NQS6 – Collaborative Partnerships with Families and Communities Policy

If you’re interested in learning more, you may read the following detailed information.

Every child belongs within their family, their cultural group, neighbourhood and wider community. In the work we undertake, families are our primary partners and Happy Hive is committed to genuine collaborative relationships between families and early childhood professionals; relationships where we can value each other’s knowledge of our children, communicate respectfully and freely with each other, share insights and engage in shared decision-making. We encourage families to be involved in the centre, to provide input into learning programs, to spend time with our educators and to contribute their skills and resources to the centre to enhance children’s wellbeing, learning and development.

Key Happy Hive policies in this area cover the following topics:

Family rights and responsibilities

Happy Hive educators ensure practices in the centre respect families’ rights and responsibilities. Equally, at Happy Hive centres our families have a responsibility to conduct themselves in a lawful, safe and responsible manner, respect the rights of others, and use appropriate language. Poor behaviour towards any other person is unacceptable, including all forms of bullying, harassment, abuse, discrimination, actions that put another person at risk of harm, or threats of any kind. Upon enrolling, families agree to the Happy Hive Family Rights and Responsibilities Requirement. Should families fail to comply with these responsibilities Happy Hive may exclude them from the centre, although their children may not be excluded.

Enrolment and Orientation

We aim to establish mutually respectful and supportive relationships with families throughout the enrolment and orientation process to promote positive outcomes for your child, and to ensure legislative requirements are met. Throughout the process, families are invited to take a tour of the centre and are encouraged to raise any concerns or questions about the operations of the centre. You may wish to complete the relevant forms to assist you and the Centre Director with your enrolment.

Priority of access

Happy Hive operates under the Federal Government Child Care Subsidy System (CCS) and has developed a policy position that supports the Australian Government’s Priority of Access Guidelines where we will endeavour to prioritise children who are:

At risk of serious abuse or neglect
A child of a sole parent who satisfies, or parents who both satisfy, the activity test through paid employment

Happy Hive also implements state and territory specific requirements in relation to priority of access for kindergarten/preschool age children participating in funded kindergarten programs.

Family feedback

We actively encourage families to provide feedback about their experiences with the centre at any time. It is our policy that any problem, issues or disputes are managed fairly and promptly and are resolved as close as possible to the source of the problem. Families can raise concerns with one of a number of contacts, including Happy Hive’s Family Support Team, and someone will be assigned to be responsible for dealing with the issue. Families can also be assured that all Happy Hive staff respect the privacy of the family when addressing any concern or grievance.

Tardiness

Being on time is a life skill important to each student’s future, and schools share the responsibility to teach the importance of this skill. Tardiness of individual students interrupts instructional time for all students. Promptness to class allows the teachers to begin the instruction on time for everyone. Tardiness to class is defined as not being physically in the room at 8:00 am.

Three tardies is equal to 1 unexcused absence
Three unexcused absences due to tardiness will result in a 7:00 am detention on the following school day.
If tardiness continues suspension from school will be at the discretion of the administration.

Student’s Responsibilities

To attend school daily, on time and participate fully. The student who has been absent has the responsibility for securing and completing make-up assignments. The class work must be made up within a specific time period equaling one day make-up per one day absence. In case of a pre-arranged absence, the class work is due the day the student returns to school. All work not made up within the time limit will be graded zero.

Administrator’s Responsibilities

To review the attendance of students and to contact parent/guardian when a student has excessive absences.
To take appropriate steps, to insure that students attend school in a timely manner on a regular basis.
5 (five) absences: Parents will be notified of days absent and reminded of the need for regular attendance by letter or telephone.
10 (ten) absences: A mandatory meeting with parents and principals will be held to develop an intervention plan regarding attendance. The intervention plan will be pro-active and problem solving in nature.
18 (eighteen) absences could result in retention (4.5 per quarter).