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KOLTS Forest and Nature School
Program
What is KOLTS Forest and Nature School? KOLTS (King Observation Lab Teaching School) Forest and Nature School (FNS) program was
developed in the fall of 2015 as a research initiative in collaboration with KOLTS, School of ECE
Faculty and BCD students. The research focus was on nurturing relationships developed in the
forest between the children, educators and family and encouraging a community of
environmental stewardship. This holistic approach to learning supports the child’s overall well-
being by inviting them to experience the world using their head, heart and hands.
The results of our research initiative showed that the children demonstrated:
An enhancement in their gross motor abilities by maneuvering on uneven terrain and
climbing stumps and trees
An increase in concentration with children fully engaged in experiences
Growth in resiliency and ability to recover with little or no stress
Improved eating and sleeping patterns at home
Freedom of expression through a number of modalities
The freedom to explore without pre-determined outcomes invites children to develop
self-identity and contribute to the world around them
Emergent Curriculum KOLTS FNS program is an emergent based curriculum that invites children to explore the
diversity of the natural world by supporting children’s discoveries and inquiries through
exploration and investigations that often continue in the traditional classroom environment.
This child led pedagogy is founded on experiential learning and is relationship based, where
children construct their own knowledge with the support of educators and the greater
community.
Vision and Philosophy Vision. Our vision is that every child who attends KOLTS Forest and Nature Program has the
opportunity to experience a healthy ecological connection with nature. FNS provides a rich,
inquiry-based, learning experience that engages children with the basic elements of nature. Our
educators understand the power of play-based and place-based learning and promote an
emergent, child directed curriculum that embraces the concept of stewardship of the earth in a
path towards a more sustainable world.
Philosophy. Our philosophy is to provide the children with place-based learning opportunities
that involve regular and repeated visits to the same natural setting. Our hope is that children
will begin to form connections with nature and to natural environments as a means to support
their development. This in turn will support children on their journey of developing a
stewardship for the forest and care for the natural world outside of our FNS site. We are
developing a relationship with First Nations, Métis and Inuit culture by learning about their
ways of being, knowing and teaching. We are learning to use this traditional knowledge to
guide our practice and take steps forward with the educators, children and families towards
“reconciliation.” We view children as competent, capable and curious learners and hope to
create a setting where the educators and the children become co-learners; sharing both
knowledge and experience equally. We practice inquiry-based and play-based learning where
we observe, document and plan according to the children’s interests and developmental needs.
Pedagogical documentation informs our practice as educators as we focus our observations on
how learning happens and the impact this has on our practice as Forest and Nature School
Practitioners and as Early Childhood Educators.
Our Ethos We believe that all children, regardless of their individual needs or abilities, have a right to
regular and long-term access to a natural environment. At KOLTS FNS, all children have the
opportunity to spend time in the woodlands, meadows and ponds that surround our building.
These diverse landscapes offer experiences that provide challenging outdoor learning
opportunities. Forest and Nature School offers a child-centered approach that provides children
with long periods of uninterrupted time to learn through both self-directed and play-based
exploration.
“It’s important to have
knowledge of the heart” he
explains.
“How do you get that?
Well you learn through the
soles of your feet, the
palms of your hands, the
seat of your pants.
All knowledge has to pass
through your heart on the
way to your head.”
-James Raffan (2014)
Much like the curriculum indoors at KOLTS, our FNS program reflects the four foundations of
learning outlined in “How Does Learning Happen?” (2014): Ontario’s pedagogy for the early
years. Our program emphasizes the value of building relationships and the importance of self-
reflection. Children naturally seek out these four foundations of learning in their environment
while educators work to support children to experience a sense of belonging, well-being,
engagement and expression during their time in FNS.
We encourage connectedness to others and individual experiences. Every child is valued for their uniqueness and we support relationships while providing opportunities for children to contribute to their community and the natural world.
We provide opportunities for physical activity, nutritious food and rest & relaxation. We support the development of a sense of identity and friendships with others. We believe this promotes a feeling of inner happiness and comfort.
We provide ample and uninterrupted time for children to explore the world around them while engaging in self-directed and play-based learning. This promotes problem solving skills, divergent thought and innovative learning. These skills can be most beneficial for success at school and beyond.
We encourage expression through a variety of learning experiences. This provides opportunities for children to communicate with each other in a respectful way as they are learning to share their ideas and listen to what others have to say. Through the arts children communicate and express themselves using a variety of mediums. Creative experiences encourage children to learn the value of expression through the non-verbal communication of their thoughts and feelings.
