and enriching experience to each child in our care.

To reserve a space in the creche, a deposit will be required (cost of deposit depends on type of care required. Sessional: 130, Part time: 450, Full time 750). For ECCE children, this money will then be refunded at end October once POBAL (administrators of the ECCE Scheme) clarify that all children are entitled to their ECCE place. For those not yet in receipt of ECCE, the deposit is held until the child reaches ECCE age and then the ECCE portion is released once the child has been confirmed by POBAL as being in receipt of ECCE. The final amount can be used against your last month’s fees or will be returned if we are given one month’s notice of cancellation of your place.

Little Stars on the Lane is committed to the smooth transitions of the children and parents/ guardians/carers into the childcare service. Settling in should be a positive experience as it influences children’s self-confidence, attitude to relationships and socialising and lays the foundation for lifelong learning. Settling-in is a collaborative process between parents/ guardians/carers. Staff and children. Family involvement will be encouraged to assist all children to develop secure relationships as we recognise that children’s most important educators are their families.

Principle
This policy is underwritten by the Child Care Act 1991 (Early Years Services) Regulations 2016.

Pre-Admission
• The service will provide information on the Settling-in policy to the parent or guardian on initial enquiry.
• Services will learn from parent or guardian about child’s routines and preferences, and will create close links with home, bringing familiar items/photos.
• Parents/guardians/carers must have completed a Registration Form with all the relevant details about the child, especially contact and collection information in accordance with the Childcare Act 1991 (Early Years Services) Regulations 2016.


• Settling in takes time and cannot be rushed. (i.e. different stages - clinging, crying, not talking, needing security blanket, are all a normal part of separation anxiety). This takes place during private visits by parents with their children. This visit gives parents and children an opportunity to see our approach. You will see other children in the creche and how we interact with them and how they are having fun in a learning environment. We will also work with the parents in the first two weeks to understand each child’s needs and preferences and get to know their little personalities in every way we can.
• Parents and guardians will be advised to make work arrangements to facilitate the settling-in process. Should we feel it appropriate, your child will be allocated a key person, to develop strong links with your child and help them feel supported. Again assigning a key worker cannot be rushed as we want to see if your child develops a particular relationship with a staff member and assign them based on this. 
• Staggered starting days and times for new children will be introduced to facilitate the integration of the child into the group for those starting after the beginning of the school year.

Settling in policy: guidance for parents
We aim to work closely with parents to support your child in the move from home, family and familiar people, into the new community of the childcare service. We seek to help your child make a strong attachment to her or his teachers and to help your child feel secure and confident in our childcare service. We will work with you to help your child with any difficulties that might arise. Before a child starts to attend our service we will provide his/her parents with written information (including our prospectus and policies) and displays about activities available within the childcare service.
• We provide opportunities for the child and his/her parents to visit the setting.
• We use pre-start visits and the first few session at which a child attends to explain and complete with his/her parents the child's registration records.
• When a child starts to attend, we explain the process of settling-in with his/her parents and jointly decide on the best way to help the child to settle into the childcare service.

We establish a family wall as quickly as we can to ensure the link between home and school is evident asap. We also establish a goodbye ritual as early as possible so the child knows what is coming next (ie. Hanging up coat, hug to parent/ carer etc). A child is welcome to bring a comforter or another item from home that helps them to feel secure in their new environment.

We use a mixture of Irish and English at the beginning of each child’s time with us, until we feel they are confident and happy in their new environment. Should a child be with us who has a different first language to English, we will learn some of their language to help them transition and feel heard in the classroom.

• Verbal and written communication channels are established between families and educators to update you on our work with your children.

• Families are asked to share information about their child’s interests and experiences outside of the setting. The more you tell us about how their day has been going, the more we can do to help your child.
• Informal and formal meetings between families and educators can be arranged to discuss children’s learning and development, and to express any concerns that may arise at home or at the setting.
• When families from diverse cultural and linguistic backgrounds are enrolled at the setting, the manager will make every effort to provide translations of work carried out in the service.
• Any family involvement is welcome and appreciated. We encourage families to get involved in the curriculum and share their knowledge and/or skills where appropriate. Families also have the option of not being involved (beyond a minimum level of communication with educators each day) if that is their preference.

• Educators create a welcoming environment where the diversity of families and communities, and the aspirations they hold for their children, are respected.
• Family photos and other aspects of children’s home life are incorporated into the environment and the curriculum.
• Staff will ensure that all transitions and progressions within the setting adhere to the settling in procedure.

• Links are made with the local primary schools to ensure smooth transitions for all children.
• It should be noted that Garda Vetting is not required for parents/guardians/ carers who are settling–in their children.

We inform parents/guardians about this policy on enrolment and seek information from families about the behaviour guidance strategies they use at home.

We recognise that it is important to understand the expectations of parents/guardians regarding our approach to behaviour guidance in the service before children first come to our service. We do our utmost to keep open lines of communication with families on an ongoing basis.

Our approach to supporting and promoting children’s positive social, emotional and behavioural wellbeing is reflective of up-to-date professional practice.

Our approach to supporting children with their social, emotional and behaviour skills is to ensure as far as possible that children are kept comfortable, relaxed, happy and engaged in play and other activities while the adults model positive ways of relating to them and each other. We recognise the need to understand children’s behaviour as a form of communication and to consider what might be triggering the behaviour and what the child is communicating. Children will be supported to learn how to express their feelings in appropriate ways and helped to learn how to deal positively with conflict.

The methods of dealing with challenging, unsafe or disruptive behaviour in this service will be only those that help children to develop self-regulation and are developmentally appropriate. When we work to promote positive behaviour with children, we are aware of the theory of child development. Only positive approaches to guidance are used, including logical or natural consequences applied in problem situations, redirection, anticipation of and elimination of potential problems and encouragement of appropriate behaviour.

Corporal punishment is prohibited as are any practices or the threat of any practices that are disrespectful, degrading, exploitative, intimidating, emotionally or physically harmful or neglectful. Children are never humiliated, segregated or have food withheld.

Staff interactions with children are aimed at promoting their well-being and development. This includes their social and emotional development. Adequate and appropriate stimulation is provided for each child and any inappropriate or challenging behaviour is dealt with sensitively and appropriately without threats or punishment.

While staff are aware of and respect individual children’s and families’ backgrounds and beliefs, it may sometimes be necessary to balance these with our knowledge of developmentally appropriate practices and current best practice recommendations from recognised appropriate authorities, in the best interests of the child.

It is essential for all staff to understand that there are many influences on a child’s behaviour – these include:

Age and development
General health and well-being
Relationships with and within their family
Play and learning environments, which includes the physical indoor/outdoor settings, the weather, the time of year, the time of day
Early years staff practice and interactions
Relationships with other children and others

Factors, such as family, home life or peer group experiences.

The role that families play, especially parents/guardians, is crucial to the success of the behaviour guidance approach here at creche. Parents/guardians will be provided with regular opportunities to contribute to the service’s general approaches to promoting positive outcomes for children as well as the development and review of their own child’s individual care and education plan.