BLOCK 8 ACADEMY
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Block 8 Academy Policies
Block 8 Academy commits to the caregiver roles, responsibilities and obligations described on this page. By filling out the required information, entering your name at the bottom, and submitting the page, you are indicating that you agree to the parent / guardian roles, responsibilities and obligations described. Please ensure you have read all sections thoroughly.
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Child Name (2)
Child Name (3)
Roles and Responsibilities
Block 8 Academy Shall:
Provide a safe environment and practice safe procedures on behalf of the children’s well being.
Ensure all Caregivers hold a current First Aid Certificate.
Offer adequate play and private spaces and age appropriate equipment.
Provide watchful supervision for all indoor and outdoor activities.
Develop a collaborative partnership with parents and work together as a TEAM on the common goals for the children.
Communicate with parents/guardians in a positive and respectful manner.
Maintain necessary confidential records concerning the children.
Have liability insurance for all children, the centre, and vehicles.
Contact/leave a message on the 2 numbers listed on the Student's Emergency Contact information, should the student fail to meet the group at the meeting spot for after school pickup.
Have the following readily accessible in the facility:
- First Aid Certificate
- Emergency Telephone Numbers
- Fire and Emergency Drills
I, the Parent / Guardian Shall
Provide all necessary information about my children and myself.
Provide names of an emergency back up person(s) in the event of emergencies.
Inform Block 8 Academy of any changes in address, phone, employment or emergency information.
Inform our caregiver of any changes in family situations, custody etc.
Bring forward any complaints, concerns or problems directly to our caregiver.
Ensure that my child is well rested, fed, healthy and clean.
Inform my caregiver of any changes in care hours or days needed or pick up times
Inform my caregiver of any illness or contagious diseases that might affect the others.
Ensure that I will pick up my child at the agreed time.
Emergency Preparedness Policies:
Fire Drills will be conducted monthly:
Sound the smoke alarm.
Adult to yell “fire” and asks the children to line up by the adult.
Walk briskly to the nearest exit door.
Bring the children’s emergency cards (containing contact and medical information) and first aid kit.
Meet at the designated location. Designated locations are as follows depending on the facility that you are attending for daycare.
Port Moody Arts Centre: the grassy area across the parking lot, in front of Kyle Centre.
110 or 106 Moody Street: the grassy area in front of Moody Elementary School (proceed safely across Moody street, using the crosswalk at St. George Street if at all possible.
#36 Seaview Drive: the driveway or front yard of #36 Seaview Drive.
I, the parent / guardian will provide a doctor’s written proof or my child’s health passport of up-to-date immunizations.
I understand that children are too ill to attend daycare in the following situations:
They have a
fever (100 F or 38.3 C or more)
within the last 24 hours.
They have been
vomiting, or had an
. Your child should not attend daycare for at least 24 hours after symptoms, have subsided (without the aid of medication).
communicable childhood diseases
(i.e. chicken pox, measles, scarlet fever, and mumps, conjunctivitis (pink eye). Your child may only return to daycare when the incubation and contagious period has passed.
Please advise Block 8 Academy immediately as you become aware of your child having a communicable disease,
or being in contact with it.
They have head lice
They have Green/yellow discharge from eyes or nose
Parents are requested to inform the daycare within 24 hours of diagnosis of or exposure to serious illness, communicable disease or head lice. The daycare must notify the Fraser Health Authority of a reportable communicable disease as per licensing requirements.
If a child is unable to participate in the daily routine (i.e., outdoor play or walking to school), they should not attend daycare.
Fees are not returned for days a child remains at home due to illness.
When Your Child Becomes Ill at Daycare - Guidelines:
In the event of your child showing any signs of the following conditions in our academy, we will contact you immediately for your child to be picked up.
Unexpected or undiagnosed pain
Nausea, vomiting or diarrhea
Difficulty with breathing
Fever of 100 F (38.3 C) or more
Sore throat or difficulty swallowing
Infected skin or eyes, or an undiagnosed rash
Green/yellow discharge from eyes or nose
Unexplained headache or stiff neck
Unexplained severe itching of body or scalp
Any known or suspected communicable disease
Care Protocol for Children Who Are Ill
In the event of your child becoming too ill to remain at the academy and needing pickup, we will ensure that they are kept as comfortable as possible and away from the other children to prevent the spreading of the illness. Please make sure that you pick up your child as soon as possible as they will need your love and attention. We will contact you, the parent, first and then the alternative person(s) for pick up.
