Daycare morning care will be located in the library (45 Walmer Road, foyer on left inside front doors). Daycare staff will be inside the 45 Walmer Road front door to welcome children. Supervision will begin at 7:45am. Parents are not permitted into the library or any other part of the school.

Daycare staff will dress and escort the JK and SK children to the school yard at 8:45am. Nursery children and their belongings will be escorted to their classroom at 8:45/8:50am. Students in Gr 1 - 6 will travel independently directly to their classroom at 8:45am.

Nursery (pick up between 3:10/3:30pm):

• Nursery parents or designated caregivers are permitted to enter the school and go directly to Nursery classroom to pick up their child(ren) and belongings if they prefer. Masks must be worn to enter the school building.

• Nursery children with siblings in Kindergarten will be escorted outside by 3:20pm by Daycare staff who will remain in the yard for supervision. These children will line up in the yard with their sibling(s) and await arrival of parent or designated caregiver. Nursery children with siblings in Gr 1-6 will be escorted outside by 3:20pm by Daycare staff who will remain in the yard for supervision. These children will line up in the yard with their sibling/s and await arrival of parent or designated caregiver.

After School Daycare (pick up between 3:30 and 6:00pm):

• Parents are required to call the ICS Daycare cell number 647-518-6887 upon arrival at 45 Walmer Road. Parents are not permitted into the school yard.

• Daycare staff will dress (if help is needed) and escort the child(ren) to the front door of 45 Walmer Road or the North school yard gate. If the children are outside in the yard, the Daycare staff will enter the school with the child(ren) to collect personal belongings before escorting the child(ren) to the North school yard gate.

Nursery: At 11:45am, Nursery children who are registered for Daycare will begin their afternoon program with Daycare staff. Daycare staff always liaise with Nursery teachers for updates and to support smooth transition of care.

JK and SK: Between 3:10/3:20pm, Daycare staff will pick up registered Kindergarten children from their classrooms or school yard.

Gr 1-3: Between 3:20/3:30pm, Daycare staff will pick up registered Gr 1-3 children from their classroom(s) or school yard.

Gr 4-6: At 3:20/3:30pm, students will walk directly to the Multi-Purpose Room where Daycare staff awaits them.

A daycare staff member will be outside to collect any children registered for daycare who may have forgotten to go directly to the daycare.

Daycare staff will serve a commercially prepared (store bought), individually wrapped snack to students. Single serving whole fruits (fruits that have not been cut) can be served. Staff will be wearing medical masks and face shields or eye protection at all times. Children will wash or sanitize their hands prior to and after eating their snack.

To communicate information with the Daycare, it is preferred that parents email ics.after.school.daycare@gmail.com as this email is monitored throughout the day. A response email will be sent to notify parents that the information has been received.

The Daycare cell phone is 647-518-6887 and dedicated to announcing parent arrival for pick-up.

Parents are not permitted to enter the school, therefore parents must phone to announce arrival at the school. Children will be escorted to front door at 45 Walmer Road, or to North school yard gate (if children are already outside). Daycare staff will assist children to gather their personal belongings from inside.

Upon registration, parents provide the Daycare with a list of adults who may pick their child(ren). If a new adult is required for pick-up, parents are required to email ics.after.school.daycare@gmail.com to inform the Daycare of the identity of the adult and confirm permission to pick up on specific date. Upon arrival, the adult must follow the pick-up procedures and provide identification to the Daycare staff.

Daycare cohorts will be established once enrollment is confirmed. Children may be in Daycare between one and five days a week, but will remain with the same cohort. Each cohort will have a dedicated Daycare staff person. Groupings will be mixed grade, but size and student-to-teacher ratio will be in compliance with Ministry of Education and Public Health guidelines.

Daycare cohorts (to be confirmed following enrollment):

• Nursery cohort will remain in the Nursery classroom

• JK and SK daycare cohort will utilize the JK classroom

• Gr 1 - 3 daycare cohort will utilize the Grade 1 classroom

• Gr 4 - 6 daycare cohort will utilize the Multi-Purpose Room

Families who wish their child(ren) to join Daycare after the start of the school year, must inquire with Daycare Supervisor regarding availability. Registration requires a commitment until the end of the term (e.g. December, March, June).

Children will be required to wash or sanitize hands before entering the Daycare. They will be required to wash or sanitize their hands before and after eating snack, and after using the washroom. They will be required to wash or sanitize their hands before and after going out into the school yard. Daycare staff will model, support and supervise the washing or sanitizing of students’ hands.

In order to minimize movement in the building, children’s belongings will be brought to their Daycare location and remain with them indoors and in the school yard.

After use, all materials will be disinfected by Daycare staff.

Wednesday afternoon is an extension of the regular Daycare program. On Wednesdays, children will eat lunch in their dedicated space (a litterless lunch from home or hot lunch program, The Lunch Mom). They will wash/sanitize their hands before and after eating lunch. Following lunch, children will have outdoor play time, and engage in a variety of activities based on the children’s interests, encompassing art, crafts, games, sports, and other projects.

Should a child develop symptoms of illness during the day, Daycare staff will immediately contact parents or emergency contact person to arrange for the child to be picked up. The symptomatic child will be isolated and supervised by a Daycare staff member until parent or designated caregiver arrives.

Parents must follow Lab School’s illness protocols prior to return to school and Daycare.

If a child or adult tests positive for COVID-19, they are required to stay home for 24 hours. If, after 24 hours, they are asymptomatic, they may return to school but must wear a mask for 10 days. The child or adult must stay home if they have exhibit any symptoms.

Click here to view the JICS School-Wide Parent Handbook.

The Philosophy and Purpose of the School For 90 years, the Dr. Eric Jackman Institute of Child Study Laboratory School at the University of Toronto has been committed to the education of young children. Incorporating the developmental, social and cognitive findings of Child Study with influences from progressive education, the Lab School has long been an exemplar of and an advocate for secure, caring, consistent, inquiry-based learning throughout the elementary years.

• Every student is viewed as individual, unique in his or her combination of developmental readiness, culture, lifestyle, learning style, temperament, and special talents.

• Our program and teaching reflect our belief that students have different needs at different developmental stages. Our approach is both rigorous and flexible, encouraging the construction of knowledge by teaching students to formulate questions, analyze and solve problems.

• The Dr. Eric Jackman Institute of Child Study is committed to helping each student master important subject matter, learn to think critically and creatively, understand the values and traditions which underlie our global society, and develop a sense of personal and community responsibility.

• The Dr. Eric Jackman Institute of Child Study is a community of students and teachers, responsible to each other. We work in partnership with each parent to support and enhance the learning of each student.

• Jackman ICS provides an environment that fosters research and professional inquiry. The school makes a significant contribution to the education, human development and applied psychology work within our university and in the wider educational community in Canada and internationally.

• The school serves a role in preparing pre-service teachers for their professional life through its contributions to the Jackman ICS Master of Arts in Child Study and Education program, providing both practicum experience, mentoring and course instruction by our teaching staff

