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W E L C O M E N O T E
Thank you for choosing Odyssey and giving us this oppor tunity to make a dif ference in your child’s life. We warmly embrace you and your child into our family. We look forward to an enriching and exciting journey of learning without boundaries in Odyssey. Providing an insight into the vibrant learning community at Odyssey, and how the International Baccalaureate ( IB), specifically the Primary Years Programme is incorporated, this handbook represents the first step towards the establishment of an essential par tnership between the school and parents. A strong home-school par tnership is a proven determinant of school success. We encourage parents to read this handbook carefully to bet ter understand our philosophy, curriculum, policies and practices.
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O V E R V I E W
Odyssey The Global Preschool offers a new definition of early childhood education that connects educators, children, parents and the community to the early childhood world of the 21 st century. The philosophy that defines the teaching and learning practices of Odyssey was conceptualised through extensive research studies in early childhood educational trends and practices from around the world. This powerful philosophy promotes an innovative curriculum that infuses cutting edge educational approaches to prepare children for a world beyond the classroom. Children become successful in all aspects of their lives, they acquire the intellectual and affective dispositions to become critical thinkers, communicators, risk takers, as well as caring, balanced and open-minded individuals. They will also become young inquirers who are principled, knowledgeable and reflective.
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ODYSSEY VISION AND MISSION STATEMENT
To be the global representation for innovative early childhood education. Curriculum & Programme Innovative 21 st century education that promotes children, educators and parents as capable, active citizens of the world. Continuous Professional Development Continuous professional development and growth of educators through immersion and the pedagogy culture of the 21 st century. Educational Research & Curriculum Development Continuous professional development and growth of educators through immersion and the pedagogy culture of the 21 st century. Parents & Community Outreach Parent partnership, advocacy, collaboration and global networking to connect the school learning community to the local and international community.
ODYSSEY CORE VALUES
A set of core values serves as guiding principles that guide the realisation of our vision and mission:
Children’s First We put children first in everything we do.
Professional Conduct We value the highest degree of integrity and professionalism.
Embracing Diversity We nurture a learning community that is built on understanding, recognising and respecting individuality and intercultural differences.
Collaborative Partnerships We cultivate positive interactions and respectful relationships with all our stakeholders.
Continuous Innovation We embrace a culture of continuous innovation.
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PHILOSOPHY AND GOALS
Our philosophy and beliefs are translated into prevailing statements that convey the significant roles of the child, teacher and parent in advancing the mission and objectives of Odyssey.
Every child has the right to active citizenship Curriculum is designed to promote children as competent learners, who are empowered to be the active constructors, motivators and thinkers in the teaching and learning process. Teachers are professionals who embrace active citizenships Teachers are recognised as caring, competent and reflective teachers who are conferred their rights as professional educators. They work with children and families to promote knowledge, inquiry and a positive learning culture within the school community. All parents are accorded rights to active citizenship Parents are respected as unique individuals who have a special relationship, unique knowledge and understanding of their child. The school recognises parents as a valuable resource and active contributing members of the school in supporting children’s optimal learning and growth.
BEST- IN-CLASS PEDAGOGUES
Pedagogues are passionate and committed to promote optimal care and education for children. They represent Odyssey’s prestigious team of dynamic and dedicated early educators who relentlessly advocate for the enrichment of children’s lives. Odyssey promotes an educational philosophy that respects individuality and the unique potential, talents and gifts of each child, thus classes are featured with a low teacher-child ratio to facilitate personalised interactions and individualised teaching practices.
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C U R R I C U L U M , L E A R N I N G W I T H O U T B O U N D A R I E S
Curriculum is described as a journey to reflect the continuous journey of inquiry, research and experimentation undertaken by the children in exploring emergent experiences and constructing understanding and knowledge. Curriculum promotes the holistic learning of intellectual, affective and life skills, as well as creative and aesthetic skills.
EARLY YEARS
Bambino: Toddler:
8 months to 17 months 18 months to 30 months
Pre-Nursery:
3 years
Early Years programme promotes age-appropriate, holistic development focusing on children’s communication and language skills, creative expressions, physical, social and personal competencies. Skills, concepts and content development are implemented in age-appropriate and developmentally-appropriate ways through emergent play situations. Early Years children are supported in a conducive, stimulating and responsive environment where they learn by making sense of things and people around them, investigating the world, forming relationships and engaging in active social interactions. Early Years learning ensures a smooth transition to the more structured and skills-driven learning expectations of the preschool years.