In the event of your child becoming seriously ill and needing medical attention, we will contact an ambulance or physician first and then contact you, the parent, or your alternative person(s).
It is not the policy of Block 8 Academy to administer patient medicines (over-the-counter drugs). It is our policy to assist in administration of medications only with your written permission. Please fill out our “Request for Administration of Medication” form. After arrangements for administration of medication have been made, the child will place the labelled backpack containing the labelled medication in a specially designated place so staff knows exactly where the medication is and can access it quickly if need be.
If your child is on antibiotics he/she continues to be contagious for 24 hours after the first dose of medication and should not return to daycare until this time period has elapsed.
It is the responsibility of the Parent(s)/Guardian(s) to ensure the children have appropriate indoor and outdoor clothing (including boots, coat, hat, mittens, rainwear, swim suit, sunscreen, lotion etc.). This also includes a change of clothing in case it is necessary.
In order to promote a healthy lifestyle, please send only healthy snacks with your child. Avoid pop, candy and sugary treats, instead using healthy alternatives.
If you have any questions or concerns about your child’s state of health you should call your doctor or Public Health Nurse.
Away Play Space:
Our Out of School Care outdoor playspace is at Chip Kerr Park. Although we routinely play for one or more hours outside, children will all play outdoors at least 15 minutes each day. On days where an outdoor field trip is planned for another location, this playtime may be skipped.
The walking route from the Moody Elementary Playground to the facility is as follows: Â Exit the playground along St. George Street. Walk on the sidewalk on the north side of St. George to the corner of Moody and St. George, where the group will cross Moody Street at the crosswalk at the traffic circle. Â The group will then proceed north along the sidewalk on the east side of Moody Street. They will cross the alley as a tight group, and proceed into the daycare
Care and Supervision
For students in morning care, Block 8 Academy will release care of the students in the foyer of each school (unless otherwise specified) after the sound of the first bell.
After school pick up will be made in the foyer of each school unless otherwise specified. If a child is not at the designated meeting point at the designated time, the parent will be notified via the specified emergency/care communication protocol phone number(s), that the child was not at the pick up spot and we are no longer responsible for the child.
Guidance and/or consequences are necessary elements of dealing with children. Children need to know that their needs are respected and learn to respect the needs of others. Consequences and guidance are required to teach children how to recognize and deal with those needs, and the to understand the impact of those needs on others, in a safe and secure environment. The primary goal of consequences at this academy is to reinforce, teach and assist in the development of appropriate behaviours and interactions while showing everyone at the academy the same respect we wish to receive ourselves.
Techniques used to meet these goals are:
Acknowledgment, praise and encouragement for appropriate behaviours. (“Great cleaning-up!”)
Verbalization of why certain behaviours are inappropriate. (“Playing with sticks is fun, however, we must consider the safety of others. Please find something else to do.”)
Demonstrating and using problem solving skills: define the problem, present alternatives, encourage the participants to choose an alternative. (“Do you need some help resolving this? If you both want the toy how can we work this out?” Give the children an opportunity to present solutions then repeat the solutions to the children and encourage them to choose.)
Setting limits and giving directions. (“It is not safe to walk so far away from the rest of us.”)
Advance warning of changes during the daily routine (“Five minutes until clean-up time”)
Allowing the child control. (“You have two activities to choose from, which would you like to do?”)
Treating children the way we would like them to treat others and the way we would like to be treated ourselves.
Providing a safe/secure environment and changing it as required.
Time-away to consider an inappropriate action and/or to allow the child to calm down.
The time-away will take place at a distance from the rest of the group however, the child will not be isolated and the time-out will only be of a few minutes duration. The child is welcome to rejoin the group when he/she is ready. Parent will be informed of time-away at time of pick up.
Discussing and/or suggesting to a child how a situation could be handled next time so that a child can learn what to do rather than what not to do.
If a child is not responding to the above techniques, the parents will be informed and a trial period will be decided upon during which the child will be given an opportunity to adjust. If this adjustment does not happen, the child will have to be withdrawn from the program.
