Parent Handbook for Licensed Programs

7 Beaufort Street London ON N6G 1A5

Telephone (519) 858-8862 www.londonwaldorf.ca

Welcome to London Waldorf School Childcare Centre We would like to extend to you a warm welcome from our family to yours. As Waldorf teachers, we appreciate

the trust you have given us to educate your children. We pride ourselves in providing a unique learning

environment based on Waldorf philosophy, in the hope that through working together we may grow in the

understanding of each other and of your children.

As a new family, you are able to engage with the school community at your own comfort level. We offer various

seasonal activities and festivals that you and your child can participate in. Furthermore, we have an active

Parent Association that supports school activities and parent education, which all families are welcome to join.

The Waldorf School movement is the largest independent school movement in the world with over 900 schools

worldwide and over 1,200 kindergartens in North America. Waldorf education was founded in 1919 by Austrian

philosopher and educator Rudolf Steiner. We are a fully accredited member of the Association of Waldorf

Schools of North America (AWSNA) as well as the Waldorf Early Childhood Association of North America

(WECAN). We are a non-religious and not-for-profit school.

Waldorf Education offers a classical education with a multi-disciplinary approach, which emphasizes the role of

the imagination and develops thinking that is as creative as it is analytical. It is an education that is based on a

developmental approach, addressing the needs of the growing child. It strives to transform education into an

art that nurtures the whole child–“the hands, the heart, and the head.” The goal is to provide young people with

the basis to become free-thinking, morally responsible, integrated individuals. We seek to cultivate the pupil’s

sense of social responsibility.

How this Parent Handbook Works Our Parent Handbook is aimed to provide you with everything you might want to know about our programs and

information that you will need to get started here with us. Please read through the handbook carefully, as it

provides information around our program, philosophy, and safety policies. If you have any further questions,

please feel free to bring them to either the ECE Chair or the childcare supervisor. Our ECE chair is Myriam

Hammami, and our childcare supervisor is Michelle Brooks. They can be reached at (519) 858-8862.

Our Vision

Inspired by the work of Rudolf Steiner, the London Waldorf School is dedicated to providing an education which

enables the unfolding of each child’s individuality toward the fulfillment of his or her human capacities: Learning

to know, learning to do, learning to live together, and learning to be.

Towards this end, we are committed to ensuring the opportunity of a Waldorf education for all children in our

community – one that takes place in a setting that is both beautiful and nurturing and that celebrates the

diversity of its members, thus reflecting the ability of human beings to live with and learn from each other and

from the natural environment around them.

London Waldorf School Childcare Program Statement Receive the children in reverence; educate them in love; let them go forth in freedom. -Rudolf Steiner London Waldorf School Childcare views children as competent, capable, curious and rich in potential. We believe that children are creative beings who learn best through play. We regard play as the work of the child and believe that a play based environment allows children to grow their imaginations, learn at their own pace, and explore their own interests. We believe that when the foundations for belonging, well-being, engagement, and expression, are met children grow with security to the fullest of their potential. Our programs are language rich to support communication and the foundations of literacy while our play environments are open ended to allow children to explore materials imaginatively and develop creativity and problem solving skills. Our program’s goals and approaches are centred around four pillars: Supporting children’s development through play Providing security and well-being through rhythm Cultivating a relationship with families The role of the educator in supporting healthy child development Our programs are designed to allow ample time and space for joyful creative free play. Our indoor and outdoor environments are carefully constructed to facilitate this and allow children to be engaged in healthy movement. We use natural materials in our classrooms and objects that are arranged as “loose parts” to inspire children’s imaginations and nourish the senses. Children’s social, emotional, cognitive, and physical development is fostered in our programs through practical work in the classroom, movement circles and songs, oral storytelling with puppets, creative arts, and long stretches of outdoor time. Through freely initiated play children are able to explore, experiment, investigate and problem solve in a way that has the most meaning to them; out of a sense of joy and purpose they create their own most authentic learning experiences. Our educators are deliberate in creating a space conducive to a self-regulated child who is calm, alert, and happy. This achievement is further supported through softening the physical environment, creating careful transitions and being mindful of the educator’s own emotional wellbeing. Rhythm is a corner stone of the Waldorf early childhood classroom. Our programs have consistent and predicable rhythms that include structured and unstructured times bridged by gentle transitions. In addition to bringing balance to the day, our rhythms help to promote the sense of security and trust that are essential for the development of self-regulation. Moreover, children who feel secure have more interactive play with other children which, in turn leads to greater social skill development. Healthy habits are built through the rhythm of chores in the classroom. We believe that children achieve a sense of satisfaction and purpose when they take part in all aspects of daily life. The meaningful work and chores that the teacher engages in provide a rich opportunity for children to absorb the mood, gesture, and devotion to the task that the educator brings to their work. Chores that are done in the classroom are orchestrated to allow children to flow in and out of these activities, inviting them to engage fully for as long or as little as they like. In this way, a healthy will force is developed through children’s joyful participation to the task at hand. An important part of each day’s rhythm is outdoor play which takes place in our naturalized playground. We feel that outdoor play is fundamental to the development of resilience, gross motor skills, and overall health. We believe that cultivating a strong relationship with each family is essential to supporting their child; the better families and educators can work together, the more children benefit. We therefore strive to be reflective, and open to families’ beliefs, cultures, and traditions. Our programs allow time to get to know the needs of our families well through home visits, class meetings, and parent teacher interviews. We believe that open and

