NQS5 – Relationships with Children Policy

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

At Happy Hive our fundamental belief is that children’s learning, development, and wellbeing are firmly anchored in reciprocal, responsive, and respectful relationships that are attuned to the context of children’s lives within their families and community.

We recognise that young children thrive in early childhood settings when they have positive and secure relationships with educators who know how to nurture and stimulate their learning, development, and wellbeing.

Happy Hive educators are attuned to individual children and create warm, trusting, and secure relationships with them and between groups of children. This is fundamental to children’s emerging self-regulation, learning, development, and well-being. Every child feels safe, is safely heard, and is included to access and participate meaningfully in early childhood education and care.

Our learning environments are inclusive and support the participation of all children, reflect diversity, and uphold equity for all children.

Key Happy Hive policies in this area include the following topic:

Behaviour guidance

At Happy Hive, educators work collaboratively with families to meet the needs of children, acting as a resource to families where necessary providing strategies for age-appropriate behaviour guidance. Educators view guiding and supporting children’s behaviour as part of the learning process and integral to the educational program on offer to children. When necessary, our centre leadership and relevant educators provide access to internal and external specialist support services.

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).