The Nursery Program The Nursery offers a morning program for three- and four-year-olds. The aim of the program is to offer a nurturing environment that provides children the opportunity to learn and grow in a safe and secure setting. In this individualized program, children are strongly accepted and appreciated for who they are as we encourage them to try new things and openly express their ideas and feelings. Diversity is valued and celebrated. The nursery curriculum is designed to meet the strengths, needs, and interests of each child. The program is founded on the belief that young children learn best through free and active experimentation and exploration of materials and ideas as they discover the world around them. Children are supported through challenges and encouraged to reason through problems that arise. There is a strong emphasis on creativity; imaginative play is highly valued. In their interactions with peers, children are helped to understand other viewpoints as they negotiate conflict and discover the joys of social play. Essential to all early learning - social, emotional and academic - are the strong relationships formed between adults and children, among children, and between home and school. As we develop a curriculum that responds to the ongoing needs and interests of the group, we seek to offer children a balance between spontaneous, child-initiated activities and more structured teacher-led learning. Much of the morning is designed as a play-based program, supporting children’s deep engagement in a variety of learning activities; these may include building, art, problem-solving, science exploration, fine-motor activities, reading and story-telling, dramatic play and outdoor play. The program is further enhanced by the integration of specialist teachers in the areas of music, creative movement, visual art, library and physical education. Special visitors and field trips enrich the learning by connecting the class with the wider community. Special guests may include storytellers or artists or even a parent with expertise in a relevant field. Each year resources from the Patrick Harvey Arts Fund are used to provide exciting arts opportunities for all the students of the school. Special Note: As we support children to work together in respectful ways, we are mindful that our school’s Behaviour Code is relevant to everyone in the community. Adults and children alike are responsible for creating a safe and caring learning environment and for listening and speaking to one another in respectful ways. The Dr. Eric Jackman Institute of Child Study Laboratory School community is committed to upholding the principles of the Ontario Human Rights Code and the Canadian Bill of Rights. All forms of discriminatory behaviour are unacceptable.Reflective Practice Nursery teachers and student teachers share observations of the children and their play in daily conversation, in written observations and in meetings. These observations shape the ongoing decisions made by the Nursery teachers about the classroom environment, curriculum choices and how best to support the children. The Nursery teacher meets weekly with student teachers to reflect on their role in the classroom and their understanding of child development, as well as work with them in their planning for the program. The Nursery teacher also works with specialist teachers, in informal check-in conversations and at meetings, to share information about the children and how they are responding to the specialist programs. As members of a lab school, we view our role as “teacher-researchers", constantly refining our practice in response to observations made in the classroom, new research, and reflections from our colleagues. Ongoing communication with parents is also a key aspect of our work. Parents learn more about the program through Nursery notices, school-wide newsletters and documentation posted outside the classroom or sent electronically. Parent breakfasts, field trips and open house mornings allow parents to be part of the classroom community. Parents also meet with the Nursery teacher for formal interviews twice a year; other meetings are arranged as needed. Report cards for each child are mailed to families twice a year. Professional Licensed Practice Years ago our school began as a Nursery. The Nursery program still belongs within the community and administration of our whole school. In addition to these supports and standards, the Nursery is also licensed under the Child Care and Early Years Act. All programs for young children are now regulated by the Ontario Government to ensure quality of care, developmentally appropriate programs and safety for all children. As required by the act we have a number of written policies outlining how we ensure the standards of care recognized by the province. Policies regarding program implementation, anaphylaxis, supervision of student teachers and volunteers, administration of medication and other aspects of our work related to sanitary practices and safety can now be found here on our website. “The focus [of early years curriculum] is not on teaching a body of knowledge or a predetermined set of topics. Nor is it centered on children’s achievement of a specific skill set. In the early years, programs are most effective when the content of learning is focused on supporting the development of strategies, dispositions, and skills for lifelong learning through play and inquiry. Through play and inquiry, young children practice ways of learning and interacting with the world around them that they will apply throughout their lives. Problem solving and critical thinking, communication and collaboration, creativity and imagination, initiative and citizenship are all capacities vital for success throughout school and beyond.” - from How Does Learning Happen? Ontario’s Pedagogy for the Early Years

Working in the Dr. Eric Jackman Institute of Child Study Nursery

The Nursery Programs runs from 8:45 – 11:45am every weekday.

Important Contacts:

Nursery Teacher: Norah L’Espérance - norah.lesperance@utoronto.ca

Nursery Assistant Teachers: Kenisha Peters, Debbie Young, Alexa Hawkes-Sackman

Nursery Late Morning Assistant: Silvana Clavero

Nursery additional Assistant at start of year: Naomi-Ruth Weerasooriya

Nursery Supervisor and Vice Principal of the Lab School: Chriss Bogert -

School Secretary: Shama Joshi

*To contact any of these people by phone, call the School Office: 416-934-4517

Daily Life in the Nursery 8:45 – 9:00: Greeting/ Settling-In Children and teachers greet each other; children are supported to choose and sustain an activity. We may sometimes begin the day by gathering as a whole group on the carpet; most days our activity centres are all open so the children can get busy immediately. 9:00 – 10:00: Exploration Play Children engage freely in a variety of art, sensory, building, literacy, math-based, fine-motor and imaginary play activities. Teachers work with individuals and small groups to facilitate play and support emerging social, physical and academic skills. Snack is integrated into the morning playtime in a free-flow manner, allowing children to eat at the table with an adult and a small group of peers.Tuesday and Friday mornings, Tara brings special Art activities to the classroom.On Thursday mornings parent volunteers read to small groups of children in the Library. 10:00/10:30: Moving Beyond the Classroom Children move to other settings in the school in half groups, continuing their learning with specialty teachers. Children visit specialty teachers usually in half-class groups for (approx.) half-hour periods. Gym is with Mike in flexible groupings; Library and nature studies is with Krista also in flexible groupings; Music is with Suzanne on Wednesdays, Drama is with Sarah Murray on Thursdays. 10:30: Circle Time / Half-Group Learning Activities Nursery teachers work with half the class: learning opportunities include stories, singing, movement, puzzles, games, discussions and hands-on investigations. 11:00 – 11:45: Outdoor Play Gross motor activities, pretend play and fresh air! Children play outside until they are picked up. On Wednesdays we gather the Nursery children in the sandbox at 11:30.***Nursery children are picked-up from the playground by 11:45am.

Attendance Each classroom teacher is responsible for classroom attendance. Teachers record attendance by 9:00a.m. daily using the Sandbox attendance program on their class iPad. Children who enter the classroom after this time. are recorded as “late” in the attendance register by Shama in the school office. Children who are not present by the time the attendance register is sent to the school office via the iPads are marked “absent”. Children who arrive after the attendance register has been sent to the office must present the teacher with a purple “I’ve arrived” slip or an adult must inform the office that they have arrived. This is a vital check that the attendance recorded in the office is accurate. If parents have told you their child(ren) will be away, please make sure that a teacher notes this in the comments column so the school secretary has a record of the reason for the absence. Daily Set-up of the Classroom Teachers and student teachers work together in the Nursery to set-up the learning environment each day. We vary the toys and materials we bring out each day, trying to maintain a balance between novelty and consistency. Adults working in the classroom are asked to observe the children’s play carefully and share any suggestions about how the environment can best serve the children’s play and wellbeing. As the Nursery classroom is a shared space we are also mindful of preparing it for the daycare program that uses the space after the Nursery program. Adult-Child Ratios Adult-Child ratios, as set out in the Child Care and Early Years Act are maintained at all times in the Nursery Program to ensure the safety and well-being of the children. One Nursery teacher must be present for every eight children in the program. Student teachers, work-study students and volunteers are not counted in this ratio, although we fully appreciate the care and support they offer the children and the way in which they enrich the program. Note: Nursery Teachers only accompany children to the toilet. Assessment Teachers assess student progress on a continuous basis throughout the school year, collecting and using a wide range of information to provide an informed and comprehensive picture of the student’s learning. Every adult in the Nursery is encouraged to contribute to each child’s assessment folder and to inform the Nursery teacher of anything to note in the daily record.

**All adults working in the Nursery (including student teachers, work-study students, and volunteers) will read this policy and have the opportunity to ask questions about it before beginning any work with the children.

Outdoor Play

At the Lab School, we value outdoor playtime as a vital part of the school day. When children play freely during recess, they develop socially, emotionally, physically and cognitively. We view recess as a time for children to be as autonomous as possible. Our goal is to provide developmentally appropriate parameters that allow for independence, choice, physical challenge, solitude, exertion, and social connection. Rules and guidelines for outdoor play are created with safety in mind, both physical and emotional. They are designed in accordance with the following three principles: * There is an expectation of fair play and consideration for others * Targeted exclusion is not permitted * Recess equipment must be used safely and appropriately at all times Playground Safety Policy and Practice

The Lab School has developed the following Playground Safety Practice in compliance with the Ministry of Education.

Recess times are planned carefully to allow for appropriate groups of children to play on the yard with good adult supervision. In designing recess times the following factors have been considered: opportunities for social connection (sometimes across grades), optimal space to play in, time for extended play and appropriate supervision. School staff members work together to maintain adult-child ratios and the most favourable positions for supervision on the yard.

To further ensure safety we have developed a Playground Safety Log that includes:

Accident Reports (Nursery Teachers) to track all injuries on playgrounds.

Playground Injury Log (Vice Principal) to highlight problem areas.

Daily Inspection Checklist (Morning Care staff member) done prior to children entering playground.

Monthly Maintenance Inspection (Vice Principal with input from Nursery Staff) to record hazards or defects that need immediate attention or require a plan of action within a specific timeframe.

An Annual Third Party Inspection is done one per year.

Action Plan to record results of the annual 3rd party inspection, including timeframes to address each specific issue.

Note: third party inspection reports are kept on file, along with a log indicating any repairs, removal or installation of equipment, including dates and companies.

Daily Visual Checks (prior to going outside) include:

A designated staff member (Luis or substitute) will inspect the playground prior to the children playing outdoors. Staff will record any observations in the daily playground log book. Staff will check to ensure:

• The fence and gate are safe, and the fence and gate locks are in good working condition

• Stairs are clean of any debris and toys

• The sandbox is clean of any glass, paper, animal droppings, sticks and/or large stones

• The equipment is not bending, warping, or rusted

• Surfacing material is not worn and scattered

• There is a good drainage area

• Check for ice, and apply salt to slippery areas

• Strangers are asked to leave, or if necessary, further actions are taken (ie. Calling Campus or Toronto Police).

• Observations are recorded in a daily log

If any problems are observed, the Nursery supervisor will be notified immediately.

