The Piper Centre
2016 Preparatory Programme
Information Booklet
2016 The Piper Centre Information Booklet
INDEX
The Hundred Languages of Children ........................................................................................................................ 3
Welcome to The Illawarra Grammar School ........................................................................................................... 4
The Piper Centre Philosophy ....................................................................................................................................... 4
What Is the National Quality Framework – (NQF) ................................................................................................... 7
What is the National Quality Standard? ................................................................................................................... 8
Belonging, Being and Becoming- The Early Years Learning Framework for Australia ................................... 10
What is the International Baccalaureate Primary Years Programme (PYP)? .................................................. 12
Introduction to the Reggio Emilia Approach ........................................................................................................ 14
The Piper Centre Staff ................................................................................................................................................ 15
The Piper Centre Operation ...................................................................................................................................... 15
The Piper Centre Information .................................................................................................................................... 17

Allergies ........................................................................................................................................................... 17

Arrivals and Departures ............................................................................................................................... 17

Birthdays ......................................................................................................................................................... 19

Communication Systems ............................................................................................................................. 19

Documentation ............................................................................................................................................. 19

Excursions and Visitors .................................................................................................................................. 20

Food ................................................................................................................................................................ 20

Health and Attendance .............................................................................................................................. 20

Independent Toileting .................................................................................................................................. 22

Library (Goodhew Research Centre) ....................................................................................................... 22

Music ............................................................................................................................................................... 22

Newsletter ....................................................................................................................................................... 22

Portfolios.......................................................................................................................................................... 22

Kinderloop ...................................................................................................................................................... 22

Rest/Quiet Time ............................................................................................................................................. 22

Settling in ........................................................................................................................................................ 23

Sunblock ......................................................................................................................................................... 23

Transport to and from school for the Piper Centre ................................................................................. 23

Toys .................................................................................................................................................................. 23

Uniform Information ...................................................................................................................................... 23

What to Bring ................................................................................................................................................. 24
Items to Save and Look Out For ............................................................................................................................... 25
If… .................................................................................................................................................................................. 26
School Map - Legend ................................................................................................................................................ 27
School Map .................................................................................................................................................................. 28
The Piper Centre Parking .......................................................................................................................................... .29
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2016 The Piper Centre Information Booklet
The Hundred Languages of Children
The child
is made of one hundred.
The child has
a hundred languages
a hundred hands
a hundred thoughts
a hundred ways of thinking
of playing , of speaking.
A hundred, always a hundred
ways of listening
of marvelling, of loving,
a hundred joys
for singing and understanding.
a hundred worlds
to discover,
a hundred worlds
to invent,
a hundred worlds
to dream.
The child has a hundred languages
(and a hundred, hundred, hundred more)
but they steal ninety nine.
The school and the culture
separate the head from the body.
They tell the child:
to think without hands
to do without head
to listen and not speak
to understand without joy
love and marvelling
only at Easter and Christmas.
They tell the child:
to discover a world already there
and of the hundred
they steal ninety nine.
They tell the child:
that work and play
reality and fantasy,
science and imagination,
sky and earth,
reason and dream
are things
that do not belong together.
And thus they tell the child
that the hundred is not there.
The child says:
No way
The Hundred is there.
Loris Malaguzzi 1920 – 1994
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2016 The Piper Centre Information Booklet
Welcome to The Illawarra Grammar School
Welcome to The Piper Centre located on The Illawarra Grammar School’s campus. We hope this is
the start of a positive and enriching time for your son or daughter and your family as members of
TIGS’s community. This booklet contains a range of information about The Piper Centre and its
programs.
The Illawarra Grammar School’s Motto
“De virtute in virtutem”
“From Strength to Strength”
(from Psalm 84:7)
Mission Statement
The achievement of academic excellence in a caring environment that is founded on Christian
belief and behaviour, so that students are equipped to act with wisdom, compassion and justice as
faithful stewards of our world.
The Piper Centre Philosophy
Our Centre Philosophy
The Piper Centre believes in acknowledging the original custodians of this land, the Dharawal
people, and their language and all Aboriginal and Torres Strait Islander people in the community.
We embrace The Illawarra Grammar School’s Mission and Value Statement which identifies
“Academic, Caring and Christian” as its core value framework.
“The achievement of academic excellence in a caring environment that is
founded on Christian belief and behaviour, so that students are equipped to act
on wisdom, compassion and justice as faithful stewards of our world”
Children
We believe:



Children are capable and resourceful learners who are active
contributors to their own learning
Children need to be valued as individuals, within the context of their
family and their community.
Children can develop confidence and positive self-esteem through a
supportive and secure environment
Therefore we:
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2016 The Piper Centre Information Booklet





Implement a child-centred program based upon the principles outlined
in the National Early Years Learning Framework (EYLF) – ‘Belonging,
Being & Becoming’, the Primary Years Program -Early Years of the
International Baccalaureate, the NSW Curriculum Framework and the
Reggio Emilia Educational Philosophy
Strive to empower children, by using their thoughts and ideas to
develop the program
Promote each child’s confidence and positive self -image through a
range of provisions, experiences and opportunities that build upon their
understandings, skills, values and sensitivities and promote success
Implement an inclusive approach to positively support children’s
growth of identity, self-esteem and critical thinking
Encourage each child to reach their full potential in accordance with
their individual ability
Families
We believe:



