Parent Resources

Because biting can disrupt relationships, and may isolate a child from others, this policy and procedure details how our team will respond to a child who bites AND to a child who is bitten. This includes being mindful of wrap around care for both the child (and their whānau) who was bitten and the child (and their whānau) who is biting; provide some of the reasons and triggers behind why a child bites; and provide preventative strategies to reduce the potential for biting patterns to continue.

Changing behaviour takes time and requires a loving and consistent approach by Kaiako and parents/whānau to achieve the best outcomes for both the child who is biting, and the child who has been bitten. Generally, tamariki outgrow this as they learn more appropriate responses and behaviour, language and other ways to problem-solve.

Acknowledging that dealing with a child (or tamariki) who are biting can be challenging for Kaiako, it’s important that our team slow down, work closely with your Centre Director, and recognise that every biting incident and situation is different, involves two families, is influenced by the age and stage of development of both tamariki, and has different triggers. What matters is that we support both tamariki, respond early and proactively to put strategies and a plan in place, and take each one on a case-by-case basis.

• Remain calm, get down to the children’s level and ensure you’re in close physical proximity to keep each child safe.
• Firstly, attend to the child who has been bitten – ensure they are comforted, soothed and that they receive First Aid for the bite.
• If the skin has not been broken, wash the area around the bite with saline solution, use an ice bag to ease the pain, apply Arnica for bruising, and then cover with a band aid/plaster.
• If the skin has been broken, wash the area with saline solution, apply a mild antiseptic cream (Savlon) to prevent infection. Apply an ice bag for pain and cover with a band aid/plaster.
• Inform the Centre Director of all biting incidents, especially when the bite has broken the skin or left a severe mark.
• If the bite is severe, it may need more professional medical attention.
• If the children are able to talk about the incident, listen calmly and without judgement to both – help them name their feelings and explain what happened.
• This is an opportunity for encouraging a child’s social and emotional competencies, and to teach tamariki how we all keep each other safe. Our Kaiako will provide them with strategies and language to choose different behaviour.

• After listening to both tamariki, be firm and set clear expectations with the child who bit:

  “No biting”; “It hurts when we bite”; “We don’t hurt our friends”; “Ask a Kaiako for help next time”; “Next time you feel frustrated, walk away”.

• Ensure both children’s behaviour is observed closely after and if possible, stay close by the child who has just bitten, but avoid focussing too much negative attention on them. Be mindful of maintaining age-appropriate expectations and focus your comments on encouraging positive behaviour e.g. “I see you’re waiting for your turn”; “You gave the doll to your friend? Good sharing.”
• Ensure you contact the parents and whānau of the child who was bitten as soon as possible after the incident. Ensure that the parents and whānau of the child who did the biting are informed, when they pick up their child at the end of the day. Note: if the bite is very serious (drawing blood and breaking the skin) and/or if a pattern develops with a child biting more than once, Centre Directors may need to make the call to inform the parents/whānau of the child who is biting, when it happens during the day.
  • When explaining to both families what happened and how our team handled the incident, take time to reassure them that their child was soothed and treated lovingly, and convey empathy and understanding for any shock and/or upset they may express.
  • Strategies to include in discussion with parents/whānau may include the opportunity to create a Behaviour Plan (in consultation with parent/whānau) for the child who is biting, including use of a calm down space, activities/resources to relax and relieve tension/frustration.
  • Explain to both parents and whānau that, for a time, we will ensure extra ‘shadowing’ of the child who did the biting.
  • Provide empathetic reassurance to both sides that this is common developmental behaviour and that we’ve dealt with it many times before.
  • Make time to chat to both whānau about what happened and have a copy of our Biting Policy & Procedure available to refer to or provide them with a copy, if requested.
• Ensure you record the incident on 1Place in the Accident & Incident form. As this is a record of what may be a ‘first event’ and may need to be referred back to if the biting happens again, ensure the notes on 1Place are as clear and detailed as possible. Observations of both tamariki, and the initial response to the first biting incident are vital first steps, going forward.
• If the biting behaviour persists, the Centre Director must be kept closely informed of each incident. Every incident must be documented in detail, and parents/whānau of both tamariki must be informed and communicated with on a daily basis.
• Contact the Family Services Advisor for additional support and resources.
• Should the biting incidents continue, the Centre Director is to arrange a meeting with the child’s parents (and the Area Manager) to discuss the issue and put a clear plan in place including review dates. All meetings must be clearly documented.

 

Note: If the child is still biting and we have exhausted all options, strategies, and efforts to engage with whānau, a meeting will be arranged in partnership with parents/whānau, to discuss the reasons why we can no longer safely care for their child in our centre.

Unless the circumstances are exceptional and require immediate measures to address safety concerns, Living & Learning will give a minimum of two weeks’ notice of the cessation of enrolment, so that parents and whānau can arrange appropriate alternative care for their child. During this time, Living & Learning will continue to support the child, and parents and whānau, while continuing to balance this with the safety and wellbeing of other tamariki and our team. Where appropriate, this support may include suggestions around possible alternative care options available to the family, as well as taking all reasonable steps to communicate with the child’s new care provider to support a smooth transition.

• Our relationship with both tamariki is pivotal. In the case of the child who is biting, it is central to discouraging and limiting biting.
• Our team recognise that punishment won’t stop the behaviour. Being angry with the child will only cause confusion and damage what little self-confidence they have at this age.
• Knowledge about understanding children’s development is important as well as knowing the individual child and establishing a close connection with them.
• Firstly, explore possible triggers; then establish why the biting is occurring, and then manage the behaviour through whanaungatanga love, one-on-one attention, and patience.
• Develop and implement consistent and predictable routines and behavioural expectations, with gentle reminders and prompts.
• Foster relationships and close connections, and provide an engaging, developmentally appropriate curriculum. Ensure there are plenty of those toys and resources that are most popular – to reduce the potential for feelings of rising frustration and anger.
• Kaiako will use intentional teaching to design and plan how activities are set up in the room. With an understanding and knowledge of tamariki in their room, Kaiako will set up invitations to play e.g. a reading area, a block area, family area.
• Kaiako will be intentional in their interactions with individual tamariki, and responsive to their self-selected activities in different interest areas.
• Foster verbal and non-verbal communication skills for gaining attention and expressing needs, giving clear messages in response to hurting behaviour, to reduce the likelihood of future occurrences
• Review the room philosophy: implementing Respectful Care and Education and “Connection before Correction” will help to anticipate triggers, and reduce stress for tamariki by supporting them to manage transitions and other situations that can cause anxiety.
• Listen intentionally to tamariki; be mindful of seeking to understand their feelings so you’re able to teach them strategies to manage conflict, seek help, and calm down
• Focus on giving positive attention and feedback when tamariki are playing well with others and/or using self-control to manage conflict and stay calm.
• Ensure a designated Teacher who is familiar to the child i.e. has a relationship with the child, maintains close physical proximity to the child who is biting, to respond quickly.
• Plan some small group activities with a sensory focus – like playdough; water-play; finger paints. This also enables Kaiako to be close and involved.