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PRESCHOOL
Nursery: Junior-K: Senior-K:
4 years 5 years 6 years
In the Preschool years, emphasis shifts from emergent strategies of the Early Years to purposeful acquisition and understanding of content, skills and concepts.
Children’s developing language competencies are more visibly used as a tool for communication and for learning content and concepts. With increasing maturity of their physical competencies, Preschool children are able to take on greater challenges in physical pursuits and engage in more sophisticated pre-writing and writing experiences. Expectations for self and social development are prioritised resulting in even greater autonomy and independence, enhanced self-help skills, emotional self-regulation, self-concept and confidence. The Preschool programme promotes children’s interests, curiosity and their natural quest for knowledge; leading to experiences in problem solving, inquiry, investigation, discovery and active hands-on explorations. In the Preschool years, learning is naturally more structured and integrated across multiple disciplines to meet expectations for holistic goals, development of life skills, dispositions and attitudes, as well as academic achievements.
EARLY YEAR CURRICULUM
CHINESE FULL IMMSERSION
Early Years learning is largely unstructured and occurs in the contexts of emergent and multisensory experiences, encouraging children’s natural curiosity, discovery, imagination and creative expression. The curriculum is designed with the developmental milestones and characteristics of children of this age group in mind. The open-ended nature of the Early Years experiences ensure a holistic development that lays the foundation for later years learning.
This is a programme option in selected Toddler and Pre-Nursery classes that of fers immersion and exposure to the Chinese Language. Children experience greater immersion in the language through an environment with more Chinese teachers who facilitate the use of the language in everyday interactions and conversations throughout the day.
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SkillWorks
SkillWorks focuses on the acquisition of foundational skills and concepts essential to early intellectual, academic and skills development.
1. Literacy Integration
Using literature as the platform for holistic language skills acquisition. Literacy integrated experiences include phonics, word recognition, reading, grammar, spelling and writing skills.
Student Agency
2. Math Inquiry
Odyssey practices Student Agency where children are viewed as competent learners who takes responsibility and ownership of their learning. They direct their learning with a strong sense of identity and self-belief, and in conjunction with others, thereby building a sense of community and awareness of the opinions, values and needs of others.
Engage children in math inquiry and thinking while exploring and acquiring understanding of mathematical concepts and skills. Math content is learnt through developmentally structured and progressively sequenced math topics to provide the breadth and depth of learning across the age groups.
Project Work
3. Prep Class Curriculum
Project Work engages children in initiating and exploring topics of interests for inquiry, leading to construction of new understanding and knowledge. Project Work offers a platform for children to engage in active communication, collaboration, creative pursuits, critical thinking and problem solving. These are interwoven with the learning and application of skills that children need to transit to learning and living in the real world of the 21 st century.
An enhanced preparatory programme for the Senior-K class during the last semester in Odyssey. The emphasis is on the acquisition of enhanced skills in literacy and math. Prep Class Curriculum is centered around the application of EQ and IQ skills such as self-management, perseverance, risk-taking, critical thinking, problem solving, collaboration and social skills.
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CREATIVE CURRICULUM
1. Music Odyssey Concrete experiences in responding, connecting and creating that engage children in exploring with music, rhythm, speech, theatre skills and playing with instruments, as well as performing, composing and improvising their own music, songs, creative movements and dance. 2. Ar t Odyssey An interdisciplinary ar t curriculum that promotes ar tistic thinking, creative expressions and processes where children learn about ar t, experience ar t and appreciate ar t through concrete experiences in exploring elements of ar t and experimenting with a variety of ar t techniques and media. 3. Fitness and Spor ts A comprehensive physical education programme that promotes physical health, fitness and spor ts. Fitness experiences are planned around fun games, spor ts and movement activities, including a focus on health education that aims to nur ture in children a positive at titude towards healthy habits and an active lifestyle. 4. Lit tle Chef A multisensory curriculum that of fers engaging and enjoyable hands-on experiences in cooking and food preparation. Children benefit from the multi - faceted experience where science, math, ar t, music, literacy and social studies are holistically integrated as they learn about nutrition, hygiene, food handling and kitchen safety. 5. Outdoor Learning Experiences Outdoor learning includes a variety of creative outdoor pursuits that ef fectively facilitates the full range of holistic experiences from physical, cognitive, emotional, social skills and community awareness to environmental and naturalistic explorations. 6. Creative Play Creative construction, socio -dramatic play, cognitive and manipulative play promote children’s creativity and imagination while engaging them in social interaction, f ine motor skills development, as well as communication, collaboration, creative and critical - thinking skills.