Trust, respect and collaboration form the basis for strong partnerships
between families and staff
Families, children and staff form a caring community
Family involvement is integral to a high quality program
Therefore we:



Are committed to open and constructive communication with families
which includes discussions, child portfolios, daily diary reflections and
newsletters
Strive to have empathy and be responsive to family needs, and
provide support when required
Encourage families to engage in meaningful participation within the
program
Program
We believe:




Children learn through collaboration and communication with other
children and adults and through interacting with the environment
Children need opportunities to practice and consolidate their skills in
key learning areas including: language and literacy; creative and
expressive arts; mathematics; science and social and emotional
development and work towards learning outcomes as expressed in the
Early Years Learning Framework (EYLF) – ‘Belonging, Being & Becoming’
A rich, stimulating and nurturing environment has the potential to
stimulate imagination, promote creativity and enhance aesthetic
development
Diversity within our centre, families, staff and wider community should
be respected and celebrated and that we can play a role in fostering
and developing a social conscience among children with a view to
addressing social inequities
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2016 The Piper Centre Information Booklet
Therefore we:

Implement a flexible program that is responsive to the evolving nature
of the early childhood environment and that provides for different
learning styles

Make observations of children and document their work to form the
basis of the program

Use both the indoor and outdoor environment to encourage the
children’s ability to observe, perceive, explore, investigate, imagine,
make choices and problem solve.
Provide attractive, well maintained play areas, with the thoughtful use
of furnishings and displays


Introduce children to a wide range of social and cultural experiences,
family types and different ways of doing things so they will learn to
value diversity, learn to accept challenges they may face and
become fully realised members of society

In employing staff who are committed to working for the best interests
of children and families
That each staff member brings fundamental, personal qualities to the
centre environment such as empathy, respect, warmth and a passion
for learning
In the importance of creating an environment of collegiality where
personal and professional contributions are valued, communication is
open and confidentiality is maintained
Staff
We believe:


Therefore we:



Provide opportunities for staff to share in decision making and to obtain
feedback
Provide a safe and comfortable working environment with release time
for programming and other duties
Provide ongoing professional development for staff
Community
We believe:

We must strive to be a centre of excellence for early childhood
education within our community
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2016 The Piper Centre Information Booklet



As advocates for our profession, it is important to share our knowledge
and experience
We are a central link to information and support services within the
wider community
In the importance of nurturing established relationships with community
organizations, council and local schools

The needs of children, families, staff and the community are constantly
changing and that ongoing evaluation is essential to create a service
that is responsive to those needs

Ensure that we operate within the guidelines set down by governing
and professional bodies
Use the established channels of communication with committee,
council and the community
Encourage Early Childhood and work experience students to take part
in our program
Utilise local services in an effective and meaningful way
Participate in community events
Evaluate our centre goals and program regularly
Therefore we:





Code Of Ethics.
From this philosophy we have developed many policies, which provide guidelines for the operation
of our centre. Policy review and development is ongoing.
What Is the National Quality Framework – (NQF)
The Piper Centre welcomes the implementation of the National Quality Framework (NQF) which
commenced on 1 January 2012. The NQF is the new regulatory scheme for most pre-school, long
day care, family day care and outside school hours care services.
Early childhood experts and professionals maintain that quality is critical when it comes to early
childhood education and care - particularly in the first five years of a child's life.
Before the implementation of the NQF quality standards across early childhood education and
care services vary across Australia and there is often limited information available to help families
choose the best service for their children.
The National Quality Framework aims to raise the quality of education and care across Australian
services by introducing a National Quality Standard - this is a standard that all services will have to
work to. Other changes include increasing educator to child ratios, introducing qualification
requirements and a national assessment and rating process.
These changes will provide families with information on the quality of care to help them make
informed choices about which service will best meet their needs.
The NQF encompasses:
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2016 The Piper Centre Information Booklet
A national legislative framework - Education And Care Services National Law and
Regulations
A National Quality Standard
A national assessment and rating system
Regulatory authorities in each state – in NSW this is the NSW Department of Education &
Communities – Early Childhood Education & Care Directorate
A national body to oversee the new system and to ensure a consistent approach – the
Australian Children’s Education And Care Quality Authority (ACECQA)
What is the National Quality Standard?
Structure of the National Quality Standard
The National Quality Standard comprises guiding principles, quality areas, standards and elements.
There are seven quality areas in the National Quality Standard, which capture aspects critical to
the provision of quality early childhood education and care and outside school hours care services,
including educational concept and practice, structural quality, interactions between educators
and children and targeting services to meet the needs of families and local communities.
National Quality Standard Quality Areas
The National Quality Standard is divided into seven Quality Areas:
1. Educational program and practice
2. Children's health and safety
3. Physical environment
4. Staffing arrangements
5. Relationships with children
6. Collaborative partnerships with families and communities
7. Leadership and service management.
The National Quality Standard aims to promote:

the safety, health and wellbeing of children

a focus on achieving outcomes for children through high-quality educational programs

families' understanding of what distinguishes a quality service.
National Quality Rating and Assessment Process
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2016 The Piper Centre Information Booklet
Services covered by the National Quality Framework are assessed and rated against each of the
seven Quality Areas of the National Quality Standard and the National Regulations. They are also
be given an overall rating.
Rating Levels
There are five ratings under the new system that a service could get against each Quality Area as
well as the overall rating. The rating levels are:

Exceeding National Quality Standard Meeting National Quality Standard – indicates that a
service is exceeding the National Quality Standard.