Monthly inspections:

A designated staff member (Daycare Staff, Luis Alves) will inspect the playground prior to the children playing outdoors. Staff will record any observations in the daily playground log book. Staff will check to ensure:

• All of the above in daily checklist

• Look to see if any woodchips need to be redistributed, or replaced

• Check all climbing equipment is in good working order

• Inspect all play surfaces for wear and tear

• Inspect all playground equipment for wear and tear

• Remove equipment in disrepair from the storage shed

• Notify the supervisor of any problems that need addressing

• Record these inspections in a monthly log

Annual Inspection

An annual inspection will be conducted by a third party. The report will be shared with the Ministry Program Advisor.

If problems are observed in any of the inspections, the Nursery supervisor will:

• Take appropriate action to remedy the situation

• Document the observations and actions taken

• Call U of T Facilities (3000) for repair items under their responsibility

• Document any maintenance work that needs to be done, and notify the Lab School Principal and business officer, Jun Cheng

• Notify the Phys Ed teacher if any equipment needs repair or replacement

• Review plans for playground improvement with the Lab School Principal and Phys Ed teacher

Early Years Playground Supervision: Guidelines

1. Nursery, JK and SK children are not allowed on the large play structure. The small structure is designed according to safety codes for small children – the children are free to play on this structure when supervised.
   

2. Equipment (hoops, balls, etc) is not allowed on structures.
   

3. Tricycles and wagons should remain on the asphalt.
   

4. Monitor the use of wagons carefully – pushing a wagon from behind when another child is pulling can result in the puller getting run over. Use good judgment regarding how many children can safely sit in one wagon.
   

5. Monitor children on slides guiding their use for safety and turn-taking.
   

6. Skipping ropes should not be out when the Nursery children are in the yard. When used by older children they must only be used for skipping (not tying things, etc.) on the pavement.
   

7. Games involving weapons (with real objects or imagined) is not permitted.
   

8. Children are encouraged to respect the trees and should not be playing with them in any way that could damage them.
   

9. In winter, be aware of icy patches. Monitor play in these areas carefully, if needed, ask children to move away from these areas.
   

10. Monitor the yard and equipment to insure that they are in good condition. Broken equipment should be removed from the play area and any hazardous conditions should be reported to the office.
    

11. Principles of inclusion and conflict resolution that apply in the classroom are equally relevant in the playground. If children are hurting each other with words or physical actions a teacher should get involved immediately. Supporting children to negotiate and arrive at a mutually agreeable solution is ideal. Children who are persistently unkind or dangerous to others in their play may be asked to play away from other children or spend some time in the classroom. *Always inform the classroom teacher of dangerous behaviour or social conflicts among the children.

12. Children who need first aid help should be accompanied to Nancy and Paige in the school office.
    

13. Position yourself well in the yard: be aware of hard-to-see spots and where the other supervising adults are already standing. Important areas to monitor are the climbing structures, the shed and around it, and the gate.It is important to remember that our prime responsibility out on the yard is the supervision and safety of the children. Any conversation between adults – teachers or parents – must not take away from our focus on the care and supervision of the children. Any adult on the yard who is not known to staff should be questioned and redirected to the office if needed.
    

14. If you need to leave the yard for any reason (to accompany a child to the toilet, for example) be sure to inform another adult who is also supervising the yard. CCYEA ratios must be maintained at all times for the Nursery children.
    

15. The time of departure for each child is indicated by staff on the attendance sheet. Families initial that they have picked up their child(ren).
    

DRESSING CHILDREN FOR OUTDOOR PLAY

As a general rule, children will be dressed for outdoors in all the outdoor clothing that they wore or brought to school. It is useful to ask a child whether they need to use the toilet before getting dressed. In very cold weather, make sure the child has mitts and a hat. For safety, make sure scarves are tucked into the coat, rather than dangling. This also applies to drawstrings or cords. In wet weather, consider whether the child has appropriate foot wear: tuck pants into rain boots. Encourage children to dress themselves as much as they are able – scaffold their efforts.

We play outside in all kinds of weather, please make sure your children are dressed appropriately!

Professional Development Teachers at the Lab School, including the Nursery teacher, pursue professional development in many ways, including a weekly Wednesday afternoon meeting. Attendance at these weekly staff meetings and planned professional development events is mandatory.

Teachers at Jackman ICS are encouraged to attend conferences and other experiences related to their professional development and report back on their learning during our Wednesday Staff Meetings. Plans to attend conferences should be discussed in advance with Richard and Chriss. Teachers use their UTFA PD Budget to pay for conference expenses and fill out the Conference Information Form.

Nursery Assistant teachers are also encouraged to attend conferences and workshops related to professional development.

All Nursery staff meet monthly to review the growth and development of the children, the daily operations of the Nursery with respect to health and safety standards and to discuss pedagogy.

All Nursery staff review all Nursery policies and the Lab School Teacher Handbook annually or before commencing employment.

All Nursery staff receive First Aid Training every three years to maintain current certification.

All Nursery staff are in good standing with the College of Early Childhood Educators and are hired based on their experience and ability to implement a quality childcare environment and responsibly care for young children.

Nursery Program Staff All Nursery staff members are supervised by the Nursery Supervisors (approved as supervisors under the Child Care and Early Years Act), in most cases these two supervisors are the Lab School Nursery Teacher and the Lab School Vice-Principal. As well, Nursery staff are members of the Dr. Eric Jackman Institute of Child Study Laboratory School and work under the leadership of the Lab School’s administrative team and the expectations of the University of Toronto.

Nursery staff members engage in orientation sessions at the beginning of each school year (or when beginning their work placements) that include reviews of all school policies.

• The Nursery Supervisors monitor the work of the staff in the Nursery and provide ongoing feedback in both impromptu daily meetings and scheduled staff meetings. All Nursery staff members are also part of a yearly professional review conducted by the school administration.

• All concerns and complaints regarding behaviour management practices made by anyone including staff, students, volunteers, parents/guardians, and others are addressed and responded to by the school administration.

Review and Sign-Off The Nursery Program Statement and Implementation Policy, as well as policies and procedures related to emergency information, anaphylaxis and allergies, administration of medication and playground safety are reviewed prior to working with children for the first time and at least annually thereafter with each staff member, student and volunteer. After reviewing the policies and procedures each person must sign and date the review and sign off sheet.

Record Rentention All records involving review of policy and procedures, as well as the monitoring of practices, will be kept on file at the Lab School for two years.

Volunteers, Work Study Students, and Practicum Students We are fortunate to have the support, care and skills of a number of adults in the Nursery program. Some of these are Masters students in practicum placements during their teacher training. Others are university work-study students and others are volunteers.

Note: Only employees, over the age of 18, have unsupervised access to the children. Volunteers, Work Study Students and Practicum Students are not included in adult-child ratios required by the Child Care and Early Years Act.

• Student teachers are both learning in the classroom and contributing their skills and talents to the program.

• As is required by the Child Care and Early Years Act, student teachers have their immunization records reviewed and criminal record checks before beginning their placements.

• Children are never left in the care of a student teacher alone, qualified teachers are always present.

• Student teachers who work in the classroom are constantly monitored by the Nursery Teacher and students receive feedback daily; they are also reviewed by staff from the MA program and the Lab School who visit the classroom to watch their teaching and who meet with them outside the classroom to discuss their placements. MA students receive written evaluations part way through their placements and at the end of their placement.

• Work-Study students and volunteers add to our support of the children and the program; they also have a criminal record check and review of their immunization record. Like students in placements, volunteers and work-study students in the course of their duties are never left alone with the children. They are monitored and given ongoing feedback from Nursery teachers.

• Volunteers, Work Study Students and MA students in their placements are all given a handbook at the beginning of their work in the classroom. This handbook outlines the philosophy of the program and gives guidelines for working with the children. They also all read the Program Statement and Implementation Policy. They “review and sign-off” to acknowledge their understanding of these policies.

The Nursery Program is licensed by the Ministry to meet the standards laid out in Child Care and Early Years Act (CCEYA). According to this act, we must state for parents that none of our staff will be engaged in any of these prohibited practices:

• corporal punishment of the child;

• physical restraint of the child, such as confining the child to a high chair, car seat, stroller or other device for the purposes of discipline or in lieu of supervision, unless the physical restraint is for the purpose of preventing a child from hurting himself, herself or someone else, and is used only as a last resort and only until the risk of injury is no longer imminent;

• locking the exits of the child care centre or home child care premises for the purpose of confining the child, or confining the child in an area or room without adult supervision, unless such confinement occurs during an emergency and is required as part of the licensee’s emergency management policies and procedures;

• use of harsh or degrading measures or threats or use of derogatory language directed at or used in the presence of a child that would humiliate, shame or frighten the child or undermine his or her self-respect, dignity or self-worth;

• depriving the child of basic needs including food, drink, shelter, sleep, toilet use, clothing or bedding; or

• inflicting any bodily harm on children including making children eat or drink against their will.

