CHILDREN’S CENTRE. Referral Form- Confidential Office use: Family ID If more than one child from the family is being referred, please copy this form for each child. Children’s Centre services requested for this child and his / her family: Main carer’s first name: Main carer’s last name: 1st line of address: Postcode: Gender: Tel. number: Email address: Relationship to child: Ethnicity code (see below): Country of birth: Main language spoken: Xxxxx’s first name: Xxxxx’s last name: Date of birth: Gender: Ethnicity code (see below): Country of birth: Main language spoken: Family profile x.x. xxx & gender of siblings who are not included in this referral, other significant adults in family and their relationship to child: Any other information which could be relevant at this time or any other comments: Which other agencies are involved with this family? Name of person making this referral: Signature: Name of agency: Email address: Work telephone: Mobile no: Information sharing agreement: Data Protection:
CHILDREN’S CENTRE. 1 ‐ Vacuum 1 ‐ 2 bucket trolley c/w buckets 1 ‐ 18" dust mop 1 ‐ 36" dust mop 2 ‐Wet mops
CHILDREN’S CENTRE. The Early Years Learning Framework states that ‘from birth, children begin to explore how the social world works. It is a complex process to understand and learn to manage feelings and behaviour, and to balance rights with responsibilities. A positive approach to guiding behaviour builds children's confidence and self-esteem. This approach is based on caring, equitable and responsive relationships between Educators and children. It includes Educators modelling how people relate respectfully in their daily interactions with children, colleagues and families’. PRESCHOOL BEHAVIOUR APPROACH Educators use a positive approach to guiding children's behaviour in order to empower children to regulate their own behaviour and develop the skills to negotiate and resolve conflicts or disagreements with others. Educators use guidance strategies that demonstrate respect and understanding of individual children and take into consideration why each child might behave in a certain way, and why behaviour might occur in particular circumstances or at specific times of the day. When a social problems occurs between children, Educators will allow time for each child involved to express what has happened, listening to each child will validate their feelings. The Educator may then be able to support the child to understand how their actions have affected another person if developmentally appropriate. To conclude the Educator will encourage the child to make amends with a gesture for example “what could you do to make him/her feel better?” The Educator will then scaffold the child’s learning to enable a restoration of the relationship between the children. This restoration may occur at our Harmony Tree which is in the center of our yard. The Harmony tree has been created by Educators and children to provide a neutral space where Educators can focus on a positive approach to guiding behaviour to ensure that interactions build upon children's confidence and self-esteem. This kind of interaction is important to both their current wellbeing and their future development. EXPECTATIONS OF STAFF Restorative Practices At times, children, students will be required to repair a relationship with a TGS peer. The teacher may decide that a Restorative Practices process would better suit the needs of the students. Teachers again have the option if they facilitate this process while being released by leadership. Alternatively the leadership member can facilitate the process. Questions asked of the...