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In Odyssey, we believe that through the use of various methods of assessment, we can strengthen our teaching and guide our instruction. This is an ongoing process that allows the teacher and student to track progress. By understanding our learners we can adapt and change our instruction to help students and teachers reach expectations set for th by our program. In Odyssey, teachers take on an many roles and identities, including: • facilitator • observer • reflective practitioner Through these flexible lenses, children’s holistic development is scaf folded and meaningfully evaluated based on their observations and the children’s milestones. The main aim of assessment is to provide feedback on the learning process and the development of the five essential elements to inform fur ther learning. Assessment in the classroom includes:
• Collecting evidence of students understanding and thinking • Documenting learning processes of groups and individuals • Engaging students in reflecting on their learning • Students assessing work produced by themselves and by others • Developing clear rubrics
• Identifying exemplary student work • Keeping records of test/task results
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I N C L U S I O N P O L I C Y
Inclusion is about recognising and respecting every child’s right to quality education. Early identification and intervention are pivotal to the prognosis of the child with developmental and special learning needs. We believe that the first seven years of a child’s life are critical windows for his or her development physically, intellectually, socially and emotionally. Early services to children with developmental and special learning needs reduce later educational risk and improve their chances for educational success in later school life. Taking immediate actions to seek professional help and to work collaboratively with the teachers and school, will help the child take advantage of early intervention so that he or she can be supported with curriculum modifications and professional help as early as possible. Several critical success factors are important to achieving excellence in the early intervention and education of children with developmental and special learning needs.
These include:
• Timely and early identification, coupled with proper assessment so that the child can have access to learning and services as early as possible.
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• In this regard, prospective parents seeking to enrol your child into school are required to declare if the child has any known disabilities or special learning needs. • Parents are required to furnish the school with a copy of the doctor’s and/or psychologist’s assessment of the child’s condition (if any), for documentation purpose. • This information is kept strictly confidential and will enable the school staff to develop a complete profile of the child to determine whether he or she would need additional assistance and attention during his or her time in school. • In the event that the child is identified by our teachers as having or likely to experience behavioural issues or special needs conditions, the school will continue to render professional services, provided that the parents agree to work with the school, upon the school’s advice, on what is beneficial towards meeting the child’s developmental needs. Parents are required to seek professional and clinical consultation to diagnose their child’s condition. • Parents are strongly encouraged to address the child’s behavioural or developmental needs, and to work collaboratively with the school in the interests of the child. • The school reserves the right to advise parents to seek alternative programme or care for the child, or to terminate the child’s enrolment in our school, for the following reasons:
1. Parents prefer alternative treatments prescribed otherwise.
2. The school is unable to support the child’s condition after several rounds of discussions and implementations of various strategies.
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T H E L E A R N I N G E N V I R O N M E N T
Creative Outdoor Spaces
Odyssey is purpose -built and incorporates progressive design considerations that are aligned to meet the philosophy and pedagogical practices of the programme and curriculum. The design of environment and provision of facilities are thought fully planned to extend the philosophy promoting individualisation, personalisation, innovation and creativity.
Our spacious outdoor environment provides an abundance of natural resources that promote a multitude of holistic multi -sensory experiences and learning oppor tunities, which includes:
• Playground • Open Field * • Music Garden • Orchard * • Cycling Track*
Creative learning spaces of Odyssey include:
• • • • • •
Piazza
• Water Playground • Sand Playground • Fitness Station • Makerspace • Ar t Jamming Space • Il Giardino
Il Giardino D’Pranzo La Cucina
Atelier
Jam Studio
• Library • Makerspace
* at selected campus
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E V E N T C A L E N D A R
Odyssey promotes a vibrant yearly event calendar incorporating a multitude of extra-curricular activities and events for children, teachers and parents. These special events effectively augment our school as a collaborative learning community. Events are organized as additional educational avenues for children to extend learning beyond the classroom, and connect with the community and the world around them.
At the same time, children gain the vicarious experience of engaging in social interactions with peers, teachers, parents and the community in a real life and real world setting.
Events •
Parents Welcome Tea Class Curriculum Tea Project Showcase Senior K-Exhibition
• • • • • • • • • • •
Parent-Teacher Conferences
Parent- in-Class
Commune @ Odyssey
Little Chef Day
Fitness Challenge Day Chinese Immersion Day Colours of Odyssey Children’s Theatre
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H O M E - S C H O O L P A R T N E R S H I P
Parents form an integral par t of a successful early childhood education programme. Active par ticipation in the school life of children is strongly encouraged. In Odyssey, collaborative home - school par tnership is a key mission of the programme, as we strive to maintain a dynamic, interactive and open environment that suppor ts family interests in raising happy, healthy children.