The Role of Adults in Working with Young Children Cultivating behaviour based on respect and kindness begins with the youngest children in our school: the Nursery children. Positive behaviours are those that allow each person to get his or her needs met, to be approachable, to work with others, and to express his or herself in ways that can be appreciated and understood. Supporting children to behave in positive ways gives them the experience of things going well for them. In the Nursery, teachers and parents work together to support the children, as they develop self-regulation skills and gain an understanding of the perspective of others.

As outlined in the Child Care and Early Years Act, teachers working with young children would never use corporal punishment, deliberately harsh or degrading measures or deprivation of any basic needs.

All adults working with the Nursery children are encouraged to:

• Anticipate situations that may create problems or stress for children and change the environment where possible (i.e. are the children hungry? crowded? bored?)

• Help children to identify problem behaviour

• Redirect children to more positive behaviours and activities

• Describe acceptable options and give gentle reminders

• Help children identify their own emotions and express them in socially appropriate ways

• When setting limits, explain reasons and share information

• Explain logical consequences

• Be mindful of their own body language and tone of voice to convey a calm, respectful attitude

Be aware of three important moments in addressing negative behaviour: 1.) Before a Problem Emerges

• Make sure children’s needs are met: are they getting bored? Frustrated? Tired? Hungry? Confused? Worried?

• Redirect to something more interesting/fulfilling

2.) During a Problem/Conflict

• Facilitate dialogue: support children to articulate needs, wants, feelings. Help them to listen to each other. Translate/interpret when necessary.

• Offer Solutions: help children to understand their options.

• Teachers may physically remove a child from a situation in which they are causing danger to themselves or to others.

3.) After Something Has Happened

• Listen to all the children involved to fully understand the situation.

• Help children to identify the feelings of everyone involved.

• Re-state expected behaviour and identify consequences.

• Help the children to re-engage in something more positive.

Contravention of the Behaviour Code and Guidelines

Anyone working with children in the school is accountable to the School’s Behaviour Code and the guidelines outlined in this document regarding working with young children. Prohibited practices include those outlined in the Child Care and Early Years Act:

• Corporal punishment of a child

• Deliberate use of harsh or degrading measures that would humiliate a child or undermine his or her self-respect

• Depriving the child of basic needs including food, shelter, clothing or bedding

• Lock or permit the child to be locked for the purpose of confining a child

• Use a locked or lockable room or structure for the purpose of confining a child

Anyone (including staff, students, volunteers and parents) who disregards these and other policies of the school (including the Nursery program, licensed under the Child Care and Early Years Act) may be subject to discipline at the discretion of the school administration.

Failing to adhere to the school’s policies and behaviour management guidelines may result in:

• A verbal warning

• A written warning

• Removal from the program

When determining which disciplinary measure will be taken, the following criteria will be considered by the administrators (including the Nursery Supervisors and the School principal) :

• The seriousness of the offence

• The action, or potential risk or harm to the child

• The past and recent performance of the employee

• The frequency of occurrence

• Previous disciplinary action taken

ANY FORM OF PHYSICAL PUNISHMENT OF A CHILD WILL RESULT IN IMMEDIATE WITHDRAWAL FROM THE PROGRAM AND A CAREFUL REVIEW.

Documentation of disciplinary measures will be kept in employees’ files for at least three years.

All disciplinary measures of school staff will also comply with the University of Toronto’s Human Resources and Equity policies, guidelines and agreements. Discipline of University of Toronto teacher candidates will take place in consultation with Practicum Supervisors.

Staff All staff members working with children in the Lab School are required to submit a satisfactory criminal record check through the Vulnerable Sector Screening Program. Returning teachers will be asked to sign the Annual Offence Declaration to confirm that there have been no changes to the information on file.

Nursery Staff members must update their Vulnerable Sector Check every five years (as required by the Child Care and Early Years Act), and after a break in employment of more than 6 months (not including a maternity/parental leave or a sick leave). (A declaration is required after a break in employment of less than six months.) Anyone beginning work in the Nursery must submit a check that has been obtained and conducted within 6 months of beginning employment.

Volunteers All volunteers working in the Nursery program on an occasional or recurring basis, are required to submit a satisfactory criminal record check through the Vulnerable Sector Screening Program.

Parent volunteers are required to obtain only a criminal record check. Please find more information about volunteering as a parent in the Parent Volunteer Policy.

Work Study Students All volunteers working in the Nursery program on a regular, consistent basis are required to submit a satisfactory criminal record check through the Vulnerable Sector Screening Program.

Teacher Candidates All Teacher Candidates are Associate Members of the Ontario Teacher’s Federation and the Ontario College of Teachers. As Associate Members, Teacher Candidates are expected to always act in a professional manner according to the Standards of Practice of the Ontario College of Teachers. As Associate Members of the Ontario Teacher’s Federation, Teacher Candidates should be aware of the Regulation under the Teaching Profession Act.

Teacher Candidates are required to:

• obtain a vulnerable sector police record check (VSS), including a mental health assessment (MHA)

• complete a Workplace Safety/ Insurance Form for each placement (onus is on student to submit)

Note: Teacher Candidates, Volunteers and Work Study Students placed in the Nursery need to sign a declaration if their Vulnerable Sector Screen is more than six months old.The VSS must be less than five years old.

Process for obtaining the Vulnerable Sector Screening (VSS) The Dr. Eric Jackman Institute of Child Study has it’s own memorandum with the Toronto Police Department, and is able to act as the “agency” requesting the criminal record check; the checks are then completed by the Toronto Police Service.

Anyone needing to obtain a VSS for work in the Nursery program will be given a letter and signed form from the Lab School Vice Principal, Chriss Bogert.

Jun Cheng, the business officer, also has this authority under the memorandum. The letter, form, and payment are mailed in to the Police Department by the applicant. The Police Department will mail the document to the applicant. It is the applicant’s responsibility to bring the document to the school and give to the school staff. The original of the document must be seen by the Vice Principal or Business Officer. A copy will be made for the school to keep, and will be signed saying the original has been viewed and verified by the school.

Confidentiality Should the applicant submit a Criminal Record Check or Vulnerable Sector Screening showing evidence of a police record, confirmation of his/her duties will be postponed pending a review of the information. A police record will not necessarily disqualify the applicant from the position. The Dr. Eric Jackman Institute of Child Study Lab School reserves the right to request the applicant to provide additional information with regard to his/her application for duties. The final decision will be made by the school administrative leaders in consultation the Institute’s director and business officer. The applicant’s information will remain confidential and will not be shared beyond the members of this Criminal Record Check Management Review Committee.

Protection of Children If there are staff working in the Nursery program while their Criminal Reference Check is still pending, they will not be allowed to be alone with the Nursery children. Additional measures will be put in place to protect the children until the vulnerable sector check is obtained.

Parent Issues and Concerns Policy and Procedures Name of Child Care Centre: The Nursery Program at the Dr. Eric Jackman Institute of Child Study Laboratory School, University of Toronto Date Policy and Procedures Established: September 5, 2017 Date Policy and Procedures Last Updated: September 1, 2022

Policy The purpose of this policy is to provide a transparent process for parents/guardians, the child care licensee and staff to use when parents/guardians bring forward issues/concerns.

General Parents/guardians are invited to regularly discuss what their child(ren) are experiencing in the Nursery program with the Nursery teachers. As supported by our program statement, we support positive and responsive interactions among the children, parents/guardians, teachers, and student teachers, and foster the engagement of and ongoing communication with parents/guardians about the program and their children. Our staff are available to engage parents/guardians in conversations and support a positive experience during every interaction. All issues and concerns raised by parents/guardians are taken seriously and will be addressed. Every effort will be made to address and resolve issues and concerns to the satisfaction of all parties and as quickly as possible. Issues/concerns may be brought forward verbally or in writing. Responses and outcomes will be provided verbally, or in writing upon request. The level of detail provided to the parent/guardian will respect and maintain the confidentiality of all parties involved. An initial response to an issue or concern will be provided to parents/guardians within two business day(s). The person who raised the issue/concern will be kept informed throughout the resolution process. Investigations of issues and concerns will be fair, impartial and respectful to parties involved.

Confidentiality Every issue and concern will be treated confidentially and every effort will be made to protect the privacy of parents/guardians, children, staff, students and volunteers, except when information must be disclosed for legal reasons (e.g. to the Ministry of Education, College of Early Childhood Educators, law enforcement authorities or a Children’s Aid Society). Conduct Our Nursery Program maintains high standards for positive interaction, communication and role-modeling for children. Harassment and discrimination will therefore not be tolerated from any party. If at any point a parent/guardian, provider or staff feels uncomfortable, threatened, abused or belittled, they may immediately end the conversation and report the situation to the supervisor

Concerns about the Suspected Abuse or Neglect of a Child Everyone, including members of the public and professionals who work closely with children, is required by law to report suspected cases of child abuse or neglect. If a parent/guardian expresses concerns that a child is being abused or neglected, the parent will be advised to contact the local Children’s Aid Society (CAS) directly. Persons who become aware of such concerns are also responsible for reporting this information to CAS as per the “Duty to Report” requirement under the Child and Family Services Act.