Parents are encouraged to question or discuss the handling of any incident that occurs at this academy.
As per the Community Care and Assisted Living Act, Section 52 of the Child Care Licensing Regulation:
This facility will ensure that no child is, while under the care or supervision of the licensee,
subjected to shoving, hitting, shaking, spanking or any other form of corporal punishment,
subjected to harsh, belittling or degrading treatment, whether verbal, emotional or physical, that would humiliate the child in care or undermine the child in care’s self respect,
as a form of punishment, confined, physically restrained or separated, without adult supervision, apart from other children in care and
as a form of punishment, deprived of rest or necessary use of a toilet.
If a person observes or suspects abuse, they do not need to share their suspicions with any other person. They can proceed with this process without informing anyone else.
Process for reporting abuse occurring “outside” the facility
Steps 1 and 2 below will be followed to report to an intake Social Worker at the Child Protection Division of the Ministry of Children and Family Development.
Process and Health and Safety Plan for abuse allegations against a person “inside” the facility
If a child, or someone else, discloses abuse:
Do not interview the child(ren), listen carefully to the person disclosing.
Do not interrupt.
Record the account clearly.
Record the incident itself, including objective observations
Documentation should be done in the bound logbook (not loose leaf paper).
Ensure all documentation is signed and dated.
Informing appropriate agencies
Report the incident as soon as possible. Preferably, the staff person who observed the incident(s) should make the report.
The person reporting must be prepared with the child’s registration form and the description of the observation or incident(s).
The report can initially be made by phone to Licensing or to the Social Worker and documentation (i.e. Reportable Incident form, log notes, etc) can be sent later.
Staff will record who they have spoken to and any directions they are given at the time of the call.
3. Informing parents
Parents directly involved will be informed by phone or in person, as soon as possible.
If all the parents in the program are to be informed, they will be informed by letter. The letter will state that Licensing is conducting an investigation into an allegation of (type of abuse) and that a Health and Safety Plan has been approved by Licensing and will remain in place until the investigation is completed. Contact information for the facility and Licensing will be included.
If the alleged offender is the Licensee either the daycare will be closed until alleged offence has been addressed or an additional adult will be on site to supervise the Licensee at all times children are present.
If the alleged offender is an unpaid volunteer, student, etc., the alleged offender will not be present during child care operating hours
As per the Community Care and Assisted Living Act, Schedule H, Section 23 of the Child Care Licensing Regulation the list of reportable incidents includes the following definitions of abuse:
Emotional abuse –
any act, or lack of action, which may diminish the sense of well being of a person in care, perpetrated by a person not in care, such as verbal harassment, yelling, confinement.
Physical abuse –
any physical force that is excessive for, or is inappropriate to, a situation involving a person in care and perpetrated by a person not in care.
Sexual abuse –
any sexual behaviour directed towards a person in care by an employee of the licensee, a volunteer or any other person in a position of trust, power or authority and includes
Any sexual exploitation, whether consensual or not, and
Sexual activity between persons in care if the difference in age or power between them is so significant that the older or more powerful person in care is clearly taking sexual advantage of the younger or less powerful person in care.
the failure of a care provider to meet the needs of a person in care including shelter, care or supervision.
While the use of technology as a learning tool holds much promise for our kids, the misuse of technology can have the opposite effect.
Research clearly shows that too much ‘screen time’ is linked to
a lack of school success
lower reading scores
and social problems
As well, ‘screen time’ instead of ‘face time’ can rob children of opportunities to interact with people, and to develop important skills needed to get along with peers and teachers. Children who do not get enough ‘face time’ can miss vital opportunities to develop nonverbal skills – such as reading facial expressions or body language. Misreading nonverbal messages can cause all kinds of social problems at school and later on in life
It is especially important that young children have plenty of practice listening, speaking, and reading. Oral language is critical to reading, and both skills are essential for success at school. Studies show the more children watch TV - the lower their reading scores; the less well they do; and the less well socialized they are in 1st grade.
Children must also be allowed the time to foster their curiosity and Imagination: Curiosity stimulates learning, and imagination fuels creation. Most TV shows and video games do little to spark a child’s curiosity or imagination
In addition, children must develop their abilities to pay attention: quite simply, children must pay attention to lessons, and keep focused to complete their work. When kids come to expect the level of excitement, stimulation, and instant rewards provided by fast-paced TV shows and video games, and from surfing the net, their brains are not ready for learning in the classroom. The danger is that kids expect to be entertained, which they will not be at school or in the workplace.