Celebrating the 1 st week
• Each child’s f irst week of school is celebrated with an update which will include photographs and teacher observations.
Daily Communication
• Daily home - school communication (feedback, concerns, instructions, messages, updates, etc.) can be shared by phone, email and/or in person. It is recommended that parents call the school between 1pm and 3pm to speak to the teachers to avoid disruptions to lessons and classroom activities.
Class Update
• Class updates are descriptions of class activities, projects, events accompanied by photograph samples that present the children’s engagement to keep parents informed of the children’s rich educational experiences in Odyssey.
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Class Curriculum Tea
• Class Curriculum Tea communicates expectations of the curriculum at the beginning of the year, which sets the stage for continued interaction between home and school. Through this tea session, teachers and parents can establish the platform for sharing feedback, communicate goals and provide evaluations on progress and development.
Project Showcase
• Project Showcase provides the plat form for children to present and showcase their learning in all areas of the curriculum to peers, parents, teachers and visitors.
• Showcases are organized as culmination activities for children’s projects such as Lit tle Chef Day, Colours of Odyssey Exhibition and Children’s Theatre.
Parent-Teacher Conference (PTC)
• PTC enables teachers to share children’s progress and development with parents. It helps teachers and parents gain a bet ter understanding of how their children respond in school and at home. Teachers also use this oppor tunity to engage parents in discussing the goals and learning outcomes appropriate for the next period of learning, thus providing a plat form for both par ties to share responsibility.
Parents in-class
• Parents in-class is a parent involvement programme where parents are invited into the classroom to par ticipate or volunteer in a variety of classroom activities and events.
Commune @ Odyssey
• Commune @ Odyssey is a parenting programme to support parents in their parenting roles. Commune is orgnanised as workshops or talks with topics related to parenting, child development and early childhood education.
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S T A R T I N G S C H O O L
SEPARATION ANXIETY
Starting school is an important milestone in a child’s learning journey. It is thus important for parents to work collaboratively with teachers to ensure it is a positive experience, especially when children have difficulty adjusting, fearing an unknown environment and unfamiliar people, and may suffer from separation anxiety. Although common, the condition varies from child to child and may manifest in many ways, such as:
1. Tantrums and persistent crying
2. Inability to sleep independently / persistent nightmares
3. Fear for own safety or safety of loved ones
4. Clingy behaviour and shadowing of parents at all times, even at home
5. Refusal to attend school
6. Discomfort in the morning that disappears in the day and reappears the next morning
7. Feelings of insecurity and fear when parents are out of sight
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Tips to ease home-school transition and lessen separation anxiety
First Day • Accompany your child to school.
• Encourage (but do not force) your child to take part in class activities. • Talk to your child about school at the end of the day or at home. • Highlight the positive things about school, fun activities, toys, friends, teachers and so on.
DO
• Visit the school with your child prior to the first day, so that it will be less foreign. • Accompany your child on his or her first three days, especially if he or she is very young.
• Share with your child expected routines to lessen anxiety. • Say a quick, proper goodbye and leave immediately. • Give assurance to your child that he or she will be picked up. • Communicate your whereabouts when you take your leave.
• Send your child to school regularly. Allowing the child to skip school at the slightest refusal to attend may cultivate a habit, which may prolong the transition period and/or allow the child to think that it is acceptable not to attend school whenever he or she does not feel like it. • Continue to speak positively (confidently and in anticipation) about school. • Encourage your child often and praise any progress. • Ask the teachers for additional support and guidance, whenever needed. • Bring a ‘comfort’ item if this will ease separation anxiety. • Tell your child about your day and encourage a vice-versa response so that you may learn about friends, events and incidents in the school.
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DAILY SCHEDULE
• The daily schedule puts in place class events, activities, lessons and routines, which serve as a guide for teachers in ensuring that children experience a variety of learning throughout the day. However, provision is made for flexibility and spontaneity. There may be instances when activities and events are adjusted, thus may not follow to the schedule as planned. • Each class’s daily schedule is presented to parents at the start of the school year, and a copy is always posted in the classroom.