Procedures for Addressing Parent or Guardian Complaints: Nature of Issue or ConcernSteps for Parent and/or Guardian to Report Issue/Concern:Steps for Staff and/or Licensee in responding to issue/concern:Nursery Program, Curriculum, or Pedagogy Raise the issue or concern to - the classroom staff directly: Nursery Teachers Norah L’Esperance, Debbie Young, & Kenisha Peters Or

to the administration - Lab School Vice Principal, Chriss Bogert - Lab School Principal, Richard Messina- Address the issue/concern at the time it is raised or arrange for a meeting with the parent/guardian within 5 business days. Document the issues/concerns in detail. Documentation should include: - the date and time the issue/concern was received; - the name of the person who received the issue/concern; - the name of the person reporting the issue/concern; - the details of the issue/concern; and - any steps taken to resolve the issue/concern and/or information given to the parent/guardian regarding next steps or referral. Provide contact information for the appropriate person if the person being notified is unable to address the matter. Ensure the investigation of the issue/concern is initiated by the appropriate party within [insert number] business days or as soon as reasonably possible thereafter. Document reasons for delays in writing. Provide a resolution or outcome to the parent(s)/guardian(s) who raised the issue/concern.

General, Centre- or Operations-Related E.g: child care fees, hours of operation, staffing, waiting lists, menus, etc.Raise the issue or concern to the Lab School Administration - Lab School Vice Principal, Chriss Bogert - Lab School Principal, Richard Messina

Staff-, Duty parent-, Supervisor-, and/or Licensee-Related

Raise the issue or concern to - the individual directly or to the Lab School Administration - Lab School Vice Principal, Chriss Bogert - Lab School Principal, Richard Messina All issues or concerns about the conduct of staff, duty parents, etc. that puts a child’s health, safety and well-being at risk should be reported to the supervisor as soon as parents/guardians become aware of the situation

Student- / Volunteer-Related Raise the issue or concern to - the staff responsible for supervising the volunteer or student or to the Lab School Administration - Lab School Vice Principal, Chriss Bogert - Lab School Principal, Richard Messina All issues or concerns about the conduct of students and/or volunteers that puts a child’s health, safety and well-being at risk should be reported to the supervisor as soon as parents/guardians become aware of the situation.

Escalation of Issues or Concerns: Where parents/guardians are not satisfied with the response or outcome of an issue or concern, they may escalate the issue or concern verbally or in writing to Dr. Rhonda Martinussen, the Director of the Dr. Eric Jackman Institute of Child Study Laboratory School, or the Dean of OISE, Dr. Glen Jones, at the University of Toronto. Issues/concerns related to compliance with requirements set out in the Child Care and Early Years Act., 2014 and Ontario Regulation 137/15 should be reported to the Ministry of Education’s Child Care Quality Assurance and Licensing Branch. Issues/concerns may also be reported to other relevant regulatory bodies (e.g. local public health department, police department, Ministry of Environment, Ministry of Labour, fire department, College of Early Childhood Educators, Ontario College of Teachers, College of Social Workers etc.) where appropriate. Contacts: Chriss Bogert, Lab School Vice Principal and Nursery Program Supervisor chriss.bogert@utoronto.ca Ministry of Education, Licensed Child Care Help Desk: 1-877-510-5333 or childcare_ontario@ontario.c

Jackman ICS is committed to diversity in all forms. Three principles underlie ongoing efforts to build a unique learning community and create diverse, gender-balanced, equitable classrooms with broad-based populations representing cultural, economic, and social diversity:

• Jackman ICS aims to represent Toronto’s diversity, including its aboriginal and multi-ethnic dimensions.

• Jackman ICS strives for economic diversity by providing limited needs-based financial support.

• Jackman ICS classrooms are gender-balanced.

Preference will be given to siblings of currently enrolled children, candidates who have completed the Jackman ICS-Bloorview Integrated Kindergarten JK/SK Program, and children of Jackman ICS employees. There is no preferred status for children of the University of Toronto employees beyond Jackman ICS, or for children of Laboratory School alumni. The Admissions Committee, chaired by the Principal, reviews the admissions policy annually.

Admissions to the Nursery School The Nursery School, the only year for admitting a full class of new students, has spaces for 10 girls and 10 boys. The admissions process for the Nursery school begins in January and ends in March of each year. We will contact you if we are able to consider your application in the year your child turns three years of age.

Jackman ICS approaches applications in chronological order, bearing in mind the considerations for diversity, siblings, staff children, and the need for classes to be balanced for age and gender for both research and pedagogical reasons. An Open House/Information Evening is held in January/February for families near the top of the waiting list. For those attending the Open House who are interested in continuing the admissions process, a subsequent interview allows parents and children to visit the laboratory school during the Nursery morning, to ask questions and to meet the teachers. Admission offers are made by letter immediately following completion of this process.

Admissions to JK to Grade 6 Spaces in JK to Grade 6 classes occasionally open when a child leaves the school. These spaces are filled following Jackman ICS policies and diversity principles, and according to the best interests of the child and the class, bearing in mind diversity, siblings, Bloorview applicants, and balance.

Tuition Fees 2022-2023

Tuition for students Nursery tuition is $17,311 + Enrolment Fee

JK to Grade 6 tuition is $26,897 + Enrolment Fee (for new students)

There is an Enrolment Fee for each new student entering Jackman ICS: Nursery – Grade 2: $5,000 Grades 3-4: $3,000 Grades 5-6: $2,000

Enrolment fees are non-refundable and due upon acceptance. The above tuition fees are set by the University of Toronto.

The school fees do not represent the full costs of educating a child at the Dr. Eric Jackman Institute of Child Study. The University of Toronto deducts what it recognizes the Lab School’s contributions to the academic work of the University to be and has calculated the fees outlined on this page.

For more information about Tuition Fees, please refer to the JICS Family Website: https://www.jicsfamily.com/feesinformation

The Laboratory School’s connection to the University influences everything from our high academic standards to the spirit of inquiry that pervades our classrooms. Please see more about the lab school-university connections under “What does it mean to be a lab school?”: https://www.oise.utoronto.ca/jics/j-ics-lab-school/

Tuition Support

Families approved for Jackman ICS tuition support are notified by letter and the amount of the financial assistance award will be placed in the family’s University of Toronto Fees Account by September 1 of the school year.

To find out more information about financial assistance at Jackman ICS, please visit our Financial Assistance page of the Lab School website: https://www.jicsfamily.com/financialassistance For more information about admissions to Jackman ICS, please visit our Lab School Admissions Page on the Lab School website: https://www.oise.utoronto.ca/jics/j-ics-lab-school/lab-school-admissions/

The following practices and procedures pertain to the usual operation of the JICS Nursery Program. Please refer to the COVID-19 Policies and Procedures for updated Health, Hygiene, and Sanitary Practices for the 2020-2021 school year specifically.

Health, Hygiene, and Sanitary Practices Teachers follow recommended guidelines for hand washing and helping children in the toilet. Toys are washed regularly. Any toy that a child puts in their mouth should be removed from the play area to be sanitized.

Daily Cleaning All school classrooms and administrative rooms are cleaned after 6pm each day. Floors are vacuumed and mopped daily.

Cleaning Supplies Bleach is kept in the a locked cupboard below the sink beside the refrigerator. Each day, Nursery teachers will mix bleach and water (using the proportions recommended by Toronto Public Health – see chart in cupboard over sink) in the spray bottle labeled for this purpose (kept beside the sink). This is used for disinfection purposes. After tables are cleaned, bleach should be sprayed on and wiped with a clean paper towel. Other cleaners used in the Nursery include dish detergent and “Orange-a- Peel” concentrated cleaner. The evening cleaning staff, hired by U of T, have a full range of cleaners approved for their use on carpets, surfaces and washrooms. CAUTION must be exercised to keep cleaner OUT OF THE REACH OF CHILDREN.

Food Preparation and Serving Food for daily snacks is stored appropriately in fridges and cupboards. Counters are cleaned and disinfected daily and before beginning any food prep. Anyone preparing or serving food uses appropriate hand-washing procedures. Tables are wiped and sanitized before any food is served. Children wash their hands before joining the snack table. An approved “three sink method” is used to clean all dishes and utensils.

Toys and Equipment Toys and play equipment are disinfected according to their use: some daily and others on a rotating schedule (see Cleaning Protocol and schedule). All tabletops are cleaned daily by our school cleaners and periodically throughout the school day, as needed. Floors are swept after messy creative activities or snack time. Any toy that has been in a child’s mouth is removed from the play area and disinfected before returning to circulation.