At Block 8, in attempt to maximize the learning potential that electronics provide us with, and mitigate the possible negative effects, we follow the guidelines listed below.
We do not permit children to have access to private devices during daycare hours, unless the provision of the device is part of a care plan for a child with specific needs.
We incorporate curriculum that has been developed worldwide, into our lessons. As such, we use the large screen on the wall to deliver those lessons. The screen is used as a focal point for the discussions, which are facilitated by the teacher.
The screen will be playing for a maximum of 20 minutes on any given day. In general, internet clips are only used once every couple of weeks. Examples of content played on the screen are
Entrepreneurship and Community: During these sessions, children review the business plans submitted to Kiva.org on the screen, and choose the next recipients of the micro-loans that Block 8 Academy provides.
Outdoor Science: Outdoor science concepts may be introduced or supplemented by internet clips chosen by the teacher.
Music: The music teacher frequently uses internet clips of songs the kids are learning in class as a teaching aid, as well as to inspire the children to try to create real music, rather than just playing around. In addition, Disney musicals or classical music are often on in the background while children have freetime after Music class.
Community: The internet is used to communicate with Roots and Shoots of the Jane Goodall Foundation, for research, and to let the foundation know what we are doing to contribute.
Multiculturalism: Slides are used by our presenters to educate about life in other countries. Internet clips are used to learn about other cultures.
Movement and Active Play Policy
Our program is highly active and encourages continual movement. As sitting and sedentary behaviour has been linked to many health risks, and keeping active has been reported as one of the best ways to prevent obesity, type II diabetes, depression and other ailments, we encourage many different types of movement throughout the day.
In addition to the resulting health benefits, varying the levels and types of movement is an integral part of our classroom control strategy. Our activities vary between ones requiring gross muscle movement and those developing fine motor skills.
In our after school program, we have active playtime from 3:00 to 4:00pm each day. This is outdoors, so we require students to come dressed for the weather.
We have unstructured playtime from 3:00 to 3:30, then a facilitated game requiring running, jumping and other gross motor skills. Note: most games include acceleration, deceleration, jumping, climbing, maintaining balance, and sustained medium intensity movement. Examples of facilitated games include Man Hunt, Capture the Flag, Mayhem, and Soccer.
After the organized game, we have more unstructured outdoor time.
In our Pro-D day, Winter Break, Summer Break, and Spring Break programs, where children are in our care for more than 3 hours, we plan a minimum of 3 - 4 hours of active playtime. Standard organized activities include Gymnastics, Parkour, Swimming, Bowling, Hiking, and ball games. We also include unstructured outdoor time and the standard games we use for our after school program.
In order to maximize movement and encourage the students to maintain good posture and maximum hip, knee and lumbar spine flexibility, and to not constrain the lymph nodes and circulatory system, we
discourage the use of standard chairs in our program
. Instead, we provide mats and yoga balls for the students to sit on, and encourage the students to stand or squat during many activities. This has the added benefit of having students maintain as high of metabolic rate as possible, thus preventing weight gain.
The lack of chairs leaves more space for movement, and encourages more movement between social groups (as chairs tend to be an attractant, and kids do not move from them as easily as they will move if they are standing, squatting, or sitting on the floor).
As research is divided on the best posture to use for eating, when at the facility, we allow students to choose between standing at a table to eat, or sitting at a mat. With either method, we encourage them to be mindful and not rush. As chairs positioned in specific places require students to stay in a specific formation, and metabolic activity and caloric consumption slow when sitting at a chair, we discourage their use.
If the students don’t want to stand, we encourage the students to sit in Padmasana or Sukhasana. These poses are used for eating in some countries. Sukhasana is a very simple pose, which aids digestion and helps keep the knee and hip joints supple, flexible, and less prone to injuries. It is the norm throughout many parts of the world, and is considered to be an Indian healthy eating habit - sitting on the floor with cross-legs. This position facilitates blood flow towards the abdomen region.
However, if parents would like their child to sit at a chair during activity time or for snacks/lunch, we will gladly provide a chair for their child to use.