Time
Time
Half Day Programme
7.00 am to 8.00 am
Arrival
8.00 am to 9.00 am
Breakfast / Morning-integration Play
9.00 am to 12.00 pm
Curriculum Activities
12.00 pm to 12.30 pm
Lunch
12.30 pm to 1.00 pm
Dismissal Activities / Home
Time
Full Day Programme
7.00 am to 8.00 am
Arrival
8.00 am to 9.00 am
Breakfast / Morning-integration Play
9.00 am to 12.00 pm
Curriculum Activities
12.00 pm to 1.00 pm
Lunch / Clean-up
1.00 pm to 3.00 pm
Nap
3.00 pm to 3.30 pm
Afternoon Snack
3.30 pm to 5.00 pm
Afternoon Curriculum Activities
5.00 pm to 6.00 pm
Exploratory Activities
6.00 pm to 7.00 pm
Dismissal activities / Home
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• Milk is provided during breakfast and afternoon tea for children. Parents of Toddler and Pre- Nursery children may provide a clean milk bottle and milk powder (measured out in a milk powder dispenser) if they would like their child to have milk feed just before nap time (only for full-day programme) • Pre-Nursery children will be weaned off the bottle by the middle of the year. • Milk feeds from the bottle will NOT be offered in school to children in Nursery, Junior-K, Senior-K classes.
MEALS
• Meal time is a group experience where social skills are developed. We encourage children to practise good table manners, converse freely, eat at the table, serve themselves and use their utensils properly. • Three main meals are served; breakfast, lunch and afternoon tea. The weekly menu comprises of a variety of wholesome, healthy food that encourage healthy growth. • The school menu is always posted on the parents notice boards around the school compound. • Breakfast is served between 8.00 am and 9.00 am daily at designated areas. It would thus be advisable for children to have something to eat at home if they arrive at school after 9.00 am.
FOOD
• Primarily white meat such as chicken and fish are served. Pork and beef are excluded for health and religious reasons. • Odyssey has a policy that restricts the consumption of outside and home-cooked food, with the exception of children with special dietary requirements. This is important to ensure that children with dietary restrictions (either health or religious) do not consume ‘unauthorised’ food whilst in school. • Exceptions are also made for birthday celebrations and special school events. In such instances, parents are encouraged to confirm with the class teachers that the food they wish to bring in is acceptable. • Outside food, snacks and confectionery are not to be brought into the school by parents or children, unless they are birthday treats, of which the teachers are aware. • Odyssey does not serve peanuts and tree nuts. Parents are reminded not to bring in any food that contain these.
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FOOD ALLERGIES AND DIETARY RESTRICTIONS
• Parents must notify the school of any food allergies or dietary restrictions their children may have. • A doctor’s letter is required for a child with allergies (eg. food allergy, skin allergy). • There is no special or separate menu for children with dietary restrictions / allergies. However, provision can be made to serve a suitable alternative food or ingredient that the child is able to consume. This would be mutually agreed upon between the school and parent at the point of enrolment. • In the event that the school is unable to serve an alternative on a particular day or meal from the menu, the parent would be requested to pack the child’s food for the day / meal.
BIRTHDAYS
• We encourage birthday celebrations in school. Parents should inform the class teachers of an expected birthday celebration, ideally two weeks in advance so that adjustment can be made in the daily schedule to accommodate the celebration. • It is not the school policy to communicate and/or inform other parents of a child’s birthday celebration, unless it is for dietary control reasons. • We do not encourage elaborate celebrations or parties such as with clowns or magic shows, with excessive food and goodie bags. • Birthday celebrations should not take more than ½ hour, so as not to overly disrupt class activities and routines. Birthday cakes may not be served to the children immediately depending on the routine for meals. Teachers will advise parents on the best time in the day to celebrate the birthday. • In the interest of promoting healthy eating, parents are advised to bring only a birthday cake for the celebration. • Goodie bags are not encouraged. Parents who would still like to give out goodie bags, are advised to check with the class teachers or Centre Director on acceptable items to include. • Birthday celebrations outside the school may be initiated by parents but the school is not responsible for following up or confirming attendance on behalf of parents. The school also reserves the right not to provide details of parent’s/children’s contact.
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PERSONAL BELONGINGS
Items to bring daily: • A small bag • 1 water bottle •
Mosquito repellent / patch Sunscreen lotion / cream
• • • • • •
Hat / cap
1 bath towel*
1 change of clothes*
1 laundry bag for soiled clothes and towel*
1 comb *full -day children who opt - in for showers in school For Early Years children
For Early Years children: • 1 clean milk bottle and milk powder packed in a milk dispenser • 2 to 4 diapers (if child is not toilet trained)
For full -day children, a light bedding set is encouraged to avoid taking up too much cubby space.
All personal belongings are to be labelled with the child’s name to avoid mix-up.
FOOTWEAR
For safety reasons, children are required to wear proper shoes to protect their feet from injury, especially for outdoor activities and field trips. Shoes should fit well and be comfortable. Slippers tend to slip off easily so they are not encouraged, as they may impede walking, make running and climbing dangerous.