direct communication is essential. Our school has an active Parent Association which meets monthly and is open to all parents. Through these meetings families are invited to socialize, share experiences, ask questions, learn about the school, find out what’s happening and how to be involved. Our educators are thoughtful reflective learners who continually work to develop their practice. We take seriously our responsibilities, including the trust that families have given us to care for their children, and continually strive to keep the child at the center of our practice. Our relationships are based on love, respect and care for each child who we view as unique in body, soul, and spirit. Our educators actively observe the children in their care, carry them in their meditation, and seek to work consciously and artistically to create the experiences that will serve their development. Their ongoing study of child and human development, artistic, and meditative practices, are essential ways in which educators find renewal and strengthen their craft. Educators also play an important role in guiding the children’s social development. We recognize the importance for children to learn, though their work and play, how to get along with others and be accepting of their differences. Our educators are committed to working in close collaboration with their peers. Just as love and warmth create the basis for strong bonds between child and teacher, educators strive to bring these same qualities into their behaviour and attitude toward their colleagues. Through faculty meetings time is created for reflective practice and collaborative inquiry where our educators share teaching experiences, study and discuss pedagogical and curricular matters, and coordinate details of the school routine.

Our Programs Toddler Program for 18 months to 2 1/2 years These early years are critical for the healthy development of the child. We take great care that the young child

is in a beautiful and natural environment that is home-like, with a nurturing caregiver.

Our licensed toddler program lays the foundation for children to develop at their own pace in their physical,

emotional, and social well-being. The environments of the classroom and outdoor playground are developed

intentionally to be rich with beauty and wonder, with sensory experiences that encourage awareness without

excessive stimulation.

Gross and fine motor skills, oral and receptive language, musical gifts, social awareness, love for the natural

world, and the beginnings of self-care abilities are some of the skill sets that the young children learn as they

play and work amongst respectful and observant teachers.

We start our morning with a fruit snack and follow this with a circle of beloved nursery rhymes, movements, and

finger puppet activities. A warm mid-morning snack is prepared and shared with the children. Each day will

include outside time, in which the children will explore and play in our naturalized playground. The afternoon

program includes a nutritious lunch and a rest time.

In accordance to the Child Care Act this program runs with a 1-to-5 ratio of teacher to children, with no more

than 10 children in the program in total.

Preschool Program for 2 1/2 to 4 years Old Our Licensed Preschool Program provides a nurturing and creative environment for children to learn through

free play and serves as a transition for children from a home to a school environment.

Young children are deeply influenced by their surroundings, and for this reason we strive to create a peaceful

environment filled with regular daily and weekly rhythms and routines. This creates a predictable schedule that

the children come to know, allowing them to relax and feel at home.

Free play, both indoor and outdoor, is an important part of the preschool experience, where children have the

opportunity to explore play objects and make social connections. The children go outside in all but the most

inclement weather. This helps them become more robust and strengthens their bonds with the environment in

which they live.