Garbage Garbage is removed daily. Disposable diapers are placed in an appropriate container designed for this purpose. Washroom Routine

Children wash their hands with soap and water, after they have been to the toilet. They dry their hands on a paper towel, and then dispose the dirty paper towel in the garbage bin. Children who wear diapers are changed in the Nursery washroom. Nursery aged children are changed standing up. Staff members clean hands and put on gloves when changing a child. Diapers (and any wipes/diaper creams provided by the family) are stored in each child’s cubby in the bathroom. After removing gloves, staff members clean their hands and assist the child in cleaning his or her hands. Dirty diapers should be placed in a plastic bag and disposed of in the container designated for this purpose.

Hand Washing Staff members use appropriate hand-washing procedures:

• After helping a child in the washroom or changing a diaper

• Before handling any food

• Before and after administering first-aid
  

Blood and Body Fluid Spills The area around a spill of blood or other body fluids should be immediately isolated. Staff members use gloves or other protective equipment when cleaning up this kind of spill. Blood and body fluids are cleaned up with paper towel, soap and water; attention should given to any splashes or splatters around the area. A brush and dustpan should be used for any broken glass or sharp objects. After cleaning, the area should be rinsed and disinfected. Disinfectant should be left on for at least 5 minutes.

Infection Prevention and Control Nursery teachers, along with our administrative staff work together to manage health information and to monitor signs, symptoms and illness in the Nursery class community. This is done through surveillance, exclusion when needed, communication with parents and with public health when appropriate.

• All parents are informed of the importance of keeping children home when they are sick and signs and symptoms that would indicate that a child is not well enough to be at school (the Nursery Parent Handbook contains this information).

• Nursery Teachers observe children for signs of illness upon arrival and are in communication with parents about any illness or symptoms the child may be experiencing.

• Daily records of attendance are maintained by our administrative team and kept in the school office. Notes regarding absence due to illness are recorded in the attendance record.

• Nursery Families provide immunization records when they enrol their child in the Nursery. Parents are asked to provide updates to this record when they occur. These records are kept in the school office.

• Reportable communicable diseases are called in to Public Health. Follow-up with parents occurs when necessary.

Exclusion Due to Illness

• Children who are showing signs of illness are evaluated as to whether school is the best place for them to be. Caregivers will be called if:

  • A child who may have a communicable disease is brought to the school office where school administrators and teachers can refer to the signs and symptoms of communicable diseases and determine whether the child should be isolated and sent home.

  • Any child or staff member who develops symptoms of a communicable disease is removed from the classroom and shared school spaces.
    

Outbreak Management When a child has contracted a communicable disease and is showing symptoms of this at school…

• Parents and emergency contacts are notified as soon as possible so that the child can be picked up.

• Children are isolated in the school office until they are picked up.

• Signs of communicable diseases are noted in the attendance register. This is true for children who are sent home, as well as parents who phone in to let us know about the health of their absent child.

• If an outbreak is suspected (more than one person, with the same symptoms on the same day), office administrators report this to Toronto Public Health at 416-392-7411. Information shared will include:

  • In the case of a severe outbreak Toronto Public Health may require parents to submit stool samples to the Central Public Health Laboratory. The school will contact parents for their consent should this be recommended.

  • During an outbreak, hand hygiene will be reinforced, high touch surfaces and toys will be disinfected more frequently and communal sensory play (water table, play-dough) may be suspended.

Reporting Unsanitary Conditions Nursery teachers report any problems with equipment or unsanitary conditions in the learning environment to U of T administration. Our receptionist, Paige, should be informed of any plumbing issues. Other issues are reported to our Business Officer, Jun Cheng.

In accordance with the Child Care and Early Years Act, the Nursery staff may administer prescribed and non-prescribed medication when authorized by a parent.

Any medication must be in the original container and labelled with the child's full name. Parents are required to fill out a medical dispensing form indicating the child's name and administration instructions including administration times and dosage.

Medication should be given to a staff member in the school office. Medication will be stored in accordance with the instructions on the label. If refrigeration is not needed it will stored out of reach of children in the school office. Medication that needs refrigeration will be stored in the office refrigerator. Asthma medication and Epi-Pens will be kept in a safe location and readily available for emergencies.

Medication will only be administered to a child from the original container as supplied by a pharmacist or the original container/package and labeled with the following:

• The child’s name • The name of the drug or medication • The dosage of the drug or medication • The date of purchase and expiration • Instructions for storage and administration

Following administration of medication, the medical dispensing form will be signed by a staff member in the school office; the time of administration and any reactions will be noted. In the event of a missed medicine administration, the parent/guardian will be notified. Any unused medication will be returned.

The school office administrator will collect a signed Permission to Administer Medication Form from parents for any medication that is to be given to Nursery children while at school.

NOTE: For the 2020-2021 school year, no food is served in the Nursery. All children bring their own snack (and lunch if needed).

Snack is served in the Nursery each day. All adults working in the Nursery must familiarize themselves with the information about food and other allergies that is posted in the classroom.

• Epi-pens and other epinephrine injectors will be placed in a clear ziploc bag labeled with a bright pink "Epi-pen stored here" sign, in a visible location on a bulletin board in the classroom.

• Teachers will take Epi-pens and other epinephrine injectors with them when leaving the school (i.e. fieldtrips)

• Children will be monitored for symptoms indicated on their individualized plans, should they have an anaphylactic reaction 911 will be called and the procedures on the child’s emergency plan will be followed. A child’s individual plan will include:

• Description of the child’s allergy

• Monitoring and avoidance strategies

• Parent/Guardian consent for administering allergy medication

• Emergency contact information

• Location of Epi-Pen and back up

• If an Epi-pen is administered, a child will be immediately transferred to hospital.

• All Jackman ICS staff members are required to have current first aid certification.

Anaphylaxis It is the responsibility of the parents with anaphylactic children to identify their children to the school using the medical forms sent out in May. A copy of this form is included in the class emergency numbers file as well as in the school secretary's office in a red binder. On this form the parents are asked to provide information regarding the child's triggers and history of reactions to the specified triggers. This form also includes a photo of the child and permission to administer epinephrine in the event of an anaphylactic reaction. The parents are required to send in two epinephrine auto-injectors (one for the classroom, one for another area in the school) that will be effective throughout the school year.

Reducing Exposure & Communicating to Keep Children Safe

• In addition to the information gathered by the office in the May package, teachers will also communicate with parents before school begins to gain information about the allergies of the children in their care

• Teachers will work with parents and school staff members to reduce, and when possible eliminate, the child’s risk of exposure to their allergens

• Modifications to school snacks and food shared at special events will be made when possible in order to meet these goals:

  • making these events as inclusive as possible

  • reducing the exposure of problem foods for children with food allergies

• Families in a child’s cohort will be alerted should there be specific considerations to be taken into account when preparing snack, or food for special celebrations etc.

• When appropriate, children with anaphylactic food allergies will bring their own food from home

• All Nursery staff, student teachers and volunteers will be made aware of the children in the class with anaphylaxis and the allergens these children need to avoid

  • In addition to reviewing each student’s individual plan, all Nursery staff will also review this policy every school year prior to the arrival of the children in September

  • All student teachers, work study students and volunteers will review this policy, as well as the individual plans of each student, before beginning their work with the children each year

• Anaphylaxis information, along with a photo of each child with anaphylaxis, will be posted in the classroom and kitchen. Information about every child in the school with allergies is also stored in the school office, in the emergency backpack in every classroom, in the staff and MA students lounge and in the multi-purpose/lunch room.

• Supply teachers will also be given this information in written form

• The Lab school announces a "nut-free" policy to all families and the school is a nut-free zone.

• A red “Emergency back pack” is kept in the Nursery this back pack containing a first aid kit, emergency procedures information, and contact information and pertinent health information for all Nursery children*.

• In the case of a fire alarm or drill, the Nursery children will be ushered out the recess (south) door and led to the middle of the long benches in the playground. The attendance clipboard should accompany the class and the windows and doors should be shut.

• In the case of a lock down or lock down practice, information is received through the walkie-talkie system. The children should be gathered on the carpet and quietly read a story. Classroom doors should be closed.
  

* All adults working in the Nursery must read the allergy and medical information posted on the cupboard above the sink.

* Other information about the children’s special needs will be posted inside one of the cupboard doors.

* Remember that the information which families share with us about their children’s particular health or learning needs is confidential within our classroom staff community. If parents share information/questions/concerns, this information should be shared with the Nursery Teacher, Norah.

Fire Drill Fire procedures are posted near the door of the Nursery classroom. All adults are asked to familiarize themselves with these procedures. We have several unannounced school-wide fire drills each year. Nursery children and teachers also implement additional fire drills so as to practice emergency procedures every month.

Purpose

The purpose of this policy is to ensure that that staff are informed of and adhere to all the policies and procedures in place in the Nursery program. As well, it is important that all Nursery staff understand that compliance with the policies will be monitored on an on-going basis and any contraventions will be addressed.

Responsibility for Knowledge of and Commitment to Policies

Upon being hired, as well as annually thereafter, staff will be responsible for reading and reviewing relevant policy documents. Staff will record the date that they review the policies, as well as sign an annual staff agreement indicating their agreement to implement these policies. The Supervisor will ensure that this happens at the start of each school year for returning staff, and at the time of employment for new staff.