Babies:

• To ease teething pain
• Urge for oral stimulation

 

Toddlers & Preschoolers:

• to be in control
• to obtain attention
• to defend themselves
• to communicate needs, for example, hungry or tired
• to relieve stress or express frustration or discomfort
• to imitate others
• to explore what happens when they bite

 

• Ensure Kaiako receive First Aid as soon as possible – clean the area around the bite with saline solution, apply ice if necessary for pain, and if the skin is broken, apply Savlon antiseptic cream.
• A separate Accident form for the child and Kaiako must be completed on 1Place with as much detail as possible.
• If at any point Kaiako believe a child needs to be removed or restrained based on their emotional state, remove all other tamariki from the area, give the child some space and opportunity to release safely. Do not put yourself in harms’ way – just stay close by to ensure the child is safe.
• Consider the use of weighted blankets, calm down corners and activities to relieve tension and frustration to help the child who has bitten.
• Once the situation is calmer, Kaiako will take time for reflection and document what was happening at the time that the child bit, consider what could have been managed differently, identify possible triggers to prevent the biting happening again.

 

• If the biting is recurring and ongoing, firstly seek medical advice to rule out any health issues e.g. gum or tooth infections.
• Explore other potential triggers, for example: your child may be unwell, getting new teeth, overtired, wanting their own space, or some peace and quiet.
• Do not punish or discipline your child at home for a biting incident that occurred at the centre during the day. Take time to talk to your child at home about how hurtful biting can be.
• Give your child more of your time and focused positive attention. Time is a precious gift; make sure you give your precious child as much of it as you can.
• Sometimes parent’s games of 'rough and tumble' and comments like 'I'm going to eat you up!' might be misunderstood by a child as acceptable behaviour for them to use on another child.
• If your child is new to an early childhood centre and has been used to a 'comforter' e.g. rug, dummy, toy, please ensure you bring this into the centre for your child during the settling period.

 

In those cases where a child is exhibiting chronic and consistent biting behaviour, parents/whānau/caregivers will be supported by the Centre Director (and at times Family Services Advisor) to look more closely at all possible reasons that may relate to their child’s health, environment and personality.

For any complaints or concerns relating to Living & Learning, it is important to us that we are made aware of these promptly. Our Living & Learning Complaints Policy & Process is in place to help you notify us of your concerns, so we can work collaboratively towards resolving these.

Should you have a complaint that you would like to bring to our attention, the procedure to follow is:

1. Speak with the Centre Director in the first instance. In certain situations, the Centre Director may need to follow up and investigate further.
2. Once the investigation has been completed, the Centre Director will arrange a meeting with the Complainant to discuss the outcome of the investigation, ensure you have the opportunity to kōrero and to share in the discussion towards resolution and the course of action to be taken.
3. If the complaint or issue cannot be resolved at this point, the Centre Director will discuss the concern/complaint with the centre’s Area Manager for further advice, and/or investigation.
4. After further investigation and consultation, the Area Manager, along with the Centre Director, will arrange a hui with the Complainant to provide further feedback and work together to resolve the issue.
5. If the Complainant wishes to discuss their concern directly with Living & Learning’s management, without talking with the Centre Director, please call our support office on (09) 479-9922 and ask to speak to the centre’s Area Manager.
6. The Area Manager will liaise with the Centre Director and may conduct further investigation. Once the investigation and consultation are completed, a hui will be arranged between the centre, the Area Manager, and the Complainant to ensure all parties have had a chance to join the kōrero to resolve the issue.
7. If you are not satisfied with the advice you have received, or the plan of action taken, you can call our Support Office on 0508 546 3372 and ask to speak to the Regional Manager.
8. Should you choose not to address the issue with our Living & Learning team first, you have the option to contact the Ministry of Education in your region, on the number below or www.education.govt.nz. They may refer you to other agencies for further advice e.g. Ministry of Health etc.
    

• Tāmaki Makaurau Auckland: (09) 632 9400

• Kirikiriroa Hamilton: (07) 850 8880

• Te Papaieoa Palmerston North: (06) 350 9850

• Te Whanganui-a-Tara Wellington: (04) 463 8699

Oral medication is only to be measured and administered by an authorised employee. For the purposes of this policy, an authorised employee is someone who holds a current First Aid certificate. This must be documented on the Administration of Prescribed Medication form, for each room, and the certificate expiry date recorded in Infocare. Centre Administrators will update these forms regularly, but at least after each round of First Aid training, in March and September, annually. In the absence of an authorised employee for a particular room, the Centre Director, or an authorised person from another room, must administer the medication. All authorised employees must have read and signed the procedure outlined below.

There is always a safe place allocated for medication in the centre. This safe place must be a designated area that is out of reach of tamariki. All employees must be shown where this ‘safe place’ is as part of their orientation into the centre.

Note: First Aid certificates
First Aid certificates are ONLY current up to the date of expiry on the certificate. The 3-month grace period is only in place to give employees time to complete their Refresher/Revalidation training. Once the certificate has expired, employees are no longer authorised to measure or administer medication in the grace period.