Expression
Engagement
Well-Being
Belonging
Forest and Nature School Program The KOLTS Forest and Nature School program is available to our toddlers, preschoolers,
kindergarten and school age children. FNS takes place one to three mornings a week; toddlers
typically spending one to two days a week in the forest and both the preschool and
kindergarten children spending two to three days a week in the forest. School-agers immerse in
nature on PA days by spending most of the day in the natural environment.
The learning opportunities that unfold in FNS vary depending on the children, the season and
climate. It is a natural and organic flow with various provocations and tools that elicit the
children’s curiosity and creativity and/or support their investigations or inquiries. Children are
invited to work through challenges by managing failure and rejoicing in their success. This
provides opportunity to assess risk and builds confidence. As children discover the many facets
of the forest they engage in risk assessment and internalize their level of comfort; utilizing
peers and educators for support if required. This is often seen when children are attempting to
climb on a log or move a large rock. We often see the “experienced” children introduce their
own successful strategies to their peers creating connection to others that support and
contribute to the world around them.
Children working together to lift a heavy log provides opportunities of testing gravity and balance,
while strengthening bones and muscular tissue and increases awareness of muscle capabilities and
body positioning.
While the FNS site provides the children with many
opportunities for inquiry and active play, it is also a
wonderful space to take time to be calm and relaxed and
engage in quiet self-reflection as well as observing and
listening to the wonders of the area. Spending time in
natural settings such as in FNS truly becomes a magical
place for children. Furthermore, the learning appears to
flow into the indoor learning environment through
connected inquiries and interests that emerged in the
forest.
Our Forest School Community Educators. The majority of the staff at KOLTS are Registered Early Childhood Educators (RECEs);
some with a Bachelor in Child Development and Masters in Early Childhood Studies. In addition,
we have many students from Seneca’s School of Early Childhood Education programs on site.
The Forest and Nature School leader(s) are certified Forest and Nature School Practitioners or
FNS candidates in the final stages of completing their out-of-class assignments.
Parents & Family. KOLTS welcomes family members to attend and contribute to the FNS
program by actively joining us in the
forest as well as sharing any skills that
would be beneficial to the children’s
learning. This connection of home to
school supports the strengthening of
a child’s overall well-being.
Students. While in placement at
KOLTS, students are invited to
develop learning opportunities for the
children in the Forest. We are
currently collaborating with
Environmental Studies Department to
develop interdisciplinary programs for
Seneca students.
First Peoples @ Seneca. We are currently building relationships with members of the First
Peoples @Seneca and are collaborating in developing curriculum for KOLTS FNS honouring the
calls to action for Early Childhood Education from the Truth and Reconciliation Commission.
Together we are on a path to educate the youngest of our population on the historical and
current connections to the world around them.
Building a Relationship with Representatives of the First Nations,
Métis, and Inuit Community
“This land is the traditional territory of the
Mississaugas of the New Credit First Nation. We
are guests on this space, and it is our shared
obligation to respect, honour, and sustain this
land”
First Peoples @ Seneca
The educators at KOLTS recognize that the land we have designated as our FNS site has a long-
standing history to the First Nations, Métis, and Inuit (*indigenous) community. We pay tribute
to those who have lived and worked on the land prior to us. We are building a relationship with
the organization at Seneca College known as First Peoples@Seneca to understand how
indigenous ways of being, knowing, teaching and learning inform our FNS practices. Here at
King Campus we will learn from the First Peoples@Seneca ambassador and other members of
the indigenous community as they share with us their practices of a water blessing in the fall, a
land acknowledgment before beginning our FNS program in September as well as sharing their
knowledge of the Tree Nation in our FNS site. This is a very exciting partnership we are very
fortunate to begin forming and hope to continue to learn from the indigenous community
during our journey in FNS.
Learning Experiences The majority of the daily learning that occurs in FNS emerges from the interests and exploration
of the children, and varies throughout the seasons. The Forest and Nature School Practitioners
(FNSP) and Registered Early Childhood Educators (RECEs) that join the children in our FNS
program provide tools and materials, known as provocations. They select these based on
observing each child’s unique needs and interests. The educators contribute their observations
regularly, to support the development of the Forest and Nature School curriculum.