Meets national quality Standard – indicates that a service is meeting the National Quality
Standard.

Working Towards National Quality Standard – indicates that a service is working towards
meeting the National Quality Standard.

Significant Improvement Required – indicates that a service is not meeting the National
Quality Standard and that the regulator is working closely with the service to immediately
improve its quality.

Services can apply to the Australian Children's Education and Care Quality Authority for an
Excellent rating – indicates that a service demonstrates excellence and is recognised as a
sector leader.
Why Do We Need a National Quality Standard?
The National Quality Standard is an important reform which will deliver a higher standard of care for
children in the critical areas of education, health and safety and will provide clearer and
comprehensive information for families so they can choose the best services for their child.
We know that the first five years of a child’s life shapes their future – their health, learning and social
development – and we want to make sure that their future is bright.
Early childhood experts and professionals maintain that quality is critical when it comes to early
childhood education and care.
The National Quality Standard will require all providers to improve services in the areas that impact
on a child’s development and safety and to provide families with quality information to help them
make informed choices about services.
Quality Improvement Plans
The National Quality Framework emphasises the importance of ongoing improvement. Each
service is required to develop a Quality Improvement Plan which outlines how the service is, or is
not, meeting the National Quality Standard. Services are required to develop and/or update their
Quality Improvement Plan annually and keep it on site and available for review by the regulator.
Services are required to submit their Quality Improvement Plan to the regulator prior to full
assessment which will be carried out dependent on the service’s history in meeting the National
Quality Standard.
Assessment
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2016 The Piper Centre Information Booklet
Assessments by an appropriately qualified assessor, against all the elements of the National Quality
Standard are conducted at site level. Post-assessment written advice is provided to service
providers.
The National Quality Standard and The Piper Centre
The Piper centre was awarded the rating assessment grade of EXCEEDING in 2014.
As part of our commitment to the National Quality Framework, each year, the Piper Centre staff
have completed a self-study against each of the Quality Areas and their Standards and Elements.
We also develop a Quality Improvement Plan, which is displayed in our Centre’s foyer.
For more information about the National Quality Standard please feel free to talk to a staff member
or visit www.acecqa.gov.au.
Belonging, Being and Becoming- The Early Years
Learning Framework for Australia
Belonging, Being and Becoming is
Australia’s first National Early Years
Learning
Framework
for
early
childhood educators. The aim of this
document is to extend and enrich
children’s learning from birth to five
years and through the transition to
school. Early childhood is a vital period
in
children’s
learning
and
development. The Framework forms
the foundation for ensuring that
children in all early childhood
education
and
care
settings
experience quality teaching and
learning. It has specific emphasis of
play based learning and recognises the
importance of communication and
language (including early literacy and
numeracy) and social and emotional
development. The Framework aims to
ensure that all young Australians
become:

Successful learners

Confident
and
creative
individuals

Active and informed citizens
Fundamental to the Framework is a
view of children’s lives as
characterised by belonging, being
and becoming. From before birth
children are connected to family,
community, culture and place. Their
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2016 The Piper Centre Information Booklet
earliest development and learning takes place through these relationships, particularly within
families, who are children’s first and most influential educators. As children participate in everyday
life, they develop interests and construct their own identities and understandings of the world.
BELONGING
Experiencing belonging – knowing where and with whom you belong – is integral to human
existence. Children belong first to a family, a cultural group, a neighbourhood and a wider
community. Belonging acknowledges children’s interdependence with others and the basis of
relationships in defining identities. In early childhood, and throughout life, relationships are crucial to
a sense of belonging. Belonging is central to being and becoming in that it shapes who children
are and who they can become.
BEING
Childhood is a time to be, to seek and make meaning of the world. Being recognises the
significance of the here and now in children’s lives. It is about the present and them knowing
themselves, building and maintaining relationships with others, engaging with life’s joys and
complexities, and meeting challenges in everyday life. The early childhood years are not solely
preparation for the future but also about the present.
BECOMING
Children’s identities, knowledge, understandings, capacities, skills and relationships change during
childhood. They are shaped by many different events and circumstances. Becoming reflects this
process of rapid and significant change that occurs in the early years as young children learn and
grow. It emphasises learning to participate fully and actively in society.
The Framework conveys the highest expectations for all children’s learning from birth to five years
and through the transitions to school. It communicates these expectations through the following
Five Learning Outcomes:
• Children have a strong sense of identity
• Children are connected with and contribute to their world
• Children have a strong sense of wellbeing
• Children are confident and involved learners
• Children are effective communicators.
OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
• Children feel safe, secure, and supported
• Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
• Children develop knowledgeable and confident self -identities
• Children learn to interact in relation to others with care, empathy and respect
OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO
THEIR WORLD
• Children develop a sense of belonging to groups and communities and an understanding of the
reciprocal rights and responsibilities necessary for active community participation
• Children respond to diversity with respect
• Children become aware of fairness
• Children become socially responsible and show respect for the environment
OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING
• Children become strong in their social and emotional wellbeing
• Children take increasing responsibility for their own health and physical wellbeing
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2016 The Piper Centre Information Booklet
OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
• Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination and reflexivity
• Children develop a range of skills and processes such as problem solving, enquiry,
experimentation, hypothesising, researching and investigating
• Children transfer and adapt what they have learned from one context to another
• Children resource their own learning through connecting with people, place, technologies and
natural and processed materials
OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
• Children interact verbally and non-verbally with others for a range of purposes
• Children engage with a range of texts and gain meaning from these texts
• Children express ideas and make meaning using a range of media
• Children begin to understand how symbols and pattern systems work
• Children use information and communication technologies to access information, investigate
ideas and represent their thinking
What is the International Baccalaureate Primary
Years Programme (PYP)?
At the heart of the PYP is structured inquiry which is used as a vehicle for learning. Teachers and
students develop and use key questions that are concept based to structure their units of inquiry.
They acquire and apply transdisciplinary skills while developing an understanding of important
concepts. The development of attitudes and the
expectation of socially responsible behaviour are also
essential elements of the programme.
The Piper Centre students will undertake four units of inquiry,
investigating their world through the transdisciplinary
themes of:
 Who we are
 How we express ourselves
 Where we are in place and time
 How the world works
 How we organise ourselves
 How we share the planet
A portfolio of each child’s development allows teachers,
parents and students to reflect on the learning journey with
the purpose of making learning visible.
The PYP Learner Profile
The aim of all IB programmes is to develop internationally
minded people who, recognizing their common humanity
and shared guardianship of the planet, help to create a
better and more peaceful world.
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and
research and show independence in learning. They actively enjoy learning and this love of learning
will be sustained throughout their lives.
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2016 The Piper Centre Information Booklet
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In
so doing, they acquire in-depth knowledge and develop understanding across a broad and
balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and
approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in
more than one language and in a variety of modes of communication. They work effectively and
willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for
the dignity of the individual, groups and communities. They take responsibility for their own actions
and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are
open to the perspectives, values and traditions of other individuals and communities. They are
accustomed to seeking and evaluating a range of points of view, and are willing to grow from the
experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others. They
have a personal commitment to service, and act to make a positive difference to the lives of others
and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and
have the independence of spirit to explore new roles, ideas and strategies. They are brave and
articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to
achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able to
assess and understand their strengths and limitations in order to support their learning and personal
development.
These characteristics create the PYP learner profile to which we all aspire to be.
(IB learner profile booklet page 5)
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2016 The Piper Centre Information Booklet
Introduction to the Reggio Emilia Approach
In collaboration with the PYP our learning environment is influenced strongly by the Reggio Emilia
approach to education. This philosophy is inspired by the system of early years education in Reggio
Emilia, a town in Northern Italy. Reggio Emilia has become renowned for offering a system of
education which respects children and their rights to be citizens. This system is recognised by many
as the ‘world’s best practice’ in early childhood education. The concepts emphasised in the Reggio
Emilia approach to teaching and learning are:
 The image of the child as competent, powerful, and full of potential
 The importance of the physical learning environment to stimulate enquiry
 The importance of photographs, children's work samples, and teachers', children's and
parents' words to document, communicate and enhance the process of learning
 The importance of teacher-teacher and parent-teacher collaboration, and the link between
home and school
 The importance of giving children the freedom to follow their own curiosity as they solve
problems and research ideas.
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2016 The Piper Centre Information Booklet
The Piper Centre Staff
Angela Oberhardt
Coeducator
Judi Nealy
Head of Junior School
Tracy Tonkin
Coeducator
Taesha Duley-Smith
Director of The Piper Centre
Educator
[email protected]
Megan Arnet
Educator
Alison Warren
Coeducator
Leanne Attard
Coeducator
Jodie-lee Leitch
Educator
Michelle Mele
Coeducator
Sarah’may Taylor
Educator
Anita Csapo
Coeducator
Melanie Richards
Art Educator
Fiona Mills
Administration
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2016 The Piper Centre Information Booklet
The Piper Centre Operation
Hours ................................................... 8.00am – 3.55pm
(Structured learning program commences
at 9.00am and concludes at 3.00pm)
Cooinda Pre-prep Program (3-year olds):
Lunch .................................................................. 12.30pm
Morning Tea Time ............................................ 10.00am
Elanora and Marana Preparatory Program (4-year
olds):
Lunch ……………………………………………....1.00pm
Morning Tea Time ............................................ 10.30am
Cooinda Pre-prep Program (3-year olds):
2-day program ....................... Monday and Tuesday
3-day program ... Wednesday, Thursday and Friday
5-day program ................................. Monday – Friday
Marana Pre-prep Program (3-year olds):
2-day program ................................................................ Monday and Tuesday
Elanora and Marana Preparatory Program (4-year olds):
2-day program ....... ........................................................ Monday and Tuesday
3-day program ................................................................ Wednesday, Thursday and Friday
5-day program ................................................................. Monday – Friday
Office Hours
Preparatory ...................................................................... 8.00am - 4.00pm
Junior School .................................................................... 8.00am - 4.00pm
Senior School .................................................................... 8.00am - 4.30pm
SCHOOL CONTACT DETAILS
Telephone
Main
The Piper Centre
Junior School
Uniform Shop
4220 0200
4220 0251
4220 0250
4220 0230
Facsimile
Administration
Accounts
Junior School
SS Academic Staff
Mailing Address
Street Address
Website
PO Box 225, Figtree NSW 2525
12 Western Avenue, Mangerton NSW 2500
www.tigs.nsw.edu.au
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4220 0201
4220 0205
4220 0206
4220 0204
2016 The Piper Centre Information Booklet
The Piper Centre Information
Allergies
Please advise the Director or class teacher immediately if your child has any allergies.
Arrivals and Departures
Arrival and departure times encourage families to interact in the environment, build relationships,
open communication networks and ensure the safety of children when being delivered and
collected from the service. To ensure that all children are accounted for on a daily basis and have
a safe and secure arrival and departure, the following will apply:
Arrival