• Ensure the Daily Medication Checklist (1Place) or Medicine Chart (1Plce / paper copy) is filled out with the child's full, official name, details of medication specified and then signed by the parents.
• Read the label carefully. The label must be printed in the English language.
• Check the dosage to be given. Ensure there is a dosage on the bottle, and that it corresponds with what is written on the Daily Medication Checklist or Medicine Chart.
• Check the time to be given.
• Check the expiry date.
• For any discrepancies between what the parent has written on the Daily Medication Checklist/Medicine Chart and what is stipulated on the medication, please inform the Centre Director/Centre Supervisor and they will contact the parent to inform them of the discrepancies.
• Because accuracy with the dosage is critical, always get another employee to check the dosage measured before it is administered.
• An authorised employee will give the measured amount to the child immediately, to avoid being distracted or interrupted.
• Authorised employees must sign the Daily Medication Checklist/Medicine Chart when medication has been given.
• If for any reason medication has not been administered at the appropriate time, i.e. child was asleep or child has gone home etc., the employee needs to write the reason and sign the form, so this is recorded.
• Return medication to designated ‘safe place’ immediately.
• When medication used at the centre is finished, empty medication bottles must be sent home with the child.
• Check the correct medication is being sent home for that child at the end of the day, and on their final day of the week at Living & Learning, or last thing on a Friday before the weekend. Ensure parents sign the Daily Medication Checklist/Medicine Chart when they collect the medication.
• No medication – including creams/salves/lotions/ointments will be given or applied, to any part of the body, or to treat any symptoms, without first contacting the parents and obtaining daily written authorisation from them.
• If there is no authorisation, the Centre Director or Centre Supervisor must be notified, and they will contact the parent, before treating any symptoms.
• If parents are not able to come into the centre to sign the form, before the medication can be administered, they must provide authorisation in writing via an email to the centre, or a text message. A copy of this email/text must be kept in the child’s Infocare folder under ‘Notes’.
• When the parent picks the child up at the end of their day, they are still required to then give signed authorisation on the Daily Medication Checklist/Medicine Chart.
• Prescription medication: Living & Learning will only administer medication to a child if the child’s name is on the medication. If it is not the child’s name on the medication, inform the Centre Director/Centre Supervisor, who will contact the parent to notify them that we cannot administer medication prescribed to someone else, including medication prescribed for a sibling.
• Non-prescription medication: check that the dosage and purpose of the medication specifies that it can be safely administered to children under the age of 5, and that the information on the medication corresponds with the information that the parent has written down on the Daily Medication Checklist/Medicine Chart.
• All medication to be administered should be in the original bottles/containers with the appropriate labelling. Medication in syringes, home containers or water bottles is not allowed and will not be administered to the child.
• All medication is to be given to tamariki using a measuring cup or syringe. Medication will not be measured out at Living & Learning and added to bottles or food. The only exception is when a child has specific medical needs that requires medication to be administered orally.

• In instances where employees are aware that a child struggles to take medication, our team will ensure the child is taken to a calm environment with limited distractions, to ease the distress for the child.
• It is not acceptable for parents to write ‘as needed or required’ on the Daily Medication Checklist/Medicine Chart under “times to be given at Living & Learning”. Parents must write a ‘specific time’ and/or ‘specific symptom’.
• If medication is given in response to a specific symptom, the time it is administered must be recorded on the Daily Medication Checklist/Medicine Chart.
• In the absence of any symptoms at the time parents have specified that the medication is to be administered, an authorised employee must phone the parent to explain that the child has no symptoms and enquire as to whether the parents still want the medication administered.
• If parents no longer want the medication administered, they must confirm in writing (email / text) that they have agreed no medication will be given at the specified time. This email/text must be kept on the child’s file in Infocare, under Notes, and recorded on the Daily Medication Checklist/Medicine Chart.
• When parents pick up their child at the end of the day, they must sign the Daily Medication Checklist/Medicine Chart confirming the action taken. If, however, we are unable to get hold of the parents, the centre will follow the original instructions and administer the medication, even if there are no symptoms.
• Pamol: When parents request that Pamol be administered during the day, employees need to ask parents when the last dose of Pamol was given, prior to arriving at Living & Learning. Parents also need to stipulate the time the next dose needs to be administered. This information is to be recorded on the Daily Medication Checklist/Medicine Chart, which the parent must sign. For over-the-counter Pamol and/or cough medication, the dosage stipulated on the bottle must correspond with what the parent has written in the Daily Medication Checklist/Medicine Chart, otherwise we are unable to administer it. Living & Learning will only administer it if a doctor has prescribed a dosage for a child that differs from that stated on the bottle.

• In the best interests and safety of both tamariki, and our employees, if a parent requests or instructs a Living & Learning employee to administer their child’s medication or supplement in the form of a suppository, this must be authorised by the Centre Director or Centre Supervisor.
• If a Kaiako is not comfortable administering a suppository, they have the right to choose not to do so.
• There must always be two employees present when a suppository is administered.
• This directive applies irrespective of the child’s medical/health condition, age, or stage of development.

• Ensure the label is printed in the English language.
• An authorised Living & Learning employee will only administer these when they are provided by the parent, exclusively for their child, to treat a specific condition or symptom.
• Parents must provide written authorisation by completing the Daily Medication Checklist/ Medicine Chart, including the purpose and dosage of the supplement, before we will administer these.
• Supplements must be supplied to Living & Learning in the original bottle/packaging etc which an authorised employee will check and add to water at a specific time e.g. morning tea, lunch or afternoon.
• Because of the health risks associated with water bottles, tamariki will not be allowed to walk around with a water bottle containing the supplement.
• If the supplement is for treatment of a long-term condition, Living & Learning requires the parent to complete the Medicine Chart for Chronic Medication. This will be reviewed monthly.
• Use the appropriate measure.