Location
Forest Possibilities:
Exploring wood, logs and the natural world
Climbing and hiking
Exploration of land or water and all that surrounds it
Investigating insects, birds and animals
Knowledge of indigenous plants
Stewardship of our environment
Building shelters
Camp fires
Tool use
Exploring elements such as water and mud
Experiences with tracking
Working/tying knots with rope and string
Discovery and design of natural creations
Developing stories and role- play
Experiencing transformation
Mapping and special orientation
The FNS program is operated at Seneca King’s Campus on 750 acres of old growth wooded
area, rolling hills, meadows, ponds, Seneca Lake and farmed crops. This area is rich in flora and
fauna that hosts a variety of insects, amphibians and small furry animals, not to mention our
very own national bird the grey jay. In addition to the rich affordances of the forest, children
are invited to interact, develop and engage in interdisciplinary learning opportunities offered by
diverse courses such as Environmental Studies, Behavioural Sciences, and Education.
Forest and Nature School Highlights: Joining with representatives of First Nations, Métis and Inuit community as a resource for
land-based education and respectful practices
Physical Literacy
Place-based learning (takes place in a natural setting with regular and repeated visits)
Emergent curriculum that is both play-based and inquiry based
Children are viewed as competent, capable and curious learners
Children and educators are co-learners
Hands on learning experiences with loose, natural, open-ended materials
Process, rather than product, is valued
Focuses on creating a relationship between child and natural environment
Promotes the growth of the whole child
Led by qualified Forest and Nature School Practitioners or candidates, and supported by
Registered Early Childhood Educators (RECE)
Minimizing Environmental Impact KOLTS Forest School site is located on the Oak Ridges Moraine. We strive to ensure that the
practices of the staff, children and others who participate with us, have minimal impact on the
forest and its inhabitants. By this we ensure that the ecologically valuable and vulnerable plants
and animals with which we share the space are protected, or in some cases survive. KOLTS FNS
is committed to promoting authentic ecological stewardship, education and awareness across
the full lifespan from the youngest children at the lab school to the college students, faculty and
community members.
The chart that follows–from the Forest of Avon Trust’s Handbook–shows some of the types of
impact and mitigation techniques that we have adopted for our FNS. (Forest of Avon Trust,
2014 p 6-7)
Activity Impact Mitigation
Activity Impact Mitigation
Collecting wood for fires
and classroom use
Dead wood is important to any
woodland ecology. It has a
multitude of uses, from homes
for mini beasts (insects) to beds
for fungi; therefore, a lack of it is
bad for any woodland habitat.
Use of fire can cause changes in
soil chemistry, and can lead to
increases in PH levels, carbon,
phosphorous, etc. These can be
harmful to some plants, whilst
other essential nutrients may be
depleted.
Fire can travel underground to
roots even after appearing to be
extinguished.
We collect only a minimum of small dead
wood for fires; using logs provided as part
of the woodlot management on the
campus.
We limit the frequency of fires, have
them in designated fixed locations for
fires, and where possible, use a portable
fire pit.
We ensure that all fires are extinguished
fully before leaving the site.
Removal of ash is done by a member of
the facilities department.
We limit amount of dead wood used in
classrooms and for artistic endeavors.
Cooking and eating
Food waste may attract animals
to the site or increase the
numbers of certain species,
potentially leading to adverse
changes in biodiversity.
All recycled and other wastes left
over from snack are collected and
brought back to KOLTS.
We do not burn food or waste materials
in the fire pit.
We use these opportunities to discuss
and introduce to the children, the impact
on the environment of fires, food and
waste.
To minimize impact, we use reusable
containers for hand washing and drinking
water distribution.
Tree climbing, shelter
building & hammocks
Damage to trees and plants.
Some plants are more sensitive to
losing their leaves or flowers than
others.
Different seasons are affected by
various children’s activities.
We restrict these activities to suitable
trees that will tolerate the children’s
climbing.
We inform staff and children which types
of plants are best to pick, and when.
We ensure leaves or flowers are taken
from fallen parts where possible and limit
the frequency of this type of activity.
Activity Impact Mitigation
Collecting from nature
ensuring the children’s
safety
Potential damage to trees, loss of
plants, flowers and wildlife.
Pruning overgrown branches for
clear path and minimizing
scratches to children’s eyes and
faces.
Picking endangered species.
Only wood that is dead is used in the
classroom. Plants are minimally picked
and on rare occasions.
