Rationale

At Kindercare, we have high aspirations for every learner/ākonga, (NELP Obj 1, priority 2) and we are committed to developing each child’s full potential. Our partnership with parents is an essential aspect of this. Partnership begins from the first point of contact enquiry, to how we foster whanaungatanga, cultural inclusivity, and respectful, reciprocal communication with whānau. This helps us to understand their needs, the kotahitanga (holistic development) of their child, and ensures that, wherever practicably and reasonably possible in a group care setting, we are purposeful in our assessment and ability to meet the specific and diverse needs of their child. 

NELP Obj 1: Learners at the centre: Learners with their whānau are at the centre of their education.

Priority 2: Have high aspirations for every learner/ākonga, and support these by partnering with their whānau and communities to design and deliver education that responds to their needs, and sustains their identities, languages and cultures.

Policy

Because Kindercare is responsible for ensuring that we provide a safe, inclusive environment for all tamariki enrolled in our centres, the purpose of this policy is to ensure we keep learners/ākonga and their parents and whānau at the centre of our care and education, while ensuring our team, have clarity about assessing, enrolling, transitioning, and supporting the ongoing enrolment of any child with diverse or specific needs. 

NELP Obj 1: Learners at the centre: Learners with their whānau are at the centre of their education.

NELP Obj 2: Barrier-free access: great education opportunities and outcomes are within reach of every learner.

NELP Obj 3: Quality teaching and leadership: quality teaching and leadership make the difference for learners and their whānau.

Before Enrolment:

For all enrolments, at the point of the initial enquiry, our team will:

1. Slow down the process and take time to kōrero with parents and whānau to ensure that we have a clear understanding of their needs, and as much information as possible about their child to enable us to act in the best interests of the child and set them up for success. (NELP Obj 1; Priority 2)
2. Discuss time frames for transitioning into the centre, to ensure clarity around expectations about what is possible for Kindercare, and for the child’s family and whānau.
3. Encourage parents and whānau to bring their child in for at least one visit, so we can meet them and to learn more about their child.
4. Ensure transparency and clarity through clear communication and ongoing consultation with whānau, so they have a clear understanding of our process and are given opportunity to contribute to the process.
5. Explain our intention to regularly review the child’s enrolment and their individual enrolment plan, to ensure we are intentionally identifying possible barriers to learning (NELP Obj 2; Priority 3) and where possible removing these so that our environment continues to be the best and safest place for their child, their whānau, our team, and other tamariki in the centre.
6. Assess all support options, and funding streams available, to offer an enrolled space to each child where they can gain foundation skills (NELP Obj 2; Priority 4) in a safe, inclusive, loving environment.
7. Confirm an enrolment only after consultation and mutual agreement between all members of the child’s learning community, that the child has been observed, assessed, and Kindercare has the necessary support to meet the child’s needs as a capable and competent learner.
8. The child’s learning community includes, but is not limited to, the Area Manager, Centre Director, the Kindercare team responsible for the child’s daily care, Kindercare’s Family Services Advisor, the parents/whānau, the Ministry of Education, and other Early Intervention providers and specialists.

NELP Obj 1: Learners at the centre: Learners with their whānau are at the centre of their education.

Priority 2: Have high aspirations for every learner/ākonga, and support these by partnering with their whānau and communities to design and deliver education that responds to their needs, and sustains their identities, languages and cultures.

NELP Obj 2: Barrier-free access: great education opportunities and outcomes are within reach of every learner.

Priority 3: Reduce barriers to education for all, including for Māori and Pacific learners/ākonga, disabled learners/ākonga and those with learning support needs)

Priority 4: Ensure every learner/ākonga gains sound foundation skills, including language, literacy and numeracy.

On and After Enrolment:

If, at the time of enrolment, or at any time while a child is enrolled in our care, we are made aware, or become aware that a child has specific/diverse needs; or should a child present a safety risk to themselves or any other person, our team will:

1. Slow down; take time to kōrero with parents and whānau to ensure that we have a clear understanding of their needs, and as much information as possible to enable us to act in the best interests of the child and continue to set them up for success.
2. Inform the Centre Director, Area Manager and Family Services Advisor immediately.
3. Ensure we have documented observations as part of the child’s ongoing assessment and individual learning plan, to ensure all barriers to learning have been identified and addressed.
4. Arrange a hui, prior to any decisions being made about the child or their enrolment, to consult and share perspectives in partnership with parents and whānau.
5. This hui, which may or may not also include other relevant parties and specialised services, who form part of the child’s learning community is an opportunity to listen to whānau, clearly communicate the child’s needs in our centre-based care, and discuss actions already taken to remove barriers to learning and development and to support the child as a capable, competent learner.

NELP Obj 3: Quality teaching and leadership: quality teaching and leadership make the difference for learners and their whānau.

Priority 6: Develop staff to strengthen teaching, leadership and learner support capability across the education workforce.

If at any stage during the enrolment process, or when a child is already enrolled, the outcome of this kōrero and/or subsequent reviews indicate that:

(a) In Kindercare’s opinion, we cannot reasonably provide the specialised services or facilities that would be required to meet the child’s needs, so that the child can safely attend and participate in Kindercare’s group care setting and gain the foundation skills in literacy, language and numeracy (NELP Obj 2: Priority 4); or

(b) In Kindercare’s opinion, the child presents an unreasonable risk of harm to themselves, other tamariki, our team, or another person in the centre, and no reasonably practicable and sustainable measures can reduce that risk to an acceptable level to ensure a safe and inclusive centre

(NELP Obj 1; Priority 1); or

(c) In Kindercare’s opinion, the child’s ongoing enrolment impacts Kindercare’s ability to ensure every learner/akonga gains sound foundation skills including language, literacy and numeracy

(NELP Obj 2; Priority 3); 

then, when we have exhausted all funding avenues, strategies, efforts to engage with whānau, and wrap-around support services, (NELP Obj 3; Priority 2) a meeting will be arranged in partnership with parents and whānau, to discuss the reasons why we can no longer safely care for their child in our centre.

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

NELP Obj 1: Learners at the centre: Learners with their whānau are at the centre of their education.

Priority 1: Ensure places of learning are safe, inclusive and free from racism, discrimination and bullying.

NELP Obj 2: Barrier-free access: great education opportunities and outcomes are within reach of every learner.

Priority 4: Ensure every learner/ākonga gains sound foundation skills, including language, literacy and numeracy.

NELP Obj 2: Barrier-free access: great education opportunities and outcomes are within reach of every learner.

Priority 3: Reduce barriers to education for all, including for Māori and Pacific learners/ākonga, disabled learners/ākonga and those with learning support needs)

NELP Obj 3: Quality teaching and leadership: quality teaching and leadership make the difference for learners and their whānau.

Priority 2: Have high aspirations for every learner/ākonga, and support these by partnering with their whānau and communities to design and deliver education that responds to their needs, and sustains their identities, languages and cultures.

Kindercare to advise Ministry of Education of the decision to cease the child’s enrolment.

Scope: This policy applies to all Kindercare parents/whānau

Last Review Date: 22 June 2022