JEWELLERY
Children are not encouraged to put on any form of jewellery while in school. The school and our teachers will not be responsible for locating the loss or misplacement of such jewellery.
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C A R I N G F O R Y O U R C H I L D
BOOSTING YOUR CHILD’S IMMUNITY
SICK CHILDREN
• In a group set ting where young children closely interact with each other, they may be more susceptible to common illnesses such as the cold, cough, stomach f lu and fever. It is thus advisable to strengthen their resistance with adequate rest and exercise, a balanced diet and vitamins.
• To ensure the well -being of all children and minimise outbreaks of illnesses, children who are sick are not allowed to at tend school. • Parents are advised to keep their child at home if he or she suf fers from any of the following symptoms:
• Fever, 37.5 degree celsius • Throat infection • Infectious conjunctivitis (sore eyes)
IMMUNISATION RECORD
• At the time of enrolment, a copy of the immunisation record should be submit ted to the school, with all necessary immunisations given to date. • Parents should also inform the school of any specif ic disabilities and allergies and changes to medical information provided.
• Diarrhea • Vomiting • Head lice
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Infected children will be put in the isolation room immediately, and parents will be informed to bring them home and to seek medical at tention. • The child’s class will be informed of the outbreak. • Immediate actions will be taken by the school to suspend the af fected class from combined class activities. • The school will be notif ied if there is evidence of inter- class spread. • At the same time, we seek parents’ cooperation to inform the school and to refrain from bringing your child to school if he or she is unwell or shows symptoms of the disease.
• If a child is found to be ill or shows symptoms of an illness whilst in school, we would require parents to take the child home immediately, and to seek medical at tention. While waiting, the child will be isolated in the sick bay or isolation room. • Children infected with or show signs of a communicable disease (Gastric Flu, Measles, Chicken Pox, Mumps, Rubella, Gastric Flu, Hand, Foot and Mouth Disease and Conjunctivitis) , should be kept at home and may return to school only at the expiry of their MC or as advised by the doctor. • If children require medication during school hours, instructions must be clearly writ ten on the medication forms; including details such as the name of the medicine, dosage, frequency, administration and the parents’ signature, without which teachers are not allowed to administer medication.
*ECDA, Early Childhood Development Agency. MOH, Ministry of Health
HYGIENE
• Our staf f is professionally trained to practise, model and teach good health and hygiene habits, including thorough hand washing before meals and af ter outdoor play, washroom use and contact with saliva, mucus, vomit, urine and faeces. • A comprehensive cleaning SOP also ensures that teaching materials, toys, mat tresses, eating areas, toilets and diapering areas are cleaned and sanitised very regularly.
OUTBREAK OF COMMUNICABLE DISEASE
• Upon the f irst repor ted case of any communicable disease (Measles,
Chicken Pox, Mumps, Rubella, Gastric Flu, Hand, Foot and Mouth Disease) , the school will immediately notify the relevant ministries (ECDA and MOH)*.
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• Hygiene campaigns are conducted to reinforce the impor tance of maintaining a clean environment and ensuring that proper habits become par t and parcel of the daily routine. • The hygiene standard is also one of the areas regularly inspected and audited.
child for medical expenses incurred from an accident (the amount of coverage is subject to change). • The annual insurance premium is par t of the incidental charges payable at the beginning of each academic year. Each child can claim medical expenses of up to a maximum of five accidents per year. The limit for any Medical, Surgical, Hospital Fees or Charges Incurred resulting from Accident or Food Poisoning is S$3,000.00. • Reimbursement claims, subject to policy terms and conditions, can be made at the school administration of f ice.
SAFETY
• All our teachers are f irst -aid trained and qualif ied to at tend to minor injuries. • Children are closely supervised throughout the school day. • In the event of an accident or injury, our teachers will at tend to the injured child f irst e.g. administer f irst aid or if required, bring the child to the nearest clinic/hospital. At the same time, the parents will be notif ied. • For this reason, parents are required to provide the school with their updated contact numbers so that they are immediately contactable.
PICKING UP YOUR CHILD
• The last half hour of the schedule of each programme t ype is designated as dismissal t ime where chi ldren are gathered at a common dismissal area for parents pick up. • Chi ldren who are on the school bus may be dismissed at a t ime ear l ier than the designated dismissal t ime. Upon signing up for school bus ser vices, this would have been communicated and agreed upon by the parents. • Dur ing dismissal, chi ldren may be engaged in some free choice or sel f - directed act ivi t ies under the super vision of an assigned teacher.