• Parents’ written authorisation to administer the Epi-pen/Asthma inhaler must be obtained monthly (See Medicine Chart for Chronic Medication).
• Check that the expiry date of the Epi-pen/Asthma Inhaler has been recorded on the Chronic Medication Chart.
• Ensure that employees have current training in the use of the Epipen, asthma inhaler etc. and that these employees with the training are named on the Chronic Medication Chart
• An Asthma inhaler and Epi-pen is only to be administered by an authorised employee. This applies to other medical conditions requiring specific treatment e.g. diabetes and administering insulin – which can only be done by an authorised employee, trained in the specific administration of this.
• For other medical conditions with ongoing needs including eczema, or other skin conditions requiring emulsifiers, this needs to be recorded on the Chronic Medication Chart which is signed by the parents.
• If medication is ingested, parents need to sign the Chronic Medication Chart daily, and a Living & Learning employee must sign the time, and the dosage given to the child.
• For any medications and medical conditions recorded on the Chronic Medication chart, parents must sign this on a monthly basis to confirm usage and dosage.
• Should the frequency and dosage of any medication on the Chronic Medication chart change from what is recorded, even for a short period of time, the change in dosage and frequency must be recorded daily on the Daily Medication Checklist/Medicine Chart during that time period.
• Parents must also sign and date the Daily Medication Checklist/Medication Chart daily, over this time. For example: if a child who usually requires an asthma inhaler once a day (as per the Chronic Medication chart) is particularly unwell for a time and requires the inhaler hourly, this change in frequency must be recorded on the Daily Medication Checklist/Medicine Chart and signed by the parents on a daily basis.

Definition: A prescription (such as antibiotics, eye or ear drops and so on) or non-prescription (such as paracetamol liquid, cough syrup and so on) medicine that is:

• issued for a specific period of time to treat a specific condition or symptom and
• provided by a parent for the use of that child only or, in relation to rongoā Māori (Māori plant medicines), that is prepared by other adults at the service.

 

Authorisation is provided from a parent at the beginning of the period medicine is intended to be administered, detailing:

• what (name of medicine),
• how (method and dose), and
• when (time or specific symptoms/circumstances).

The authorisation must be renewed if the period is extended or circumstances change. Each day the medicine is given, parents acknowledge this was administered to their child. Parental acknowledgement is recorded.

 

Definition - A prescription (such as asthma inhalers, epilepsy medication and so on) or non-prescription (such as antihistamine syrup, lanolin cream and so on) medicine that is:

• used for the ongoing treatment of a pre-diagnosed condition (such as asthma, epilepsy, allergic reaction, diabetes, eczema and so on), and
• provided by a parent for the use of that child only.

 

Authorisation is provided from a parent at enrolment as part of an individual health plan detailing:

• what (name of medicine)
• how (method and dose), and

• when (time or specific symptoms or circumstances).

   

The authorisation to administer medicine is checked and updated monthly, or whenever there is a change to the child's medication.

 

With parents and whānau coming together as a group for events and celebrations at the centre, it is reasonable to expect that there will be times when tamariki who are not the primary focus of the photo or video are visible in the recording. Our parents and whānau therefore understand, and accept that, on occasion, your child may appear in the photographs and videos of other families, which are intended exclusively for private use.

In cases where a child should not be identified for child protection reasons, Living & Learning will make every reasonable effort to prevent images of that child being captured. However, as we provide group care, and personal recording devices are so readily available, we cannot guarantee that this will never occur.

At any time that parents and whānau use recording devices at Living & Learning, you agree that you do not have consent from any other parent whose tamariki may be in your photos/video and you therefore understand and agree to the following:  

• All video and photographs are exclusively for your own private use and are not to be shared or posted on publicly accessible social media or video sharing sites.

• Sharing or posting on publicly accessible social media or video sharing sites would require the consent of all the other parents whose tamariki may be included in the images. 

• The Centre Director has the responsibility and authority to decide if personal recording devices at centre activities and events are permitted.  

• The Centre Director has the responsibility and authority to decide the conditions that will apply when using personal recording devices, to firstly protect the safety of all tamariki; to ensure centre operations are not disrupted; and to maintain a settled and calm environment for tamariki and our team.  

• To follow any guidance and requests from Living & Learning employees with regards to when personal recording devices are permitted to be used, and where to be physically positioned to minimise disruption to tamariki/centre operations/program activity.  

• Limit the use of personal recording devices to designated areas as determined by Living & Learning. At no time will any recording devices be used, or pointed in the direction of bathrooms, toilets, baby change areas or in any areas with a heightened expectation of privacy. 

• Only use recording devices to capture images of tamariki suitably dressed, to reduce the risk of images being used inappropriately. Parents and whānau in the centre to assist with dressing or changing tamariki will not use personal recording devices during this time.

• Living & Learning reserves the right to view any photographs taken and/or recordings made. If these are deemed inappropriate for any reason, our team will request that these be deleted.

• If you are accompanied by, or represented at the centre by, people that Living & Learning’s centre team do not recognise, our team reserve the right to establish their identity and monitor their use of any personal recording devices. We are acting in the safety and best interests of each child, so please do not take offence if this occurs. ​​​​​​​

• People with no connection to the centre will not be allowed to use personal recording devices at Living & Learning. Living & Learning employees will respectfully question anyone they do not recognise who is using a personal recording device at a centre. Our employees reserve the right to stop the use of a recording device, view any footage, and ensure it is deleted immediately if necessary.

• Living & Learning reserves the right to determine whether a Living & Learning event is one at which personal recording devices will be permitted. Some events may not be recorded for copyright reasons.

• If parents and whānau are unable to attend an event or celebration at the centre and ask one of our team to take photographs or video of their child on their behalf, the Centre Director will decide if it is appropriate for an employee to do this, taking into consideration the supervision needs of all tamariki in the room, the event, and the time required.

• On occasions, independent or external organisations/individuals provide photographic/video services to parents and whānau at Living & Learning. Living & Learning will take all practicable steps to ensure that the external/independent service has the appropriate legal and safeguarding policies and procedures in place to protect tamariki. However, if it is a service parents and whānau are paying for, final responsibility for the Privacy and Terms & Conditions lies with parents and whānau who choose to use the service.  

• If, for publicity or other reasons, there is a media presence at a Living & Learning centre, and with or without Living & Learning’s prior consent, tamariki are filmed or photographed, we will inform the parents and whānau of those tamariki as soon as reasonably practicable.

Personal recording device – Any device that is capable of recording, storing or transmitting visual images and/or audio.