Here are some links of other programs following a similar philosophy. They include some of the research behind this as well as some of the reported results. With after school care coming on the heals of a day where the students are sitting at desks, we feel it even more important to create an environment where the children are standing, squatting, and sitting in different positions than they have been doing for the rest of the day.
Block 8 uses a 15 passenger van as well as smaller vans and cars to transport students and caregivers to the various field trips that we include in our program.
Drivers of the 15 passenger vans have their Class 4 Commercial Driver’s Licenses. Drivers of the smaller vehicles (which do not require the driver to have a Class 4 license) have their Class 5 licenses, and have had their driver’s abstracts checked to ensure that they do not have any pointable offences that would not allow them to obtain a Class 4 Commercial Driver’s License.
All vehicles are either insured for commercial use, or are used fewer than 6 days a month, and are therefore covered on the standard non-commercial insurance.
Students ride in approved booster seats based on their age and height (i.e. children under 4’9” and not yet 9 years of age must ride in a booster seat).
We also do a considerable number of walking field trips. Caregivers lead the group, and in general, the children walk in pairs. In some instances it is safer to walk single file, so in those circumstances, we single up. Children are taught to look after their ‘buddy’ and ensure that they are always with the group. When there are 2 caregivers with the group, the second caregiver walks at the back of the group.
Block 8 does not provide food as part of their program. Students are provided with an eating area, and are encouraged to wash up properly before eating. Emergency snacks are available for students who do not have any food, but who are hungry. Parents are contacted if the same child asks consistently for food.
In order to maximize our time being active outdoors, we often have meal or snack time away from the facility. The children will always be encouraged to wash before eating, and will then be reminded to be mindful and not rush while taking in food. As stated in our Movement and Active Play Policy, the children may then choose to stand, squat, or sit in a spot of their choice in the area designated for eating.
Parents are encouraged to send only healthy food and snacks with their children. They are asked to avoid sending pop, candy, and sugary treats. Although ‘treats’ are allowed for special occasions like parties, Block 8 avoids using candy for prizes or motivators. Staff regularly review the reasons for healthy eating with the children.
When there is not a washroom directly inside the room that the group is occupying, and thus a public washroom must be used, group washroom times are scheduled so that the caregiver can be stationed outside of the stalls.
In cases where the public washroom is in a known environment and within a short distance of the rest of the group (like when the group uses the public washroom at Port Moody Arts Centre, or Caulfield School of Dance), the students go as pairs. They must get permission before proceeding to the washroom. They are then given approximately 2 minutes to return. If they are not back within 2 minutes, then the caregiver can communicate via voice, as to why they are not back (i.e. calling down the hallway). If this is not successful, the caregiver will take the number of children necessary to maintain care ratios, and walk to the washroom to supervise.
Parent / Guardian Consent
Walking and Driving Field Trip Consent - Block 8 Academy incorporates both walking and driving field portions in many of their activities. which are, in their discretion appropriate, desirable or necessary.
I hereby give my consent for my child(ren) to take part in such field trips
In the case of accident or illness of my child(ren), Block 8 Academy may need to call a medical practitioner or ambulance. Depending on the severity, attempts to contact the parents/guardians would be made immediately before or after calling for medical help
I hereby give my permission to call medical help for my child(ren)
Consent to Photographs
Skin Care Products
I understand Block 8 Academy may require photographs in its program
1. I give Block 8 Academy my consent to have photographs taken of my child(ren) for marketing purposes, or for display on the Block 8 Academy website.
2. I give Block 8 Academy my consent to have photographs taken of my child(ren) for display in the Block 8 Academy room, in emails to parents showing the daily activities, on the password protected portions of the website and password protected apps used to communicate with families
3. I do not want my child included in any photographs except the ones required to identify the child for licensing purposes (note that they may still be included in group photos and group action shots where they are either in profile or where the likeness could pass for various children and zooming in for more clarity causes blurring)
If the caregiver deems it advisable to apply sunscreen to my child’s skin:
I give my consent to use available sunscreen
I want my child to refrain from the use of any skin products except ones we supply ourselves. If none are available, my child should seek shade
Parent / Guardian Name
I have read and understood the above Policies and agree to these terms and conditions
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Weekly After School Schedule
A Day in the Life
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