Indoor activities include wet-on-wet watercolour painting, baking, making play dough, colouring with beeswax

crayons, and other age-appropriate activities. A warm mid-morning snack is prepared each day, and where

possible children are encouraged to be part of this process, whether through observation or helping to mix

dough and wash dishes. The children join us out of their natural propensity for imitation. We end each morning

with a story, during which the children sit together quietly on the carpet and listen to a short seasonal tale told

with small felted puppets and objects taken from nature. The afternoon program includes a nutritious lunch

and a rest time.

In accordance to the Child Care Act, this program runs with a 1-to-8 ratio of teacher to children, with no more

than 16 children in the program in total.

Sample Daily Schedule

8:30-9:30 -Greet and Welcome Students (inside)

-Indoor Play

-Small group Activities

9:30-9:45 -Washroom/Wash Hands

9:45-10:15 -Whole Group Snack

10:15-10:45 -Open Group Time- Story Circle

-Washroom/Coatroom

10:45 -Circle and Story Movement

11:00 -Outdoor Play

12:00-12:45 -Lunch/Washroom

12:40-2:30 -Rest Time

2:00-2:30 -Washroom/Open Snack Time

3:00-3:25 -Outdoor Discovery Time (parents can pick up children outside beginning at 3 p.m.)

Aftercare Program Charges for this program are incurred promptly at 3:25 p.m.

3:30-4:30 -Outdoor Play

4:30-5:30 -Indoor Play

-Clean up (parents pick up children by 5:30)

Days and Hours of Operation, Arrival and Departure

London Waldorf School Childcare Centre runs on the same schedule as our Kindergartens and Grade school.

School begins the day after Labour Day in September and runs until the third week of June. Our Winter Break

and March Break are each two weeks long. Our school website includes a calendar that shows dates for when

our school breaks occur as well as any Professional Development days.

Our doors open at 8:30 a.m. and drop off time is between 8:30 and 9 a.m. Our day ends at 3:25 p.m. If your

child is registered for the half-day program, they are finished at noon.

Aftercare London Waldorf School Childcare Centre offers Aftercare from 3:25 p.m. to 5:30 pm. Charges are incurred

promptly at 3:25 p.m. as follows:

Aftercare One Child Two or More

Daily Rate $9.50 $13.50

Monthly Rate $110.00 $160.00

Note: Late pickup after 5:30 pm is charged at a rate of $1.00/child per minute or $1.50/family per minute. The school’s

clock will be used to verify all designated times.

Arrival and Departure Procedures

Depending on the class your child is in, they may be starting their day either inside or outside. You will be

contacted by your child’s teacher and informed where your child will start their day. If your child’s program

begins outside, please ensure that your child arrives dressed appropriately for the weather. At the same time, if

your child begins their day inside, please make sure to send clothing appropriate for the weather, as they will be

going outside later in the day. Outdoor play is key to the Waldorf curriculum.

When dropping your child off in the morning or picking them up in the afternoon, ALWAYS make sure to make

contact with your child’s teacher to inform them of either the arrival or departure of your child.

Releasing a Child

We can only release a child to those people who are listed on your child’s emergency contact form. If you are

arranging pickup for your child by anyone who is not listed on this form, the school must be contacted first, or

we will be unable to release your child.

Tuition Fees for the 2019-2020 School Year

Licensed Preschool Program Tuition Fee Lunch Fee

5 Full Days $13,140 $1,100

5 Mornings $ 7,880

3 Full Days (Mon/Tues/Wed) $ 9,070 $690

3 Mornings (Mon/Tues/Wed) $ 5,910

2 Full Days (Thurs/Fri) $ 6,040 $460

2 Mornings (Thurs/Fri) $ 3,940

Licensed Toddler Program Tuition Fee Lunch Fee

5 Full Days $14,910 $1,100

5 Mornings $ 8,950

3 Full Days (Mon/Tues/Wed) $ 10,290 $690

3 Mornings (Mon/Tues/Wed) $ 6,710

2 Full Days (Thurs/Fri) $ 6,860 $460

2 Mornings (Thurs/Fri) $ 4,470

Withdrawal and Refund Policy

• After February 28 but on or before June 15, then $250 per child to a maximum of $500 per family is payable.

• After June 15 but on or before September 15 then 25% of annual tuition fee is payable. Capital fee is non-

refundable.