Relevant Policies

The policies that will be monitored for compliance include:

• Playground Safety Policy

• Anaphylactic Policy

• Sanitary Practices Policy

• Serious Occurrence Policy

• Medication Policy

• Supervision of Volunteers and Students Policy

• Program Statement Implementation Policy

• Staff Training and Development Policy

• Criminal Reference Check/Vulnerable Sector Check Policy

• Fire Safety/Evacuation Procedures

• Waiting List Policy

• Any children’s individual plans for accommodations that may be in place

How compliance with these policies will be monitored

1. The Supervisor and Head Nursery teacher will conduct a review of all policies before the start of each new school year, and revise as needed.

2. All Nursery staff will be required to read each year all policies and procedures before school begins in September, and to sign and date a chart that they have done so.

3. All Nursery staff will be required to know, understand, and implement children’s individual plans for accommodations as needed.

4. The Supervisory and Head Nursery teacher will formally and informally observe all the staff in the Nursery program on an on-going basis for policy compliance and provide relevant feedback.

5. The Supervisor will formally and informally observe the Head Nursery in the Nursery program on an on-going basis for policy compliance and provide relevant feedback.

6. The Supervisor and Head Nursery teacher will provide initial training for new staff, and then monitor as in #4.

7. The Head Nursery will hold regular meetings with Nursery staff, once per month. At these meetings, the implementation of policies will be discussed.

8. During these monthly meetings, the Nursery teachers will also discuss the ongoing daily implementation of the program and policy, children of concern, and other issues as they arise. This includes reviewing children’s individual plans and accommodations, and ensuring understanding of and compliance with these plans/accommodations.

9. The Head Nursery teacher and Supervisor will have regular meetings, once per month, to discuss observations of staff with respect to policy compliance.

10. Opportunities for additional learning, training, and support will be provided to all staff as needed.

How contraventions of these policies will be addressed

1. If a staff member is observed to not be following the policies, the Head Nursery teacher will ask for an individual meeting to discuss and review the policy in question. Opportunities for further training provided as required. The teacher will be closely observed for compliance following this meeting.

2. If the contravention continues, the Head Nursery teacher will bring it to the attention of the Nursery supervisor. The Supervisor will meet with both the staff member and the Head Nursery to review the policy again. The staff member will be supervised to ensure compliance.

3. Data will be collected about incidents, including date, description, actions taken, and next steps.

4. This data will be used to discuss with the staff member what is expected

5. If further contraventions occur, the staff will receive first a verbal warning from the Supervisor, under advisement from School Principal and Business officer.

6. This may lead to suspension of duties if not corrected, at which time the Supervisor would seek further counsel from School Principal and Business officer, and possibly Human Resources at OISE. This may include a written warning, and then possibly dismissal if not corrected.

Recording Compliance and Contraventions to Policies

The following information will be recorded (please see appendix)

• A date of the observed behavior

• A description of the observed behavior

• One of the following:

  • An analysis of how this behavior was compliant with the policies, OR

  • An analysis of how this behavior was non-compliant with the policies

• What actions were taken or will be taken by the Head Nursery Teacher or Supervisor to address the non-compliance, and next steps

Addressing Non-Compliance and Contraventions to Policies

The manner in which non-compliance is addressed may depend on circumstances and context, but here are some general guidelines. The Nursery Staff Policy Compliance Checklist can be viewed here.

Parent Volunteers in the Nursery

At the Lab School we highly value the presence of parents in our community.

We know that the children benefit from the time, care, and knowledge of parents and other caring adults who volunteer in our classrooms.

Parents or other important adults in a child’s life may be involved in the Nursery program in a variety of ways including reading stories to small groups of children, accompanying children on neighbourhood walks or outings, teaching the class something new, or sharing special celebrations.

We believe that the lives of all the children in our school are enriched by the care and attention of the adults in our community in both formal roles and informal moments. We value the trusting relationships that are formed between families in our community and the way this creates a “village” that supports the children.

As a licensed childcare we also have a legal responsibility to be accountable for the safety of the children at all times. For this reason, we ask all volunteers to agree to the following:

· To complete a criminal reference check and to submit it to the school (if you have any questions or concerns about this, please read our criminal reference check policy)

· To support the children under the direction of the Nursery teachers and only with a Nursery teacher present (teachers continue to have the responsibility of supervising the children)

· To never administer medication to a child while acting in a volunteer role

· To sign-off on a statement indicating that you understand this policy

Volunteers (including parent volunteers), Work Study Students and Practicum Students are not included in adult-child ratios required by the Child Care and Early Years Act and do not supervise children without a staff member present.

Note: the role of parent volunteers is usually to support the class during a one-time special opportunity (such as reading stories in the library). Should a parent become involved in the program in a more ongoing way (i.e. weekly), they would follow the same guidelines as those written for student teachers and volunteers who work regularly in the Nursery (i.e. reading all Nursery policies, becoming informed about children’s medical concerns, etc). Parents who join their own children in special school events and celebrations are considered to be participants, not volunteers.

Parent Volunteer Signature Indicating Knowledge of Policy:

I, ____________________________________________ (name), parent of _________________________________ (nursery child), have read the Parent Volunteer policy. I have submitted a criminal reference check to the school.

I understand that, while working in the Nursery program (including field trips), the children will always be under the supervision of the Nursery teachers; except for my own child, I will not be in a situation in which I am alone with the children I will not administer medication to any children other than my own. I will communicate with Nursery teachers if I have concerns about the well-being of the children while I am volunteering. ______________________________________________ ___________________________ Signature Date

Safe Arrival and Dismissal Policy and Procedures For the Dr. Eric Jackman Institute of Child Study Lab School Nursery Program

Purpose This policy and the procedures within help support the safe arrival and dismissal of children receiving care in the Nursery Program. This policy will provide staff, students, and volunteers with a clear understanding of their roles and responsibilities for ensuring the safe arrival and dismissal of Nursery children, including what steps are to be taken when a child does not arrive at the Nursery Program as expected, as well as steps to follow to ensure the safe dismissal of children. This policy is intended to fulfill the obligations set out under Ontario Regulation 137/15 for policies and procedures regarding the safe arrival and dismissal of children in care. Policy · Dr. Eric Jackman Institute of Child Study Lab School Nursery Program will ensure that any child enrolled in the Nursery Program is only released to the child’s parent/guardian or an individual that the parent/guardian has provided written authorization the Lab School may release the child to. · Dr. Eric Jackman Institute of Child Study Lab School Nursery Program will only dismiss children into the care of their parent/guardian or another authorized individual. The school will not release any Nursery children from care without supervision. · If a parent/guardian wishes to request an additional adult to be able to pick up their Nursery, they must provide written authorization (by note or email) to the Nursery program staff and/or Lab School Office. The newly authorized adult must present identification to the Nursery program staff before the child will be released into their care. · Where a child does not arrive at school as expected or is not picked up as expected, staff must follow the safe arrival and dismissal procedures set out below. Procedures Accepting a child into the Nursery Program 1. Nursery arrival takes place between 8:40 and 8:55am. Parents/guardians/caregivers accompany their Nursery child right to the Nursery classroom where Nursery teachers will sign each child into the program. All children are expected to be in the Nursery program by 9am when school-wide attendance is completed for our school’s “safe arrivals” program. 2. When accepting a child into the Nursery program at the time of drop-off, Nursery staff in the room do the following: o Sign the child in on the classroom attendance record and record the time of arrival. o Greet the parent/guardian/caregiver and child; gather any pertinent information about the child’s wellbeing. o Confirm pick-up plans and document any change in the daily written record. If the parent/guardian indicates there are any changes to the child’s pick-up procedure (i.e., someone other than the parent/guardian/caregiver picking up), the staff must confirm that the person is authorized in the Lab School’s Student Database. Where the individual is not authorized, staff must ask the parent/guardian to provide authorization for pick-up in writing (e.g., note or email to the school office). 3. Daycare staff will bring any Nursery children who are in the before school morning care program to the Nursery room and sign them in with the Nursery program staff, passing on any pertinent information shared by parents/guardians/caregivers at drop-off.