On arrival, children attending the Centre must be signed in on the daily class register and
then handed over from the Parent/Guardian to a staff member.
Departure Management

Children must be collected by the closing time of 3.55 pm.

The authorised person collecting the child must sign the attendance sheet next to the
child’s name, indicating time of departure.

The authorised person is to ensure that all belongings are collected.

The authorised person must ensure that an educator is aware that they are taking the child
from the service.

Educators are to be notified if the persons collecting the child are to be later than stated on
the attendance sheet and the child will be notified.

If the child is to be collected by a person whose name is not on the enrolment form as a
person authorised to pick up the child, parents must have personally informed the
Administration Office Staff either verbal, in writing (where practical) or using the
Authorisation of collection form (available at reception) prior to pick up. The parent will be
required to indicate who will collect the child, give a description and ask the person to
provide staff with proof of identity. The person picking up the child will be asked to show
photo identification.

The names and contact numbers of all people authorised to collect the child must be
included in the enrolment form. Any changes to these must be advised in writing to The
Piper Centre as soon as possible.

The authorised person is required to give proof of identification (photo ID such as a driver’s
license) to educators if they have not seen them previously.

Educators will not release the child to anyone who is not authorised without prior consent
and in line with The Piper Centre‘s “Supervision” policy.

If the service has not been notified and someone other than the parent or authorised
person comes to collect the child, educators will ring the parent to get his or her
authorisation. The child will not be released from the service until proper authorisation has
been received.

All persons collecting a child who are not on the child’s enrolment form must provide photo
ID before entering the classroom.
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2016 The Piper Centre Information Booklet
Late Collection of Children Fee

If a child remains at The Piper Centre after closing time, the following will be applied:
i.
If the child is 4 years of age, the child will be taken to and enrolled in Extend at TIGS
afterschool care. A fee for parents will apply.
ii.
If the child is 3 years of age, they will stay in the care of Piper Centre staff and the
following late fee will apply; an Administration Fee of $25 and a Penalty Fee of $3.00
per minute, per child will be charged. Parents will be asked to sign the Late Collection
Form, to acknowledge the late pick-up and fees incurred.
If it has not been possible to arrange for the child to be collected thirty (30) minutes after service
closure, the following procedures must be adhered to:

Inform the Nominated Supervisor/Certified Supervisor of the situation.