• After September 16 but on or before December 31 then 50% of annual tuition fee is payable. Capital fee is

non-refundable.

• After December 31 then 100% of the annual tuition fee is payable. Capital fee is non-refundable.

Wait Pool Policy

London Waldorf School has written this policy with the following considerations in mind: fair and timely

assessment of applications, and creating healthy classes with a view to long-term enrollment stability. We do

not accept fees to be placed in our wait pool.

Parents with children on the waitlist and whose applications are under consideration are encouraged to learn

more about Waldorf education and to attend parent education talks and introductory events.

Programs offered at London Waldorf School have limited spaces available, and as such, we are not always able

to accommodate all applicants. In order to ensure we do not exceed our capacity in a given program,

applications for the next school year, as well as mid-year applications for full classes, are placed in a wait pool.

Regulations in our CCEYA-legislated Licensed Care Programs and London Waldorf School policies affect various

aspects of the number and make-up of each classroom environment, thereby affecting the wait pool.

Generally, the school utilizes the following criteria to determine the wait pool ranking:

1. Students already enrolled in licensed care, kindergarten or grades programs on December 31st will have

first priority in the program recommended by their child’s teacher for the subsequent year. The teacher

will consult with the parents prior to making this recommendation.

2. Parents of currently enrolled students who wish to newly enrol a sibling in our school’s regular program

(not including those attending our Home Schooling Visitor Day or the Parent and Child classes) and

faculty members wishing to newly enroll their child will have second priority.

3. Third priority is given to families of children who enrol in the current year after December 31st, but

before February 1st.

4. Fourth priority is extended to students enrolled in our Home Schooling Visitor Day or Parent and Child

classes.

5. Families who are new to the school are given fifth priority.

6. Exceptions to the above criteria are approved by both the Early Childhood Education Chairperson and

Administrative Chairperson or designates.

Access to Wait Pool

Families who have chosen to be placed in a wait pool may contact the Enrolment Coordinator to inquire about

the current composition of the wait pool for their student’s age level. In order to maintain the privacy and

confidentiality of all families in the wait pool, access to the full wait pool will not be permitted.

DEADLINES

Families with students already enrolled in licensed care, kindergarten or grades programs on December

31st are sent a tuition agreement on February 1st or the next business day and have until the last day of

February or the previous business day to sign and submit their tuition agreement to the Business Office.

The deposit of $250 per child up to a maximum of $500 per family, as well as any and all paperwork

associated with a request for an adjustment through our Accessible Tuition Program must accompany

the tuition agreement.

Spots are held on a first come, first served basis for all programs including preferences for number of

days. Current families who do not sign back their tuition agreement by the end of February will lose

their priority and these students will be placed at the bottom of the waitlist (if classes are full) when

their tuition agreement is returned.

Deadlines for submission of all other applications, as well as the deadlines for returning tuition

agreements, will be determined each year and communicated via email and posted on our website.

Applications submitted after the applicable deadline will be considered on a case by case basis.

For All Applications

All paperwork must be complete and the application fee paid for the application to be considered.

Teachers will review all applications and then schedule an interview.

All applications received are subject to an interview and determination by the Teacher that the child is

ready for the program, the family is willing to work with the Waldorf philosophy, and that the school is

able to meet the needs of the child. Students accepted into the program will be offered a spot if one is

available or be placed in the wait pool if not.

Families are required to complete a financial contract and submit a deposit of $250 per child up to a

maximum of $500 per family within 14 calendar days of receiving notification that the child has been

accepted in order to secure their space in class. Unsecured spaces will be opened to the wait pool.

Families in the wait pool will be notified as soon as a space becomes available. At any time, a family

could ascertain the position of their child in the wait pool without violating the privacy and

confidentiality of others in the pool.

New Applications: In order to be considered in the first round of offers, applications for the following

school year must be submitted by 3:30 pm on the second Friday in January.

Accessible Tuition Program (ATP)

NEW FAMILIES:

In order to be eligible for a tuition adjustment, families must remit all ATP paperwork within 14 calendar

days of receiving notification that the child has been accepted. The fee adjustment conversation must

take place and the contract must be finalized before the child joins the class.

For children applying to the Early Years Program (but not including Senior Kindergarten), where the

proposed fee adjustment would result in the actual agreement amount for that child being less than

30% of full tuition, a spot cannot be guaranteed at the time of application. Spots will be offered on a

lottery basis after March 31st (if there is a spot available).