The role of the Kaiako is to create an inclusive, culturally responsive setting, where each child feels a sense of safety, love, and is engaged in learning. As reflective practitioners, our Kaiako will consistently use ‘He Mapuna te Tamaiti’ to guide our practice and the strategies we use to develop each child’s social emotional competence. Our policy defines clear expectations of Kaiako, whānau and tamariki, to ensure we uphold safety, love and holistic learning within our care and environments.

Kaiako

• Through culturally responsive practice, create a sense of belonging for tamariki and whānau where they feel their contribution is valued, and their differences are celebrated.
• Foster a safe, supportive environment, where tamariki are not afraid to make mistakes, and are taught to value mistakes as learning opportunities.
• Intentionally use safe, inclusive calming spaces that are consistently available to tamariki.
• Role model and communicate positive attitudes, values and social emotional competencies that strengthen and enhance young children’s social emotional development. This includes using praise and encouragement; avoiding blame, harsh language, and belittling or degrading responses.
• Establish consistent and predictable routines.

Whānau

• Work in partnership with Living & Learning to build reciprocal, respectful relationships. As co-creators of their child’s environment and the trust they place in Living & Learning, acknowledge the pivotal role they play in our purposeful partnerships.
• Acknowledge the active and meaningful role they play in their child’s early care and education through a willingness to negotiate differing goals, values and expectations.
• In the centre environment, role-model and communicate positive attitudes, values and social emotional competencies that strengthen and enhance young children’s social emotional development. This includes using praise and encouragement and avoiding blame, harsh language, any form of intimidation, and belittling or degrading responses.

Tamariki

• Respect and care for each other, our Kaiako, and our environment.
• Be given opportunities and encouragement, through restorative conversations and behaviours, to take responsibility for their actions. This is how tamariki learn the natural consequences of an action.
• Give tamariki agency by providing them with language and strategies to enhance their mana, encourage them to respond with empathy, to restore relationships, and become kaitiaki of their environment.

Kaiako

• Be purposeful in creating a predictable, loving environment for tamariki that supports each child’s mana whenua / sense of belonging.
• Nurture peer friendships and close affectionate connections with each child.
• Be present with tamariki, intentionally role modelling empathy and ways to care for others.
• Foster whakawhanaungatanga (respectful, reciprocal relationships) to meaningfully engage with whānau in warm, culturally responsive ways that deepen our knowledge of each child and develop greater understanding of home life.
• Commit to building trust and understanding whānau values, through regular, unhurried conversations and communication.
• Recognise our individual responsibility to intentionally discover our unconscious biases and to value cultural diversity.
• Encourage and use positive, kind language and a friendly tone to support tamariki in learning their responsibility and their role in restoring relationships, and understanding why there are consequences for their actions.

Whānau

• Share home values, cultural beliefs and their aspirations for their child with Living & Learning.
• Work in partnership with Living & Learning to build and strengthen caring, connected relationships.
• Actively engage with and contribute to building continuity between home life and centre life.
• In those instances where additional support is required, be willing to collaborate with and actively engage with Family Services, use of Triple P Program (and other external agencies if needed), in order to wrap around and respond to the needs of tamariki.
• Be mindful and respectful of how and where information is shared in the centre, when other whānau, tamariki and Kaiako are present.

Tamariki

• Help and care for each other, and their environment.
• Build awareness and responsiveness to the needs and safety of others.
• Kōrero and respond kindly to others, accepting of different values, and express feelings respectfully.

Kaiako

• Recognise the importance of developing our own social emotional competencies first, and integrating this into our Professional Growth Cycle, in order to support tamariki in developing their social emotional competence.
• Develop a personalised, flexible, and holistic plan for each child’s social and emotional development.
• In collaboration with whānau, identify and intentionally remove barriers to learning and engagement, in all curriculum areas.
• Embed respect into our curriculum by asking: What matters here, for this child and this family? And then be purposeful in adapting behaviour and the curriculum to support the best outcomes for that child.
• Enhance and promote each child’s sense of their personal identity; look for shared values, deepen your knowledge of the child’s home language and culture to gain an in-depth understanding of the child’s ways of knowing, doing, and being.
• Intentionally integrate, Living & Learning’s social emotional development program, You Can Do It, throughout the curriculum and learning environment.
• Provide tamariki with clear, realistic and developmentally appropriate expectations, boundaries, and routines.
• Use problem solving and critical thinking techniques to support tamariki in making their own decisions and belief in themselves as capable learners.
• Be an emotions coach for tamariki to help them understand and express feelings and emotions.

Whānau

• Create opportunities to intentionally communicate clear aspirations and values for their child’s learning and social emotional development.
• Share iwi connections and stories, and as both a teacher and a learner, actively contribute to their child’s early learning.
• Acknowledge the importance of sharing concerns or issues with us, in a safe and kind way – giving us the opportunity to address them in partnership.

Tamariki

• Experience an environment where curiosity about others and respecting differences is encouraged and valued.
• Given opportunities to kōrero, listen to, and share their own stories, celebrate their language, music and unique whakapapa.
• Learn to care for and help others, through tuakana-teina (supportive relationship that flows from leader to learner) experiences.

In Living & Learning’s Enrolment Agreement, we commit to taking all practicable steps to provide an inclusive and safe early childhood service for all tamariki.

When an individual child is identified as having diverse needs, a meeting will be held between the parents/caregivers and Living & Learning employees to determine how best to meet the child’s care and learning needs in the early childhood centre environment. Once the needs have been identified and assessed through this meeting, Living & Learning will consult with appropriate agencies including but not limited to previous ece centre, MOE, MOH, etc so that a clear plan and follow up actions can be put in place. Shared communication and follow up meetings will be required, and also possible consent for future referrals to the necessary agencies will be needed by all parties.

Following this consultation process, and in the event that Living & Learning believes they are not able to reasonably provide a safe and appropriate care and learning environment for the child, this will be discussed with the parents and whānau at the time of enrolment, or at any future time during enrolment. Alternative care arrangements may need to be made after all available options have been explored.