Follow Department of Education and Communities Abandoned Child Procedure, i.e. contact
Child Protection Helpline 24 hours service on 132 111.
Please Note: Under NO circumstances are educators to take the child home or release them into
the custody of an adult without the appropriate authorisation.
DISMISSAL ROUTINE IS AS FOLLOWS:
Parents are welcome to collect their child from the Piper Centre any time before 2.40pm.
2.40pm
Early Piper Centre dismissal concludes.
3.00pm
Kindergarten car line begins – Hot spot parking commences (5 minute limit).
3.10pm
Year 1 – Year 6 car line begins.
3.40pm
Junior School car line concludes. Junior School children who have siblings in the
Piper Centre will be supervised in the 6W classroom.
Piper Centre parking and pick up commences. Parking along the walk way will be
available.
3.55pm
Parents of any remaining students will be contacted.
3.55pm
Piper Centre closes. Any remaining Prep children 4 years of age or Junior School
students are taken to Extend @ TIGS. (A fee for parents will apply).
Pre prep students who are 3 years will be supervised by Piper Centre staff and a late
fee will also apply.
Please note: The stacked car parking outside the Piper Centre is reserved at all times for Piper
Centre Staff only.
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2016 The Piper Centre Information Booklet
Birthdays
Birthdays are a very important part of a young child’s life. If you would like to bring a cake to share
with other children, we encourage you to do that. As we have a ‘no nut’ policy, please do not send
any items containing nuts or peanut oil. We find that individual patty cakes or donuts are the most
suitable.
Communication Systems
Daily Sign In/Out Book
For safety and security reasons, parents or carers are required to sign their child in to the centre each
day. Sign-in sheets are located in each of the classrooms on the sign-in table. Please write down the
name of your contact person and the time that you will be collecting your child. Your child must be
received by a staff member before you leave. Please sign out in the book provided when you collect
your child.
Program Reflections
To ensure a full and inclusive program is provided in The Piper Centre we reflect on the provisions
made and the learning that is happening on a daily basis. These reflections are posted your child’s
KINDERLOOP page. KINDERLOOP uses a personal website environment to display news, activities,
documentation and artwork. Information about KINDERLOOP will be available during orientation.
Communication Files/Folders
Your child will be given a communication folder that will be sent home on the last day of their week.
All notes and information will be distributed through this folder. We ask that this folder is returned on
the first day of your child’s school week.
Documentation
What is it?
 Photographs
 Transcripts of small group discussions, explorations of a topic
 Children’s symbolic representations of their theories and ideas (drawing, sculpting, painting)
 Collaborative products e.g. a group painting, model, or some other form of representation
at the culmination of a project
By making learning visible:
 It allows children to revisit their own discovery process and perhaps provide a beginning for
further learning
 It provides educators with a tool for research
 It provides a means of communication with parents and the community
 It shows that adults value both the process and the product of children’s work
 It leaves children with traces of the past – memory
Documentation provides the opportunity to display to others how powerful children are:
 Reflection
 Revisiting
 Recognising
 Self evaluation and social evaluation
 Gives parents the opportunity to know what their child does and how they do it
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2016 The Piper Centre Information Booklet
Excursions and Visitors
From time to time we will be inviting
visitors/entertainers into The Piper Centre to
entertain the children. Excursions will also be
planned. An acknowledgment note will be sent
home prior to the event.
Food
Each child is requested to bring in a healthy
morning tea and lunch, which is packed separately
and is clearly labelled with your child’s name. We
ask that these meals be separated onto the trolley
in your child’s classroom on your arrival.
We have a ‘No Nut’ policy please do not sent any
items containing nuts or nut products.
Health regulations for the heating and serving of
food to children have become very strict. As we do not have food handler’s qualifications and our
kitchen is not equipped with the correct thermometers etc for testing food, we are unable to heat
any food to serve to children.
Lunch can be ordered from the school canteen. The canteen menu will be available at the start of
each term. Due to The Piper Centre lunch time we are unable to order the canteen “specials”. All
lunch orders need to be in a brown paper bag, clearly labelled with your child’s name, class and
order. Lunch orders are collected at 9am.
Health and Attendance
Regular attendance is important for all children however children who are unwell recover best at
home. Please also be considerate of the other children and staff at The Piper Centre.
If your child has an infectious disease, please let us know, as we will inform you of the length of time
your child is required to stay at home. If your child has an ongoing condition or allergy, it is important
for us to be aware of this so as to provide the best possible care.
Early childhood education and care services cannot enroll a child unless the parent/guardian has
provided documentation that shows the child:
 Is fully vaccinated for their age, or;
 Has a medical reason not to be vaccinated, or;
 Has a parent/guardian who has a conscientious objection to vaccination, or;
 Is on a recognized catch-up schedule if their child has fallen behind with their vaccinations.
To enroll in an early childhood education and care service, parents/guardians must provide a copy
of one of the following documents:
1. A current Australian Childhood Immunisation Register (ACIR) Immunisation History Statement.
2. A current ACIR Immunisation History Form on which the immunisation provider has certified
that the child is on a recognized catch-up schedule.
3. An ACIR Immunisation Exemption – Medical Contraindication Form
In the event of an outbreak of a vaccine preventable disease, unimmunised children may be
required to stay at home for the duration of the outbreak.
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2016 The Piper Centre Information Booklet
To ensure the health and safety of all children, families and staff, children who are experiencing
certain infections will be excluded from attending the service.
The Centre acknowledges that children who are sick are best cared for at home. This also minimises
spread of infection to other children, families and educators. Parents are asked to keep their child at