With the exception of insects that
children view with magnifying glasses and
return, wildlife is left alone.
Children learn not to pick up anything
that is living, without carefully
researching and finding evidence
demonstrating that it is safe, for the
children and the wildlife.
Leave plants unpicked whenever picking
is not necessary.
Toileting & hand washing Wet wipes contain plastic.
Human waste entering
waterways
We use biodegradable soaps and bring
back to KOLTS all items used for hand
washing.
Toileting and diapering is done at the
KOLTS building.
Health and Safety
Behaviour Management When in the forest school site, the adults practice child guidance and behaviour management in
keeping with the practices outlined in the “Guiding Behaviour and Learning” section of the
KOLTS Operations Manual, 2017. See also the sections titled “Safeguarding the Children…”, and
“Knowing When to Help Children” later in this handbook.
Medication
The KOLTS educators take responsibility for making certain that they take with them any
emergency medication that a child may need in forest school (e.g. Benadryl, Epi-Pen, Asthma
puffers, etc.) when they go the FNS with the children in their groups.
For more details, see the “Medication Policy” and the “Anaphylaxis Policy” in the KOLTS
Operations Manual, 2017.
Sunscreens
For details, see the “Sun Safety” section in the KOLTS Operations Manual, 2017.
Insect Avoidance
For details, see the “Policy and Guidelines with Respect to Mosquitos,” “Policy and Guidelines
with Respect to Ticks” and the section entitled “Guidelines for Applying Sun Screen and Insect
Repellent” in the KOLTS Operations Manual, 2017.
Bee, Hornet or Wasp Nests and Allergies
When there is a child enrolled at KOLTS with a known or suspected anaphylactic allergy to
insect stings the following protocol will be in place.
The Forest School Practitioner who completes the pre-visit inspection will be vigilant about
observing for possible bee, wasp or hornet nests/hives. Whenever the children are in the
forest, all educators observe for hives or nests as well. If one is located, the educator moves the
children from the area and notifies the other educators to avoid the area. The Forest School
team leader will put up caution tape (kept in the forest school wagon) designating the area as
off limits and will notify the facilities team for assistance in removing/remediating the nest.
Toxic Forest Plants
As part of the pre-visit inspection and on-going observation by the educators, if someone
identifies a particularly toxic plant in the forest school site, they will let the other educators
know of the location so that they are aware of the potential hazard. They FNS Leader will notify
the College’s facilities department, for advice in removing or remediating the plant(s).
If any member of our group (adult or child) has any kind of reaction to something they are
exposed to while in FNS, the educator who is with them will tend to them, using basic level first
aid techniques. If the reaction is more serious, they will follow the protocol outlined in the
“Emergency Response” section of KOLTS Operations Manual, 2017.
Supervising Children in FNS
When moving children from the KOLTS program to the forest school site, within the forest
school site and back to the centre from the forest all adults follow the procedure outlined in the
section “Supervision of Children” in the KOLTS Operations Manual, 2017. Ratio during the
Forest and Nature School Program is 1 educator to 4 children (1:4).
Risk Management An important point to highlight when it comes to implementing our FNS program at KOLTS is
that we always weigh risk against hazard. At KOLTS FNS we encourage children to take healthy
risks while staff assess the area and implement programming that avoids putting children in
harm’s way. As educators at KOLTS, we conduct what’s known as a Risk Benefit Analysis where
“the practitioner or program, weighs, with equal consideration, the duty to protect children
from avoidable, serious harm and the duty to provide them with valuable play opportunities”
(Child and Nature Alliance of Canada, 2017, p.6). You may wonder is a risk and hazard the same
thing?
We have provided you with a clear definition to help illustrate the difference.
“Risk is the possibility of gaining or losing something of value, with an intentional interaction
with uncertainty and probability. Risk is subjective and can vary from person to person” (Child
and Nature Alliance of Canada, 2017, p.5).
“Hazard is a potential source of harm or danger. Hazards can be mitigated or avoided. They are
a source of harm that is obvious (e.g. walking on the railing of a bridge) or not obvious, such
that the potential for injury is hidden, or where the child does not have the competence to
manage the hazard, or where there is no obvious benefit to the child in experiencing the hazard
(e.g. broken railing, fast moving current in a river)” (Child and Nature Alliance of Canada, 2017,
p.5).
Pre-Visit Assessments:
Each day before the children visit the forest school site, one of the FNS practitioners completes
an assessment to ensure that the Forest School area, where the program runs, is safe for the
children to use.