Internal Procedures

The Waitlist Policy and Procedures are included in the London Waldorf School Licensed Childcare Centre Parent

Handbook.

The Waitlist policy will be reviewed with all employees, volunteers, and student teachers at the time in which

their employment or work with children begins, annually thereafter, or at any time of revision to the policy. The

review will be documented as evidence by the signature of each employee, volunteer, or student making the

review as well as the date in which the review took place. The signature of the person who conducted or

witnessed the review will also be documented. The policy review will be kept at the front of the policy and

procedure binder for the current school year and those records are then retained for two years thereafter or to

a total of three years.

This policy was last updated: January 2018.

What to Bring to School - Clothing and Dress Code

We ask that you send your child to school in clothes that allow them to play comfortably and that you, as a

parent, won’t mind getting dirty. Warmth is one of the most important aspects to the development of the

young child. We encourage you to dress your child in layers for school. Natural fibres provide the most comfort

and are the healthiest choices in children’s clothing.

We also ask you to abstain from sending your child to school in clothes that feature graphics or logos on them

larger than 3 inches. We make this request for a few reasons:

1. Every effort is made in the classroom to create a beautiful and harmonious environment. Bright neon-

coloured clothing and loud graphics disturb the image in the classroom that is being consciously created.

2. When we are at the school, we exist in a media-free environment. Thus we ask that the children not become

“walking advertisements” in the clothes that they wear and the bags and lunch boxes they bring to school.

3. In our classrooms we are providing rich play opportunities to help children grow their imaginations.

Superheroes and popular character graphics can disturb how children play and create an unequal balance in

the play dynamic between children.

Please bring to school the following labelled items:

• A pair of closed-toed shoes or slippers to be used as indoor shoes and kept at the school

• A closed-top cup that can be used for drinking water

• 2 to 3 changes of clothing

• A full package of diapers (if your child uses them during the day or for nap)

• Any diaper creams, wipes, or lotions you would like used on your child (including sunscreen)

• A blanket and/or cuddly toy for rest times (if the child stays all day)

Dressing for the Outdoors Our naturalized grounds will provide an abundance of rich play experiences for your child. Spending a good deal

of time outside is a central tenet of our curriculum; thus your child will need to be dressed appropriately.

Splash pants and boots on muddy and rainy days are necessary, as we will play outside, rain or shine. Warm

coats, hats, gloves, and snow pants are essential in winter, and a summer hat is necessary for spring and

September.

We will not play outside if there is lightning, high windstorms, or winter days of extreme cold.

Appropriate Seasonal Outwear Includes:

Spring/Fall: Lined jacket with hood, high-quality splash pants, and rubber boots.

Winter: A warm snowsuit, warm winter boots, 2 pairs of mittens, a hat and/or a balaclava.

Summer: A sun hat with a wide brim (5” brim) is recommended by the London Middlesex Public Health; closed-

toed running shoes or closed-toed sandals with a heel strap. No crocs please.

Field Trips

You will have the opportunity to sign a Field Trip Form upon enrolment that authorizes teachers to take your

child off premises. On any given day, a field trip within walking distance may take place. Our school is

surrounded by beautiful grounds, and exploring the forests and fields develops a reverence for the world around

the child which is one of the core values of the program that we offer.

Sunscreen

London Waldorf Childcare Centre recommends that parents apply sunscreen to their child in the morning before

drop-off at the childcare. We ask that parents provide their own sunscreen which is clearly labelled with their

child’s name. Once parents have filled in the Consent for Sunscreen and Topical Creams Form, staff will apply

sunscreen on their child when required. Staff will also encourage play in shady areas and discourage play in full

sun.

Meals and Nutrition If your child is staying the full day, they will be provided with two snacks and a hot lunch during the day.

Typically a morning snack will include fruit and/or vegetable and a warm grain snack at around 10:00 am, a hot

lunch at noon, and an afternoon snack after rest time. A monthly menu is available to view at all times and is

posted on the bulletin board near your child’s classroom door. Our daily menus are planned around Canada’s

Food Guide to ensure balanced and nutritionally sound choices for your child.