home if they have the following complaints:
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A high temperature of 37.8 degrees or over, within 48 hours prior to your child attending
Vomiting – within 48 hours prior to the child attending
Diarrhoea – watery/greenish bowel movements within the last 48 hours
Rashes – any skin irritation you cannot identify and has not been diagnosed by the doctor. A
doctor’s letter of clearance will need to be submitted on arrival
Severe cold – sneezing, coughing or runny nose
Not been well – the child feels unwell without any obvious systems such as unusually tired,
pale, irritable or lethargic. If the child cannot participate in the service’s normal routine.
Had a doctor diagnose an infection, eg. ear, eye, throat, and has prescribed the child
antibiotics. The child should not be brought to the centre until he/she has been on the
medication for at least 48 hours
Discharge from eyes or ears
Any contagious disease or condition that is still infectious eg. Conjunctivitis, Head Lice
In the case of a child falling ill at school, every attempt will be made to contact the parents/
guardians to arrange for the child to go home. If there is a serious sickness or injury and we are unable
to contact the parents or nominated emergency contacts, then the school will seek medical advice
for the student on behalf of his/her parents.
Please ensure that all contact numbers are relevant and current so we can make quick contact with
you or your nominee if necessary.
These personal particulars should be notified to The Piper Centre office as soon as there is any
change.
If your child requires medication during day please notify The Piper Centre’s administration staff on
your arrival. We request that you complete the appropriate Administering Medication to a Student
at School form, please see an administration staff member from The Piper Centre office, if your child
requires medication whilst at the service. The following procedures will be adhered to:
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The medication and completed form are to be handed to an admin staff member who will
verify your child’s name, dosage, and the time for administrating the medication.
No medication will be administered to a child unless the medication is prescribed by a Doctor
and presented to the service in the container in which it was dispensed. Staff will not
administer unlabelled medication. When you provide the medication in its container it must
display your child’s name, the dosage to be given and the use by / expiry date of the
medication.
Staff may only administer that medication in accordance with the information and
instructions on the container
Following the administration of the medication, staff complete and sign the Administering
Medication Register form.
The Piper Centre does not provide paracetamol for children. Please consider whether your child will
be comfortable at the centre and participate in the service’s normal routine if they do require
medication for illness.
If children require Ventolin to be given on a regular basis then an Asthma Medication Plan must be
completed and handed into The Piper Centre administration staff.
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Independent Toileting
It is the Policy of The Piper Centre to enrol children who are toilet trained.
Our definition of toilet trained is:
 Children who recognise when they need to go to the toilet and do so. If your child has
frequently occurring accidents an action plan will be decided upon between the classroom
teacher and the parents (The Piper centre is not equipped with changing facilities)
 Children who can wipe their bottom independently
 Children who wear ‘pull ups’ during the day are not considered to be toilet trained
Library (Goodhew Research Centre)
An appreciation and love of books will be developed during library lessons. The children will be able
to borrow a book on a weekly basis. To keep our books protected and in good condition your child
will need a school library bag.
Music
Music is a structured program, which will revolve around a number of musical activities including
games, singing and playing percussion instruments. These activities will introduce the children to the
basic concepts of music.
Newsletter
This is produced for our school community each week. There is a Junior School section, compiled by
the Head of Junior School, which includes remarks, general notices, requests and reminders. This
electronic newsletter can be accessed via our website www.tigs.nsw.edu.au.
Portfolios
Each child in The Piper Centre will have a portfolio. The portfolio will be a collection of thoughts,
images and photographs reflecting your child’s development over the year. Your child and their
educators will choose meaningful pieces to go into the portfolio, and this will involve your child
reflecting upon the things they have done and what they have learnt throughout the year. This
document allows teachers, students and parents to reflect on the learning journey with the purpose
of making learning visible.
Kinderloop
The Piper Centre uses KINDERLOOP as its digital communication tool. KINDERLOOP provides a secure
way for our educators to share information with parents and families, through real-time updates.
Parents are encouraged to provide feedback, comments and suggestions to the program being
offered to their child. Each KNDERLOOP is a private closed loop, photos are only shared with invited
family members or staff and cannot be shared across the web. Please see Michalie in administration
to receive your KINDERLOOP information pack.
Rest/Quiet Time
The Cooinda children have a rest/quiet time during their day. They may sleep or rest quietly on their
beds. Each child needs a sheet, small pillow and a small blanket. Each of these items needs to be
clearly labelled with your child’s name. Please collect and launder these items regularly.
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Settling in
All Pre-prep children must attend an induction session for their first week of enrolment. Children are
to attend the Centre from 9am to 1pm for their days of enrolment during this time.
Some children settle into an early learning program quickly and happily, some feel shy and may cry
on their first days. As they get used to the program, their new surroundings and the staff, they will be
eager to start each day's activities. We will do everything we can to make your child feel secure and
happy, in what may be their first time away from their parents.
If you feel that your child requires more time to transition into the program please discuss this with
your class teacher.
When dropping off your child please ensure that the following guidelines are adhered to:
 Please sign your child in each day
 Please take your child to a staff member or let them know you are leaving
 It is important that you say goodbye to your child! Say it once – tell them you are going and