ACCIDENTS AND INJURY INSURANCE
• Children on full -day and half-day programmes are covered by the Group Personal Accident (GPA) Policy for accidents sustained. The benefits include compensation of up to $10,000 per child upon death, or a proportion thereof for permanent injuries, and up to $3,500 per
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PARENTS IN SCHOOL
• Parents may authorise a relative and/ or friend to pick their child up by completing an Authorisation Form, which includes their names, addresses, NRIC No. and relationship to the child. • For persons not authorised in the Authorisation Form, parents are required to give the school in writing, the person’s name, NRIC No., address and relationship to the child. • For safety reasons, this person’s identity will be verif ied before he is allowed to pick up your child. • The school will not release children to any persons not personally authorised by their parents to pick up the child.
• Parents are welcome to visit our school for school events and parental involvement activities. • Other than drop of f and pick up times, we do not encourage parents, relatives, siblings or helpers to stay or loiter around the school if they have no reason to do so (with the exception of new parents whose children are adjusting to school in the f irst one or two weeks of enrolment ). • Parents who wish to stay around the school will need to seek the consent of the Centre Director.
VISITORS AT SCHOOL
BEHAVIOUR MANAGEMENT
• For health, hygiene and security reasons, we wish to minimise visitors to the school apart from the children’s parents and those authorised to send and pick them up. • If friends or relatives wish to tour the school, please repor t their presence to the of f ice so that a guided tour of the centre can be facilitated of f icially. • Otherwise, outsiders are strictly prohibited from loitering within the school compound. • Siblings, young friends and relatives of enrolled children cannot par ticipate in school activities or use the school facilities.
• Odyssey’s programme emphasises the development of each individual child as a unique member of the learning community. • Teachers establish essential agreements and communicate to children what is appropriate behaviour and what is deemed as unacceptable. The rationale for positive behaviour and reasoning skills are also employed to guide children in their interactions with others so as to reinforce positive and acceptable behaviour. • When children behave well, they are acknowledged and commended.
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CORPORAL PUNISHMENT
PARENTS’ INVOLVEMENT IN DISCIPLINE
• Teachers are strictly prohibited from administering any form of corporal
• The school does not encourage parents to punish or discipline children within the school premises. Such acts are contradictory to our school ’s disciplinary policies and may confuse and traumatise other children. • Disputes, quarrels or even f ights among children are a natural par t of childhood and growing up. Whilst the school has put in place rules and limits for discipline and behaviour management, there may be occasions when such incidents occur. • In the event two children, whether aggressor or victim, have a dispute in school, parents are advised not to intercept. Any discipline, if needed, should be handled by their respective teachers. • Similarly, we do not encourage parents to seek each other out to address grievances. • Where it is deemed f it, the school reserves the right not to reveal the names of children involved in a dispute.
or physical punishment on children. If a teacher is found to have carried out an inappropriate form of discipline, he/she will be:
1. 2. 3. 4. 5. 6.
Counselled and/or
Suspended without pay and/or Given a verbal warning and/or Given a writ ten warning and/or
Terminated and/or
Dismissal
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A D M I N I S T R A T I V E M A T T E R S
AGE GROUP
Bambino :
8 months to 17 months
Toddler :
18 months to 30 months
Pre-Nursery:
3 years
Nursery :
4 years
Junior-K:
5 years
Senior-K :
6 years
• These age groups serve as a guide for allocating children to the various levels. Odyssey’s academic year is from January to December. Children will move on to the next level in December (December being a month of orientation). Odyssey’s curriculum will start in January of the following year. • Depending on the school plans, Toddler children who are above 30 months may be promoted to Pre-Nursery class in the month of July. • Senior-K class is a 6-month programme. All Senior-K children will automatically progress to the Prep class from July onwards.
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OPERATING HOURS Full -Day Care:
Mon - Fri : 7.00 am to 7.00 pm
Sat
: 7.00 am to 2.00 pm
Half-Day Care:
Mon - Fri : 7.00 am to 1.00 pm
SCHOOL CLOSURE AND HOLIDAYS
• In addition to public holidays, school will be closed for an additional 6 days in a year.
• Parents will be notified of the scheduled closure dates at the beginning of each year or upon enrolment. • School operation hours are from 7.00 am to 1.00 pm on Christmas Eve, New Year’s Eve and Chinese New Year’s Eve.