Guiding Children’s Behaviour and Prohibited Practices The expectations for children’s behaviour are embedded in the rhythm of the day and facilitated by the

reciprocal relationship of warmth and attachment with the educator. Through observation and a deep

understanding of children in their care, educators are proactive in anticipating problems and intervening before

situations happen. Positive redirection and positive reinforcement are two techniques commonly used in

guiding children’s behaviour.

Conflict resolution is practiced even with the youngest of children. This approach includes educators being

present where there is a problem to encourage children--sometimes by silent participation--to come together to

find a solution of their own making. It can include teachers helping children to label the issue and teachers

encouraging language, not aggression, as the path for resolution. Educators also encourage empathy by

involving children in the healing act when another child has been hurt physically or emotionally. In this way

educators feel that a community of caring is built in our classrooms.

Our school does not permit physical, emotional, psychological, or economic abuse of any of its children, their

families, or its employees. Under no circumstances will we permit our employees, students who are on

educational placements, or volunteers to use practices that infringe on the physical, emotional, or spiritual

wellbeing of any child in our care.

Prohibited practices include the following: • Corporal punishment of the child. • Physical restraint of the child, such as confining the child to a high chair, car seat, stroller, or other device for

the purposes of discipline or in lieu of supervision, unless the physical restraint is for the purpose of preventing a child from hurting himself, herself, or someone else, and is used only as a last resort and only until the risk of injury is no longer imminent.

• Locking exits of the childcare centre for the purpose of confining the child, or confining the child in an area or room without adult supervision, unless such confinement occurs during an emergency and is required as part of the licensee’s emergency management policies and procedures.

• Use of harsh or degrading measures or threats or use of derogatory language directed at or used in the presence of a child that would humiliate, shame, or frighten the child or undermine his or her self-respect, dignity, or self-worth.

• Depriving the child of basic needs including food, drink, shelter, sleep, toilet use, clothing, or bedding. • Inflicting any bodily harm on children, including making children eat or drink against their will.

Individualized Support Plan

London Waldorf School Childcare Centre believes in the inherent worth of each child and embraces the unique

gifts that each child has to offer. Furthermore, we are committed to meeting the developmental and

educational needs of all children in our care. In our support of inclusive practices, we strive to adapt the

environment, program, and routines to meet the needs of the children in our care. Educators are committed to

ensuring that there are up-to-date individualized support plans in place for each child with special needs. These

are developed in consultation with Care Committee members, resource teacher, involved health professionals,

and parents and caregivers.

These plans express themselves as a Memo of Understanding. Each memo of understanding will address the

following descriptions or instructions on how:

• The child care centre will support the child to function and participate in a meaningful and purposeful

manner.

• Supports or aids, adaptions, or modifications to the physical, social, and learning environment will be made

on behalf of the child.

• To use supports or aids for the child

• The child will interact with the adapted or modified environment.

In the construction of the memo of understanding, attention is paid to how the plan will support the child in an

age- and developmentally appropriate way. All memos of understanding are constructed to be inclusive of the

needs of the child.

Health and Safety Rest Time Policy Each child is provided with their own cot as well as a sheet to sleep on at rest time. Rest time begins between 12:30 and 1:00, and children are allowed up to two hours in the day in which to sleep. All children are encouraged to begin rest time on their cots. Children who do not sleep after remaining on their cot for an hour may get up and engage in quiet activities in the classroom. This is an approximate time and may vary in duration to under an hour, depending on the situation and the child.

Illness

It is the policy of the London Waldorf School Childcare that children may not be allowed to attend if they are ill

with a contagious condition, fever, or frequent diarrhea (two or more episodes within 24 hours). All children

attending must be able to participate in all parts of the program, including outside time. The centre does not

have extra staff available to stay indoors with a sick child so cannot comply with requests to keep individual

children indoors. If a child becomes ill while attending a program and is no longer able to participate in all parts

of the program, they will be cared for until arrangements for pick-up have been made. The parent or guardian

will be called, either by the office or the child’s educator, updated to the situation, and asked to pick up their

child. During this time every reasonable effort will be made to keep the child who is ill separate from other

children.

Administration of Medication London Waldorf School Childcare encourages parents to administer necessary drugs and medication to their

children at home. If this cannot be done without disrupting the treatment schedule, London Waldorf School

Childcare Staff will administer medication to children in accordance with provincial legislation.