will be back to collect them
 Let your child see that you are happy and confident to leave them – this will help them settle
 If your child is upset when you leave please do not come back as this only puts doubt in to
their mind. Say you love them and that you will be back and phone us later to check on
them. We will not allow your child to be distressed for a long period of time
Your child may, from time to time, become distressed. This may be due to any number of
circumstances. Therefore it is very important that you keep us informed as to what is happening in
your child’s life. We will discuss with you any observable changes in behaviour at School.
Sunblock
We supply sun block, which is rated SPF 30+ broad spectrum and water-resistant. Please apply
sunscreen to your child each morning. Staff will re-apply the sunscreen during the day.
Transport to and from school for the Piper Centre
The Piper Centre opens at 8am. We are unable to provide care for children before this time. Prep
and Pre-prep children need to be collected from the centre before 3.55pm. No child will be released
into the care of any person(s) not known to the staff. If staff do not know the person by appearance,
the person must be able to produce some form of identification stating their name and address.
Parents must provide prior notice of any variation in the persons collecting the child. Please phone
The Piper Centre Office or alternatively send in a letter with your child giving permission for them to
be collected. No child will be released into the care of a person under the age of eighteen (18) years
of age.
Toys
We discourage toys being bought into the centre unless the children are invited to for a specific
purpose. Toys brought in for your child’s news time must be kept in their bag/locker during the day.
Uniform Information
The Uniform Shop is located at 8 Western Avenue (see school map pages 21/22). The shop is open
during term time on Tuesdays and Thursdays between 8.30am and 4.00pm. During holiday periods,
days and times will vary. Please contact the School for confirmation of opening times.
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2016 The Piper Centre Information Booklet
The Uniform Shop is the only stockist of The Piper Centre’s uniform. It has the summer and winter
uniform, along with accessories such as school bags, hats, library bags and school merchandise.
Payment can be made by cash, cheque or credit card.
What to Bring
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Healthy lunch and morning tea and a drink – eg fruit, cheese, carrot/celery sticks, muffins,
sultanas, yoghurt, custard. Note – No Peanut Butter or peanut products
A labelled water bottle (no cordial please) for classroom use
Spare undergarments and a change of clothing in case of accidents
A school hat
A raincoat
A framed family photo. Which will stay in the classroom for the School Year
Everything must be clearly labelled with your child’s name.
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Items to Save and Look Out For!
In The Piper Centre we love to build and explore with lots of materials. We would really appreciate
your assistance in collecting items for us to use in our classrooms.
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Cabinet Makers: Sawdust, wood shaving, laminated cut outs, wood turnings, scraps
Department Stores: Boxes, wrapping paper, tissue, ribbons, corrugated cardboard, Styrofoam
Film Developers: Cardboard cylinders
Florists: Dried flowers, bits of ribbon, scrap Styrofoam, dropped leaves, seed pods
Interior Designers: Samples of material / tiles etc.
Garment Manufacturers: Empty spools, fabric, buttons, trimmings
Hardware: Wallpaper sample books, tile samples, screws, nuts, bolts, plastic and metal fittings
Wood Yard/Carpenters/Builders: Dowelling, scrap wood (pine), sawdust, shavings
Metal Spinning Companies: Scrap turnings and shavings
Printers: Irregular products, samples
Plumbers: Wire, tiles, pieces of pipe
Shoe Manufacturers: Scraps of leather, plastics, laces and fittings
Stationers: Old greeting cards, paper etc.
Telephone/Power Companies: Excess coloured wire, large spools
Tile Manufacturers: Seconds of tiles
Window Shade Companies: Shade cut offs, pieces of rollers
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2016 The Piper Centre Information Booklet
If…
If I can
ask my own
questions,
try out my ideas,
experience
what’s around
me,
share what I
find;
If I have
plenty of time
for
my special
pace,
a nourishing
space,
things to transform;
If you’ll be
my patient friend,
trusted guide,
fellow investigator,
partner in learning;
Then I will
explore the world,
discover my voice,
and tell you what I know
in a hundred languages.
Pamela Houk
This poem, first used as an
introduction
to
The
Hundred
Languages of Children Exhibit at the
Dayton Art Institute, was meant to
alert viewers to aspects of the Reggio
Emilia experience as well as to the
dialogues of the children printed on many panels. It was written by Pamela
Houk with valuable suggestions from Lella Gandini and the late Loris
Malaguzzi.
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2016 The Piper Centre Information Booklet
School Map - Legend
A
Uniform Shop
B
Bishop Delbridge Building (Called Delbridge Rooms BG 1 – B2 4)
TOILETS
(Ground Floor), B1 3 & B1 4 (first floor up main stairs in centre of building),
B2 3 & B2 4 (top floor up main stairs in centre of building), B1 1 & B1 2 (first floor
upstairs on northern end of building), B2 1 & B2 2 (second floor up stairs on
northern end of building)
C
Administration/Student Reception/Staff Room/Sick Bay
COURT
Basketball/Tennis Court
CY
Courtyard outside the Goodhew Research Centre
D
Science/Music Performance Room (Labs off Senior Square: D1 1, D1 2, D1 4,
D1 7, Downstairs Labs: DG 1 & DG 2)
E
Music classrooms on first floor of IGC E1 1 – E1 4 Music Recital Rooms E1 8
F
Art/Photography/D & T Rooms F1 3 – F1 12 (same level as entry to
Goodhew) FG 1 – FG 3 (down the southern stairs beside the Goodhew Centre)
G
Archbishop Goodhew Research Centre (referred to as the Library)
(Room GG 6 downstairs, entry from H Block side of building)
H
English/PE Department (Rooms HG 1 – HG 8), Counsellors, Support & TOILETS
I
Bishop Begbie Drama Theatre (called Begbie)
J
Junior School (TOILETS: Senior students can use these in an emergency)
K
The Piper Centre Pre-prep and Prep Rooms
L
Design and Technology/Information Technology (Rooms LG 1 – LG 4)
M
HSIE/Language Centre: Upstairs Rooms: M1 1, M1 2, M1 3, M1 4, M1 5, M1 6,
Downstairs Rooms: MG 1, MG 2, MG 3
N
The Illawarra Grammar Centre (The IGC) Rooms NG 1, NG 2 CANTEEN
Sp
Sports Fields (PE)
SS
Senior Square
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2016 The Piper Centre Information Booklet
School Map
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2016 The Piper Centre Information Booklet
The Piper Centre Parking
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