Safety and physical restraint: 

We have a duty of care to every child entrusted to us, as well as to our team, to ensure we are providing a safe, loving environment. Through whakawhanaungatanga, Living & Learning makes it a priority to nurture a close connection with each child, and acknowledges their mana, tapu and potential. This enables our team to understand the individual needs and developmental stages of tamariki. 

Integral to our partnership with parents and whānau, is ensuring we kōrero with them about their child’s behavioural needs. In some cases, this may require us to put a plan in place that includes the need, under specific circumstances, to physically restrain or control their child, in order to prevent imminent or further harm to them, other tamariki, our team, or the environment.  

In challenging situations, our team will adopt the following approach:

• recognise | mātaitia

  The better we know our tamariki and their whānau, the easier it is to learn who each child is; to recognise the signs that they are becoming overwhelmed or struggling; to work with them, their whānau and their peers on ways/strategies to effectively help/support them.

• respond | atawhaitia

  Respond with loving support to enable tamariki to feel settled again. If they’re too overwhelmed, pause and be intentional in responding calmly, using clear, kind communication to ensure everyone is kept safe.

• restore | whakawhenuatia

  Give everyone time and space to settle again; be actively present to tamariki to restore connections; support integration back into the room and engagement in an activity.

In most circumstances, vigilant, consistent observation of the environment enable us to quickly identify and respond respectfully, to prevent and de-escalate potentially impulsive, aggressive or high-risk behaviour.

However, there are instances where verbal cues, instructions and intervention have been used and proven ineffective. In order to maintain or restore a safe environment, and ensure that no child, other tamariki, and/or employees are put at risk, use of physical restraint of a child is a last resort, and permitted only under the following conditions:

• It is the last resort, to prevent imminent harm to the child, another child or children, another person, or damage to the environment;

• It is believed to be the only option available to the employee, under the circumstances;

• It is reasonable and proportionate to the age and development stage of the child and the circumstances i.e. minimum restraint for the minimum time required to maintain or restore safety in the environment.

Diverse Learners:

• If a child already has a Diverse Learner’s Plan, and it is anticipated that there is a high likelihood that physical restraint may be required in order to keep the child (and others) safe while in our care, the plan must include:

  • specific details about appropriate use of physical restraint should this be required to keep that child, and others, safe while in our care.

  • That parents and whānau have been given a copy of our Positive Child Guidance Policy.

  • Approval by the Area Manager, in consultation with whānau, and be signed off by parents and whānau.

• For our records, following every incident that requires use of physical restraint, the Incident Form on 1Place must be completed (under Incident – Use of Physical Restraint) as soon as practicably possible after the incident but at least by end of day.

• Parents/whānau are informed on the same day, about the incident, how it was handled to ensure their child and others present were protected. Once completed, parents and whānau must receive an emailed copy of the 1Place Incident Form.

• Complete and submit an HS34 to the Ministry of Education ONLY if the incident (use of physical restraint) was reported to another government or external agency e.g. NZ Police, Oranga Tamariki, Work Safe, Teachers Council.

   

One-off/First Time Incidence/No Plan in Place:

If a child does not have a Diverse Learner’s Plan, and/or this is the first time physical restraint has been needed to ensure the child’s safety (and/or safety of others/environment):

• the Incident Form on 1Place must be completed (under Incident – Use of Physical Restraint) as soon as practicably possible after the incident but at least by end of day.

• Parents/whānau are informed on the same day, about the incident, how it was handled to ensure their child and others present were protected. Once completed, parents and whānau must receive an emailed copy of the 1Place Incident Form.

• Complete and submit an HS34 to the Ministry of Education ONLY if the incident (use of physical restraint) was reported to another government or external agency e.g. NZ Police, Oranga Tamariki, Work Safe, Teachers Council.

After any incident when our team have acted to physically prevent a child from injuring or harming themselves or another person, our team will ensure:

• The child is supported in a loving and calm way, to ensure he/she is safe, and to prevent further distress to the child.

• The Centre Director or Centre Supervisor/leader are informed as soon as reasonably practicable, but at least before parents/whānau of the child/children are informed.

• The Area Manager or Regional Manager is informed as soon as reasonably practicable.

• An investigation/review is conducted to reflect on action taken, and where necessary what plans to put in place to reduce/avoid this happening in the future.

 

Calming Spaces:

This is a dedicated safe, welcoming space, indoors or outdoors, that tamariki have access to when they’re experiencing big emotions. A calming space strengthens connections and fosters essential social-emotional growth in the early years, which is an important part of The Living & Learning Advantage Nurture Me pillar. It’s a consistently available space required in all preschool rooms, designed to positively support tamariki to re-set, learn how to self-regulate, and explore helpful ways to manage and take responsibility for their emotions and behaviour.

When they are ready, they are able to re-join their peers.

What is the Calming Space for?

Any time te tamaiti (not just Diverse Learners) feels overwhelmed, frustrated, angry, or distressed, a calming space provides a haven and time to soothe heightened emotions. The role of the Kaiako is to read a child’s triggers, recognising signals / behaviour / cues of potentially strong emotions, including:

• Having a tantrum/meltdown

• Frustrated or disappointed

• Being aggressive/fighting

• Early signs of anger including clenched jaw, reddening face, raised voice

• Feeling overwhelmed by noise, people, or situations in the room

 

What is the Calming Space not for?

It is never used as a disciplinary or ‘Time Out’ space where a child is sent for a certain amount of time and separated from their friends for misbehaviour. Because the purpose of this space is to support tamariki to self-regulate, slow down, and consider their feelings and actions, it is not to be associated with punishment or being ‘in trouble’.

Find out more about indoor and outdoor calming spaces in the Calming Spaces Resource.

Living & Learning aims to provide a safe and secure environment to protect the children we serve, their families, our team members, visitors and our premises. Our intention for using CCTVs is to primarily:

• Increase personal safety of team members, children, and visitors.
• Increase the safety of Living & Learning’s property and assets, from activities occurring in our neighbourhoods both afterhours and during hours of operation.