• Written authorization of parental consent for the child to be administered medication from childcare

staff. This written authorization must include a schedule that sets out the times or conditions under

which the medication is to be administered to the child and the dosage.

• The medication must be in the original container, as supplied by the pharmacist or the original package,

and that container or package is clearly labelled with the child’s name, name of drug or medication,

dosage, expiry date, and instructions for storage and administration.

• Staff will not administer homeopathic medicines unless they have been prescribed by a certified medical

doctor and are in their original container and clearly labelled with the child’s name, name of drug,

dosage, expiry date, and instructions for storage and administration.

• Staff will not administer Tylenol, or any other fever, cough, or cold medications, unless they have been

prescribed by a doctor and are followed with a doctor’s note with instructions to how and when this

medicine should be administered to a child.

Immunizations Every child attending a licensed child care centre is required to be up to date in their immunizations against diphtheria, pertussis, tetanus, polio, measles, mumps, rubella, and haemophilia influenza Type B (HIB). If your child cannot be immunized due to medical issues or allergies, then a Statement of Medical Exemption must be obtained from the local Health Department and be signed by a qualified physician. In the case in which a parent objects to immunization on the grounds of their own personal or religious beliefs, then this must be put in writing to the Childcare Supervisor. A Statement of Conscience or Religious Belief Form can be obtained from the local Health Unit and must be signed by the parent.

Fire Safety and Emergency Procedures You can expect that a fire drill will be held each month in your child’s classroom. Emergency procedures are

posted in each room, and all staff are trained in what to do in case of an evacuation emergency. Because our

fire drills are not announced, and we make a complete evacuation of the building, proper footwear is required

to be worn at all times. Our school has partnered with a close-by facility to arrange Temporary Emergency

Shelter in the unlikely event that we would need to leave the premises for a sustained time. If that were to

occur, you would be immediately contacted by phone by your child’s teacher, who would provide you with the

details on how to pick up your child.

Smoking Policy

London Waldorf School Childcare Centre does not allow the smoking or handling of any cigarette or tobacco

product on the premises, in compliance with the Smoke-Free Ontario Act. Any person who refuses to comply

with this policy will be asked to immediately leave the premises.

Parental Involvement There are many ways in which parents can be involved at the school, and we value a parent’s willingness and

contribution to their child’s learning environment. Our school has an active Parent Association, which meets

monthly (please see school calendar). Any parent at the school is automatically a member of this association

and may attend any or all meetings when they are offered. To discuss ways to be involved, either at the school

or in the classroom, please talk directly to your child’s teacher who can give you information about the different

ways that you can engage best with our school.

Supervision of Students and Volunteers

We value the placement students and volunteers who become part of our school environment. It is important

for you as a parent to know that your child will not be supervised by anyone who is under 18 years of age.

Furthermore, direct unsupervised access to children is not granted to anyone who is not an employee of the

licensed care programs, and students and volunteers are not counted in our staffing ratios in our work with

children. All students and volunteers who are over 18 years in age will provide a police check with vulnerable

sector screening and sign and review all of our centre’s policies and procedures before they begin interacting

with children.

Concerns Procedure: Who To Contact If You Have A Question Or Concern

London Waldorf School Childcare takes all concerns seriously and works to resolve them in a timely way. The purpose of this policy is to provide a transparent process for parents/guardians, administrators, and educators to use when parents/guardians bring forward issues/concerns.

Issues/concerns may be brought forward verbally or in writing. Responses and outcomes will be provided verbally, or in writing upon request. The level of detail provided to the parent/guardian will respect and maintain the confidentiality of all parties involved.

An initial response to an issue or concern will be provided to parents/guardians within three business days. The person who raised the issue/concern will be kept informed throughout the resolution process.

Investigations of issues/concerns will be fair, impartial and respectful to all parties involved. London Waldorf School maintains high standards for positive interaction and communication. Harassment and discrimination will not be tolerated from any party.

Confidentiality Every issue and concern will be treated confidentially and every effort will be made to protect the privacy of parents/guardians, children, administrators, educators, and others persons at the school, with the exception of if/when information must be disclosed for legal reasons (e.g. to the Ministry of Education, College of Early Childhood Educators, law enforcement authorities or a Children’s Aid Society).