Ongoing Risk Assessment
Risk-Benefit management of the Forest and Nature School environment is fundamental to our
success and is needed to ensure the safety and well-being of the children. All of the educators
at KOLTS have a duty of care towards the children; therefore, we have a responsibility to assess
and co-manage risk with the children to encourage them to learn how to manage risks
themselves.
Inclement Weather Policy
The FNS Lead will check the Weather Network website each day prior to completing the FNS
Site Inspection. If weather factors, either individually or in combination, make it dangerous for
the children to be in the forest the program will be cancelled for that day.
The list that follows – although not exhaustive – shows some of the conditions that would
preclude the children from the FNS site. In some cases, the decision is a judgement call with no
measurable determining factors (e.g. significantly icy conditions)
Temperature and wind chill
Gusty winds that make the site unsafe
Significant ice accumulation, such that the footing is compromised, would be deemed a
hazard
Thunderstorms and lightening in the area
Tornado warnings or watches
Any time the FNS program is cancelled, the children are accommodated and programming
provided, in their regular classrooms at KOLTS.
Permission and Informed Consent Forms
Prior to their children being involved in the KOLTS FOREST program, parents are given access to
the Forest and Nature School @ KOLTS Handbook. They will also be given (and required to sign)
a Letter of Information and Consent Form for Forest and Nature School.
Note: In order to ensure that we honour the wishes of families, KOLTS asks parents to indicate
their approval or denial of the use of digital images of their child on various social media
platforms.
Insurance
The Forest and Nature School @ KOLTS is covered under Seneca College’s Commercial General
Liability and Director’s and Officer’s insurance policy with Aon Reed Stenhouse.
Emergency Procedures and First Aid Policy
All educators at KOLTS have current First Aid and CPR certificates. They are responsible for all
aspects of the children’s health and safety. When in the forest with the children, several
designated educators carry their personal cell phones in order to contact emergency services,
and/or the KOLTS Manager or designate in the event of an emergency. All educators carry with
them a list of all the children and their emergency contacts whenever they are in the forest
with the children.
For further details about the KOLTS First Aid Policy, please refer to the “Accidents and
Individual Emergencies” section of the KOLTS Operations Manual, 2017.
First Aid Kit
The staff members ensure that a comprehensive first aid kit is taken to the forest school site
whenever the children go to FNS. It is located in the KOLTS Forest School wagon which is kept
centrally and is available for all staff to access should the need arise. The KOLTS Forest School
team is responsible for ensuring that the contents of the first aid kit are replenished when
necessary.
For more details about emergencies see the section “Emergency Management Policy and
Procedures” in the KOLTS Operations Manual, 2017.
Procedures for Tool Use
In FNS@KOLTS, using tools is an important part of the
children’s work. It enables children to develop practical
skills that help with motor development and self-
confidence. We invite children to work with tools
together with an educator to ensure the safe and
proper use of the tool.
Before beginning, the FNS educator will:
Ensure tools are ready for use
All tools are counted when handed out and
counted when returned
Children are closely supervised when tools are
used
Tools are kept in a locked tool box
Tools are used in a designated area
Tool use by Children
The tools that children use vary throughout the season and with the age group. They may
include wooden mallets, magnifying glasses, rope, string, shovels and buckets, scissors, potato
peelers, shelter tarps, hammocks, knives, hand saws, hand drills, etc.
Toileting Procedures
Since the location of the forest school site is quite close to the KOLTS building, most toileting
and all diapering will be handled at the KOLTS building. A staff member will take children who
need to use the toilet or have their diaper changed, back to KOLTS. They will notify other
members of the group that they are doing so, and will confirm which child(ren) they are taking
with them.
Dressing for Forest and Nature School There is a well-known saying from the European Forest and Nature Schools, “There is no bad weather, only inappropriate clothing”. This is especially important in Canada with its extreme fluctuations in temperatures and weather conditions. Therefore, it is important that every child is dressed and ready to comfortably explore the forest. Parents and caregivers are responsible for supplying appropriate clothing for the season.