We also acknowledge that the recording could be used to:

• Support the Police in a bid to deter and detect crime, assist in identifying, apprehending, and prosecuting offenders.
• Support an investigation into actions/behaviours of parents, visitors, or employees, on or outside our premises.
• Monitor conditions at a centre in the event of a natural or manmade emergency event.

We take our responsibilities under the Privacy Act seriously and recognise the operation of CCTV means that images and audio of identifiable individuals will be collected, held, and disclosed by Living & Learning. Therefore, the following outlines how we will collect, store, use and access the recordings.

Fixed position security cameras will be placed in designated areas of the premises, that seek to cover as wide a field of view of our premises as reasonably possible. Placement will include areas such as:

• From the building toward the carpark, and fence lines.
• Centre building entrance ways,
• In some instances, from reception areas, toward the front entrance.

The cameras will be positioned in a manner that minimizes any potential invasion of privacy while still providing effective security coverage.

• No camera will be hidden from view.
• Cameras will not be positioned toward bathrooms/changing areas or anywhere people would have a heightened expectation of privacy.

Notice of the existence of cameras will be provided to families, team members, and visitors. Notification will be in the form of signage advising the use of security cameras, and will be visible in the carpark, entrance and/or reception area, as appropriate.

Security cameras will record picture and in some cases audio, to ensure comprehensive surveillance and enhance the security measures in place.

Outside hours of normal centre operation
All cameras will record both picture and audio where capable.

During hours of normal centre operation
All externally placed cameras will record both picture and audio.
If an external camera is pointed toward a children’s play-space, it will not record during normal centre operating hours, however live view will be accessible in the event of an emergency for monitoring purposes.
All internally placed cameras will record picture-only during normal centre hours of operation.

CCTV recordings are stored on a hard drive located at the centre premises. CCTV recordings will record onto the hard drive for up to approximately 60 days (depending on the number of cameras recording at the premises) before being overwritten in a continuous recording cycle. Viewing of the recording can occur via internet access to the hard drive, however recording is not stored in the cloud. Where an incident or suspected incident has been identified, and with the approval of the Chief Executive, a relevant portion of the recording may be copied, downloaded and stored in a secure section of Living & Learning’s intranet while the investigation is carried out.

• Access to the recordings on the hard drive is authorised by the Chief Executive and is enabled, controlled and monitored by the IT Coordinator or IT Support.
• Access to recorded data is logged to ensure only authorised personnel can access the recordings.
• Access to the recordings is via the internet, either through a web browser or via a mobile app, using a login and password.
• Recordings will be viewed in accordance with the objectives of the security cameras as detailed above.

Recordings are primarily intended to be accessed in response to an event. (For example, an alarm activation, a break-in, damage to the premises, trespass, notification of an incident, a request from an external agency such as the NZ Police).

Live view can be accessed by authorised persons in the event of an emergency for monitoring and co-ordinating a response.

An individual is entitled to request access to available recordings of themselves only. The request can be made in writing to Living & Learning, to the attention of the Chief Executive, identifying themself personally, and the time(s) at which they believe they have been recorded by the CCTV.

Any response to a request will include considerations of the ease of access to locate the relevant recording(s), and the need to protect other people’s privacy who may be in the recording(s). If a request for a copy of the recording(s) is unable to be granted without unreasonably breaching another individual’s privacy, a written description may be provided of activities in the recording(s) pertaining to the individual requesting the information. Alternatively, it may be possible to arrange a viewing of the requested recording(s).

Any request will be responded to within 20 working days.

The Chief Executive will only allow access of relevant CCTV recordings to:

• Authorised personnel who have been delegated access in pursuit of the objectives of this policy.
• Contractors on site specifically to work on the CCTV equipment at the request of the IT Coordinator or Maintenance Manager.

 

When a request for access to the CCTV has been received and if the recording(s) can be located, the IT Coordinator will take reasonable measures to ensure the relevant recording(s) is saved.

The Chief Executive will take reasonable steps to ensure that public disclosure of recordings does not occur.

The IT Coordinator will take reasonable steps to check CCTV images/recordings are accurate, complete, relevant, and not misleading before using them.

In New Zealand from September to April, even on cooler and/or cloudy days, UV radiation levels can be high enough to cause sunburn. The time when we are most at risk of exposure to harmful UV radiation is approximately between the hours of 11am and 4pm throughout summer. There is still however, risk of exposure on sunny days, during our cooler months.

• Living & Learning provides an SPF30+ or higher broad-spectrum sunscreen which Kaiako will apply to children’s faces, arms, legs and other exposed areas of their bodies, before going outside during summer months – including on cloudy/overcast days.

• If whānau specifically request no sunscreen, or that we use an alternative to the sunscreen Living & Learning provides, this will be noted on the ‘Allergies’ list so the team in each room are informed and aware. Families requesting the use of alternative sunscreen will be required to provide the alternative, ensure it is a minimum SPF30, and sign for the use of this, or to decline the use of any sunscreen, in their Enrolment Agreement. By signing, family accept full and sole responsibility for any sunburn/damage that happens while their child is in our care.

• Sunscreen will be applied in the morning, and then reapplied after sleep time. If tamariki have been enjoying water-play, sunscreen will be applied more frequently.

• Gloves are not to be worn when applying sunscreen. The only exception to this would be if a member of our team has medical reasons or a skin condition that requires them to use gloves. In this case, this will be agreed in consultation with the Centre Director.

• Tamariki aged approximately between 3 and 5 years old will be encouraged to apply their own sunscreen and will be supported closely so they are able to learn how to do this safely.

• Our team will model being ‘sun safe’ by applying sunscreen themselves, when on outside duties.

• Whānau are encouraged to provide a named hat for their child to use each day at Living & Learning. A brimmed hat, or cap with flaps, offer the best protection for the face, neck and head.

• Our team are required to wear a hat/cap when on outside duties, to role model sun safety to tamariki.

• Our outdoor areas all have shady areas e.g. shade sails over the sand pit, as well as opportunities to use umbrellas, awnings, trees and natural fence lines for additional shaded areas for play to ensure tamariki have areas to play out of direct sunshine.