Concerns about the Suspected Abuse or Neglect of a child

Everyone, including members of the public and professionals who work closely with children, is required by law to report suspected cases of child abuse or neglect. If a parent/guardian expresses concerns that a child is being abused or neglected, the parent will be advised to contact the London Middlesex Children’s Aid Society (CAS) directly. Persons who become aware of such concerns are also responsible for reporting this information to CAS as per the “Duty to Report” requirement under the Child and Family Services Act.

Procedures for Addressing Issues/Concerns

The following outlines the ways that individuals can bring forward issue/concerns:

• If you have a question, issue, or concern about your child’s wellbeing: We will encourage open conversation with your child’s class teacher as your first step. If you feel that this has not been successful, please contact the Licensed Care Supervisor or the ECE Department Chair.

• If you have a question, issue, or concern about a teacher: We encourage open conversations with the

teacher concerned. If you feel that is not possible, or if you have contacted the teacher and still have concerns, please contact the ECE Department Chair. If your concern is with either the Licensed Care Supervisor or the ECE Department Chair and it has not been resolved through communication with them, please contact the Pedagogical Chair.

• If you have a question, issue, or concern about programming: If your questions are related to the

program your children are receiving, please speak to the Licensed Care Supervisor or the ECE Department Chair.

• If you have a question, issue, or concern about administrative procedures: Please speak to the

Administrative Chair about any questions you have regarding the office or how the school is administered.

• If you have a question, issue, or concern about the Accessible Tuition Program (ATP): For more information about how the ATP program works, or for question or concerns about your ATP conversation, please speak to one of the ATP Liaisons.

• If you are at all uncertain about whom to talk to, our Teacher Parent Liaison is happy to receive your

questions, issues/concerns and will guide you in the right direction. You are also welcome to approach any of the Chairpersons mentioned below in the contacts section.

• If you have thoroughly pursued these avenues and still feel that your issue/concern has not

been adequately addressed or resolved, you may contact the Chair of the Board of Trustees or any member of the Board.

Steps in Responding to Concerns

The following outlines the pathway in which we strive to handle concerns and seek resolution:

• When issues or concerns are raised the school will respond in a timely manner to the person who is

bringing forward the issue/concern. This response will take no longer than three business days.

• Sometimes the issue/concern that is raised needs to be redirected to the appropriate person if the person being notified is unable to address the matter. This process will be explained to the person addressing the concern and clarity will be offered on how to best proceed and follow up to the concern raised.

• Responses to issues/concerns may take the form of a phone call, e-mail, meeting, or letter, depending

on the situation. London Waldorf School always strives to be appropriate, professional, and sensitive in its responses to concerns.

• When appropriate, issues/concerns will be documented in detail. This information may include: the

date and time the issue/concern was received, the name of the person who received the issue, relevant details of the issue/concern, steps taken to resolve the problem, information shared, and any next steps outlined.

• In all cases a resolution, outcome, or next steps will be provided to person who raised the concern or

issue. Escalation of Issues or Concerns: If you have thoroughly pursued these avenues and still feel that your issue/concern has not been adequately addressed or resolved, you may contact the Chair of the Board of Trustees or any member of the Board. Issues/concerns related to compliance with requirements set out in the Child Care and Early Years Act., 2014 and Ontario Regulation 137/15 must be reported to the Ministry of Education’s Child Care Quality Assurance and Licensing Branch.

Contacts: ECE Chair Myriam Hammami m.hammami@londonwaldorf.ca 519 204-3702

Grade School Chair Imke Jorgensen i.jorgensen@londonwaldorf.ca 519 439-7727

Pedagogical Chair Merwin Lewis m.lewis@londonwaldorf.ca 519 433-0090

Administrative Chair Ruth Baer admin@londonwaldorf.ca 519 434-0497

Board of Trustees Chair Mark Goldszmidt mgoldszm@uwo.ca 519 438-0739

Licensed Care Supervisor Michelle Brooks m.brooks@londonwaldorf.ca 519 438-0739

Teacher Parent Liaison Erin Poirier e.poirier@londonwaldorf.ca 519 318-3167

ATP Liaisons Tanja Rohn tanja.mackenzie@gmail.com

Aggie Yang 226 700-4962