SIGNING- IN AND OUT
• Signing in and out is a mandatory standard operation procedure under the directive of the ministry. • For safety reasons, we strongly encourage you to hand your child to the respective teacher(s) - in-charge, and not leave him in the classroom unsupervised. • If you are accompanying your child, please alert the teacher/s in-charge when you are ready to leave, so they are aware you will be leaving and will take over supervision. PARENTS’ CONTACT DETAILS • Parents are requested to advise changes in personal details including telephone number, email address, home address and change of work place. This is especially essential in the event of an emergency when parents need to be contacted urgently. • Parents are also required to provide alternative care arrangement details (in enrolment form), which will be needed in the event of any enforced closure of the school.
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ABSENCE FROM SCHOOL • Parents should notify the school of their children’s absence, including the reason for and duration of absence. If no notification is given, our teachers will call after the second day of absence to enquire. • Keeping the school informed of your child’s absence also enhances communication, which is especially critical in the event of an outbreak of a communicable disease.
• There will be no reduction in tuition fees when a child is absent from school.
UNIFORMS • It is important for our children to present the correct image of the Odyssey child. Children should come to school neatly and smartly attired in the Odyssey uniform with proper footwear. • Children are not allowed to come to school wearing the uniforms of other programmes or schools.
• Children are encouraged not to put on accessories and jewellery when attending school.
• On special event days, or for special school activities, your child may have a specific dress code, which will be advised by the class teachers.
LOST BELONGINGS
• Parents are advised to label all their children’s personal belonging, including uniforms, water bottles, milk bottles, combs, toothbrushes and so on. • The school or teachers cannot be held accountable for lost or misplaced items that are not labelled with the child’s name. • Lost items, if found with labels, will be returned to their owners. If unnamed, they will be kept in the office for a specified period of time before they are discarded.
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TRANSPORT SERVICES
• Bus services to take the children to and from the school are available to parents who require them. • Bus service is provided by an external transport vendor. Parents will have to discuss and coordinate bus arrangements with the vendors directly. • Odyssey will not be held liable for any negligence and/or accident, which may arise from this arrangement. Similarly, the school will not be involved in any disputes between the parents and the transport operator. CHILDREN’S PHOTOGRAPHS AND WORK SAMPLES • In Odyssey, teachers conduct extensive child observations and action research as a platform for assessing learning outcomes, reviewing and improving teaching practices. Documentation of classroom activities, including children’s work samples, photographs and/ or video clips are thus continuously collected and recorded for these purposes. • Odyssey takes full responsibility to protect children’s interests and rights by ensuring that these materials are used internally and accessible only to authorised school personnel. • In the event that such photographs and/or children’s materials are required for external use (e.g. for publicity activities), parents’ consent will be sought. OUTDOOR LEARNING EXPERIENCES • Outdoor learning experiences are an integral part of the Odyssey curriculum. As such, our teachers may take the children out for short walks in the neighbourhood or nearby park as part of classroom activities and learning, of which no verbal or written consent will be sought.
• Children are required to wear their hats / caps during outdoor activities.
• Due care for the children’s safety will be exercised during such outings.
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EXCURSIONS AND FIELD TRIPS • Field trips and excursions are organised to enrich children’s understanding of social studies, promote environmental and community awareness and provide real life opportunity for multi -sensorial exploration as well as incidental learning. • Parents will be informed in advance of such field trips, and are required to endorse the consent form, without which, a child will not be allowed to participate. • The cost of all excursions and outings shall be borne by the parents. Payment made is non- refundable in the event of non-attendance once the trip is confirmed. • Children who are not consented to participate in the excursion and are present in school, they will be left in the care of another teacher or in another classroom. COMBINE CLASSES • The school reserves the right and discretion to combine classes for lessons or routine care activities, on a temporary or permanent basis, in order to better meet the operational and/ or curriculum functions of the programme during the school year. • With this arrangement, the school would still comply with the standards for teacher-child ratio and class size.
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F I N A N C E S
CONFIRMATION OF ENROLMENT
To conf irm a child’s enrolment, the school requires parents to make the following payments:
• A one - time non- refundable registration fee • A deposit of one MONTH’s tuition fee (Non subsidised)
All fees and charges are to be made payable to ‘ODYSSEY THE GLOBAL PRESCHOOL’.
DEPOSIT AND REFUND
• Deposit equivalent to ONE MONTH’s (non subsidised and without GST) tuition fees is required upon conf irmation of enrolment. • All fees are paid via GIRO. • You will be removed from the GIRO payment scheme if your GIRO deductions are unsuccessful for 2 consecutive months. Hencefor th, you will be required to place a 2 month’s deposit with the school. • Deposit is retained by the school and returned to parents in either one of the following situations: a. Child withdraws during the f irst month of enrolment. b. Child withdraws after the first month trial period but gives one calendar month’s notice.
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