• Our team will engage tamariki in conversations around how to keep themselves safe from harmful UV rays, while still enjoying the sunshine, and how important sunshine is for our minds and bodies. Conversations will also include making good decisions around wearing a hat, using sunscreen, and wearing clothing that covers areas of the body like neck and shoulders to protect them from exposure.

• Our team will be mindful of the time of day, temperature levels, type of activity, and length of time they spend outside each day. They will actively monitor the outdoor supervision schedule so that this duty is rotated throughout the day.

• Ensuring tamariki are hydrated is important every day, but this is particularly relevant during the summer months and on days when the temperatures are high. Tamariki will be offered a drink of water regularly.

• The team member on outdoor supervision duty will ensure they regularly check the temperature of outdoor equipment, like slides and matting, which can become very hot in the sun and burn a child.

• Where reasonably possible, tamariki will wear their hats while playing outside. If a child does not have a hat at Living & Learning, or consistently removes their hat while outside, our team will be flexible and supportive towards the child by either providing a Living & Learning hat for them to wear, or by ensuring they are playing in a shaded/protected area. It is not a solution to refuse to allow a child to go outside if they do not have, or are not wearing their hat.

• Through conversations, and whanaungatanga with our whānau, we will encourage them, where possible, to send clothing that covers shoulders, as opposed to singlets and shoe-string straps, helping them to understand the potential for increased risk of exposure.

At Living & Learning we recognise the need to prepare each child in our care, and their whānau, for the significant adjustment that occurs during any times of transition. We embrace all times of transition as intentional opportunities to support tamariki and whānau, giving them time to become familiar with a different setting, ease into new rituals and routines, and help tamariki to settle without the need to have their whānau/caregiver present. Integral to this is working in partnership with whānau to create a place where aroha and trust are built and nurtured, along with the assurance that we are here to meet their needs.

At any time when a child is transitioning—whether visiting the centre when newly enrolled; or when transitioning between rooms; or when preparing a child for transition to primary school—our team will consistently kōrero with whānau, so that together, the time of transition encompasses the following:

• Accommodates the unique circumstances of whānau. Central to planning the possible number of transition visits needed, and the time frame for these, is ensuring the child’s wellbeing remains paramount.
• Ensure each child is signed onto the roll in the room, and signed off again when they leave the room at the end of their visit, and that whānau sign the visitors register on arrival and leaving the centre.
• Kaiako reflect ongoing flexibility to tailor the transition visits, as they gain greater understanding of the individual needs of whānau and tamariki.
• Reflecting Best Practise, which ensures each child feels safe and loved at any time when they are in our care, during any time of transition, Kaiako will ensure they are immediately responsive to the needs and cues of each child.
• Kaiako will be intentional in ensuring each child is given the time and opportunity to ‘bond’ with a consistent Kaiako in the room, to nurture a relationship of trust. This may involve some flexibility around routines and Kaiako juggling activities in the room, and outside to support the best outcome for the transitioning child and whānau.
• Intentional planning to prepare for transition visits, so Kaiako are mindful of ratios, and continuing to support the care and learning of all tamariki in the room.

• Decisions about how long whānau/caregivers stay with their child will be made to ensure we support the best outcome for the child.
• Ideally, and where possible, begin with an introductory visit, with whānau present. Kaiako can then plan subsequent visits (and time frames around these) in consultation with whānau, culminating in a final visit when whānau/caregivers are given the opportunity to leave the child in the room for a period of separation.
• Kaiako are encouraged to kōrero and involve whānau in decisions about the possibility of them leaving their child’s room, to either remain in the centre (perhaps for a coffee) or, if their child is settled, to wait in their car during the visit, or to leave the centre for a short period. If leaving the centre is mutually agreed on, Kaiako will ensure whānau understand the importance of remaining in close proximity to the centre; providing a current mobile number so they are contactable at ALL times; and that whānau will return to the centre immediately if they are called.
• Kaiako intentionally plan and prepare for transition visits, including additional support from a key person in the centre, so that there is time and opportunity for whānau, child and Kaiako to build connections. Planning is also essential to ensure Kaiako are mindful of ratios, and continuing to support the care and learning of all tamariki in the room.
• In the rare instance that a child does not settle, the Centre Director, in consultation with whānau, will review the decision to enrol, and/or review the transition process to best support the child and whānau. This review is only when all efforts to settle the child have been unsuccessful and the environment is, in Living & Learning’s opinion, not suited to meeting the child’s individual needs.

• Ensure Kaiako kōrero with whānau to plan an orientation visit to foster manaakitanga by introducing them to the new Kaiako by name, giving them an understanding of the room routine, room layout, Kebudel, and new expectations of the room. Nurture whanaungatanga by providing regular opportunities for whānau to ask questions and share their expectations and aspirations for their child.
• Kaiako will share the localised curriculum and work supportively to partner with parents to keep them updated about their child’s wellbeing during each transition visit.
• Kaiako in the home room need to ensure that important, individual details about the child are clearly communicated in advance to the team in the room the child is transitioning into. This includes information like allergies, chronic medication, particular needs etc.

• Kaiako will intentionally plan and implement our Transition to School program so tamariki feel confidently prepared to leave the early childhood environment.
• Kaiako understand the goals of the curriculum in our Transition to School room: to develop the social, emotional, physical and cognitive competencies and skills tamariki need for school readiness; recognise and remove any potential barriers to learning; and support a positive transition into primary school.
• Kaiako will kōrero with whānau to establish what their needs and aspirations are for their child preparing to transition to school, including the possible number and timing of transition visits. Working in supportive partnership with whānau, Kaiako will also talk through how our program encourages and fosters school readiness, prepares their child for different routines through the day, and what they can possibly expect as their child enters the formal learning environment.
• Keeping the child’s wellbeing at the heart of the transition process, where possible our Kaiako will actively build whanaungatanga with local primary schools to ensure New Entrant Teachers have a genuine understanding and knowledge of each child transitioning into their school.
• Kaiako will take time to pause and recognise what individual tamariki may need as they prepare to leave the centre during their day, for a transition visit. When they return to the centre after a school visit, our knowledge and close relationship with each child, and our responsiveness to their cues, will ensure they feel lovingly supported as they readjust to the early childhood environment and re-settle back into our care.