Suggestions for Dressing throughout the Seasons
Winter: Required: warm hat, warm/waterproof snowsuit (1 or 2 piece), warm/waterproof boots with a good gripping sole, warm/waterproof mittens, a warm top/sweater to wear under the snow suit, extra pair of mittens, extra clothes
Recommended/ things to consider: consider a merino wool undershirt, mittens and socks
Spring: Required: rain jacket, rain pants or splash pants, light hat, waterproof rain boots, warm socks, light mittens, at least one full set of extra clothing – top to bottom
Recommended/ things to consider: insect repellent
Summer: Required: light-weight clothing (long-sleeved shirt, long pants, socks), sturdy footwear (no sandals or crocs) sun hat with a wide brim, sunscreen, at least one full extra set of extra clothing – top to bottom
Recommended/ things to consider: rain jacket, rain pants or splash pants, waterproof rain boots, insect repellent
Fall: Required: warm jacket, rain pants or splash pants, warm hat, waterproof rain boots, warm socks, light mittens, at least one full set of extra clothing – top to bottom
Recommended/ things to consider: insect repellent
Role of the Educator The forest demands a freedom from traditional classroom dynamics where educators are the
knowledge keepers and children look to them for answers. Nature provides a platform that
neutralizes the ownership of learning and transforms curiosity into making discoveries and co-
learning with children in inquiry-based education. The Educator’s place is to support these
curiosities and encourage explorations by moving in and out of the process as an observer,
researcher and facilitator of deeper thinking using available tools and an understanding of
environmental responsibility.
Staff and Child Ratio Children 18 – 30 months old: 1: 3 ratio
Children 2.5 – 5 years old: 1:4 ratio
Children 6 and up: 1:6 ratio
Educator, Student and Volunteer Responsibilities Take reasonable measures to promote the welfare and uniqueness of each child.
Promote exploration and encourage children to trust their own instincts in taking reasonable risks by co-assessing both physical and emotional risks.
Observe children’s interactions with materials and others. Reflect on these experiences
Provide feedback and on-going documentation related to the FNS program. This information informs the development of the curriculum for the next week
Support children to feel secure in the natural environment and know that their contributions are valued and appreciated.
Rejoice with children in success and support children to work through failures.
Be a positive role model, particularly with regards to respecting each person and the environment.
Enforce and encourage the understanding of common sense safety.
Invite children to voice their own feelings, talk about their interests and listen to others.
Facilitate conflict resolution, and invite peers to assist
Encourage the children to come up with their own strategies and use peers as a reference
Invite inquiry-based questions, and collaborative learning encouraging collaboration
Forest and Nature School Leaders: Take the lead in developing curriculum based on educators, parents and students’
observations and ideas.
They take primary responsibility to ensure that policies, procedures and guidelines are followed.
Manage FNS Blog and Twitter site and encourage conversations
Communication Strategies The purpose of a communication strategy is to give all those who participate in Forest and Nature School an opportunity to share their experiences, provide feedback and receive current information on the Forest and Nature School program.
Evaluations. We ask all those who participate in the Forest and Nature School, including staff, students, parents, volunteers, children and stakeholders, to evaluate the program. This gives participants an opportunity to express their thoughts, share their ideas and engage in a process of future and ongoing development of the Forest and Nature School.
Forest and Nature School Handbook. It is important that all participants have the opportunity to read the handbook and gain a greater understanding of the benefits of Forest and Nature School.
Documentation. Educators take photographs and/or videos during our FNS program as a starting point for collaboration and co-constructing of documentation. Reflecting on experiences creates a deeper understanding of children’s learning and provides for more meaningful curriculum. It also invites dialogue with other educators, parents and the greater community to reveal the learning and make it visible through an aesthetically pleasing modality.
Learning Experiences. They are developed through the contributions provided by educators, students and parents who have been part of the FNS experience. This informs curriculum, however nature is constantly transforming, as is the FNS curriculum. It is a living curriculum in which it ebbs and flows with the interests of the children and the ever-changing wonders of the forest.
Confidentiality Policy All staff, practicum students and volunteers are governed by Seneca’s Confidentiality Agreement for Lab Schools – which they read and sign at the beginning of their relationship with KOLTS. Anyone who wishes to take photographs or videotapes of the children in FNS@KOLTS, must get permission from the KOLTS Manager or designate. Staff members may use their personal cell phones to record images of the children subject to the conditions imposed by the parameters in the Confidentiality Agreement.
Complaint Procedure Parents whose children attend KOLTS FOREST utilize the same protocol identified in the “Concerns and Conflict Resolution” section of both the KOLTS Operations Manual, 2018 and the KOLTS Parent Handbook.
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