When a child has not arrived in the Nursery Program as expected 1. If a child is going to be absent, parents are asked to contact the Lab School School Office (416-934-4517) before 8:45am to report the reason for their child's absence. There is 24-hour call answering message system at the JICS Lab School. If the School Office Administrator has not heard from an absent child's parents/guardiants, they will reach out to the parents/guardians by 9:30am or as soon as possible. 2. School-wide attendance is completed at 9am on the classroom iPad and it is automatically linked to the Lab School office’s database of student records. For children arriving after 9am, they must pick up an “I’ve arrived slip” from the receptionist and give it to the Nursery program staff when they arrive in the room. This helps the Nursery program staff to know that the school office has recorded the child’s arrival. If they come to the Nursery room after 9am without an “I’ve arrived!” slip, parents/guardian/caregivers are sent to the school office to inform the office staff that their child is at school. The office staff will update the class attendance for the child from “absent” to “late”. 3. Where a child does not arrive at the child care centre and the parent/guardian has not communicated a change in attendance (e.g., phone call, voice message, or email), the Nursery program staff in the classroom must: a. Inform the Lab School office staff who will commence contacting the child’s parents/guardians no later than 9:30am. Using the contact information in the student database, Lab School office staff contact parents/guardians by phone and/or email until parents/guardians are reached to confirm the child’s absence. 4. Once the child’s absence has been confirmed, office staff or program staff shall document the child’s absence on the electronic attendance record, and if necessary program staff will add any additional information about the child’s absence in the daily written record.

Releasing a child from the Nursery Program 1. The Nursery morning program ends with outdoor play on the yard. Pick-up takes place from the yard at 11:45am. Nursery program staff sign-out the children as they are picked up by parents/guardians/caregivers, indicating the time of departure on the attendance clipboard. If the child is staying for afternoon Daycare, the Daycare staff will collect them from the yard at 11:45am and bring them back to the classroom for their lunch time. 2. The Nursery program staff who are supervising the Nursery children at the time of pick-up shall only release a child to the child’s parent/guardian or to an individual for which the parent/guardian has provided written authorization. When the Nursery program staff do not know the individual picking up the child (i.e., parent/guardian or authorized individual), they will: o Check the list to see who is authorized for picking up the child o Confirm with another staff member that the individual picking up is the child’s parent/guardian/authorized individual. o Where the above is not possible, they will ask the parent/guardian/authorized individual for photo identification and confirm the individual’s information against the parent/guardian/authorized individual’s name on the child’s file or written authorization.

Where a child has not been picked up as expected (before centre closes) 1. If parents/caregivers are running late and unable to pick-up their child at 11:45am, they are asked to call the school office who will let the Nursery program staff know about the delay. This allows staff to reassure the child that their parent/guardian/caregiver is on the way, as they wait for their arrival. 2. Any children who have not been picked up soon after 11:45am, will be brought to the school office. A Nursery staff member will stay will the child. 3. School office staff will then call the contact number listed in the student database to confirm arrangements for picking up the child. Note: If the child is registered in the afternoon Daycare program and the parent/caregiver has not arrived/been reached by 12:00pm, the child will be taken to the Daycare.

Where a child has not been picked up and the school is closed The Nursery program ends at 11:45am and the Lab School office closes at 4pm. In the unlikely event, that the staff are unable to reach the parent/guardian or any other authorized individual listed on the child’s file (e.g., the emergency contacts) by the time of the school office closing (4pm), the staff would: · Alert the school principal and/or the vice-principal by phoning them · Stay with the child, while the vice-principal or principal proceed with contacting the local Children’s Aid Society (CAS) [416-924-4646]. Staff shall follow the CAS’s direction with respect to next steps.

Policy on not dismissing a child from care without supervision: Staff will only release Nursery children from care to the parent/caregiver or other authorized adult. Under no circumstances will Nursery children be released from care to walk home alone. Glossary Individual authorized to pick-up/authorized individual: a person that the parent/guardian has advised the child care program staff in writing can pick-up their child from care. Licensee: The individual or corporation named on the licence issued by the Ministry of Education responsible for the operation and management of the child care centre and home child agency. Parent/guardian: A person having lawful custody of a child or a person who has demonstrated a settled intention to treat a child as a child of his or her family.

The Nursery program has clear emergency management policies and procedures in place. Staff will ensure that children are kept safe, accounted for, and supervised at all times during an emergency situation. The school office staff will notify the Nursery parents and guardians in written communication that is sent home by email about any emergency situations occurring at the school.

Parents may submit a free electronic application for their child to be on the admissions waitlist for the school through our website: https://www.oise.utoronto.ca/jics/admissions. The applications are kept on file in the Lab School office’s database of student records. The Nursery School, the only year for admitting a full class of new students, has spaces for 10 girls and 10 boys. The admissions process for the Nursery school begins in January and ends in March of each year. We will contact you if we are able to consider your application in the year your child turns three years of age.

Jackman ICS approaches applications in chronological order, bearing in mind the considerations for diversity, siblings, staff children, and the need for classes to be balanced for age and gender for both research and pedagogical reasons. An Open House/Information session is held in January/February for all families on the waiting list for Nursery who are eligible for entrance in September of that school year. For those attending the Open House who are interested in continuing the admissions process, a subsequent interview allows parents and children to visit the laboratory school to meet the Principal and ask questions. Admission offers are made by letter immediately following completion of this process.

All parents of children on the waitlist for the Nursery program will be contacted by email with the invitation to the Nursery open house in January/February of the year that their child is eligible for a September start in Nursery. They will be asked to respond to the email by indicating one of these three options:

1) They will be in attendance at the open house; 2) They will not be in attendance, but wish to remain on our waitlist for possible acceptance in a future year; or 3) They will not be in attendance and are no longer interested in their child attending JICS. Their application will be removed application from our waitlist.

For parents who are offered a spot for their child in the Nursery program, following the open house and interview, and do not wish to accept the offer, they will also be asked if they wish to remain on the waitlist or wish their application to be removed.

When parents request for their child’s application to be removed from the waitlist, the school office staff will change information on the child’s electronic record from “applied” to “declined”.

Beyond this, children are automatically kept on the waitlist for a placement in the school in future years, unless parents ask us in writing to remove them.

The Daycare offers a seamless transition from the morning Nursery program. Transitions are further aided as Nursery teacher Kenisha Peters continues with the children in the Daycare program after 11:45am. Kenisha is joined by Daycare staff Silvana Clavero and Chris Holdip. Nursery teachers share information with Daycare staff to ensure that each child is supported where required. The Daycare is a play-based program that aims to engage children in diverse, developmentally appropriate and creative activities in the afternoon.

Nursery children have lunch with their peers, rest or nap during quiet time, then participate in the activities of their choosing (set up by Daycare staff) and have snack. Some children are picked up by caregivers at 3:30pm. Those who remain in After School Care (3:30-6:00pm) will be joined by JK and SK children, and will participate in unstructured, free play both indoors and outdoors, or choose to engage in a variety of creative activities, or play with developmentally appropriate toys or games.

The Daycare is licensed by the Ministry of Education under The Child Care and Early Years Act (formerly the Day Nurseries Act) and follows all guidelines according to the Act.

The Daycare follows a play-based learning model. Daycare staff program according to children’s interests. Daycare staff meeting monthly to discuss new ideas and develop programming. The Daycare Supervisor attends weekly JICS staff meetings to share ideas and information, support learning, and stay informed of school updates. This supports open communication between the school and Daycare.

Daycare activities are set up by staff, but children are free to choose where they spend their time. Outdoor free play is incorporated into each day; structured and unstructured sport and games are offered inside and outdoors.

Currently research is only conducted during regular school hours under supervision of JICS staff and with consent from parents.

The Daycare is fortunate to share some staff with the JICS Nursery program. Kenisha Peters works with our Daycare program most afternoons which ensures a smooth transition for Nursery children. She is supported by Chris Holdip and Silvana Clavero, as well as the Daycare Supervisor.

On occasion the Daycare has had placement students from Early Childhood Education (ECE) programs from community colleges, which has been as asset to our program and beneficial to the children.

11:45am - 12:15pm: Washroom routine, preparation for lunch

12:15pm - 12:45pm: Lunch, followed by washroom routine

12:45pm – 1:45pm: Story time, followed up rest or nap (on mats); staff assist children as required

1:45pm – 2:30pm: Quiet activities (puzzles, books, table activities), children waking from nap

2:30pm – 3:00pm: Washroom routine, snack

3:00pm - 3:30pm: Caregivers pick up some Nursery children;

JK and SK children join Daycare program at 3:30pm

3:30pm – 6:00pm: Indoor and outdoor activities, free play

We promote rest and quiet time for the Nursery age children who are in the Daycare. Our staff attend to children who need support to rest or fall asleep. Children who do not nap, are able to participate in quiet activities such as looking at books during the rest period.

Research indicates young children need periods of restful, quiet activity during the day for growth and rejuvenation, which supports learning and self-regulation.

Children join the after school Daycare program at 3:30pm. Following snack, children engage in free play both indoors and outdoors, or can choose to take advantage of various activities (art and crafts, games) that have been set up by Daycare staff. This time is unstructured time for the children to play, spend time with friends, read and unwind. Children are free to transition between activities and spaces at their leisure. Children are always supervised by Daycare staff when indoors and outdoors.

The Daycare Supervisor will notify parents about any available programs via Sandbox and/or flyers posted in the Daycare. Specialty programs are offered by outside providers and an additional cost will apply.

Mostly importantly, we value unstructured, child-centred play. The school day is a busy, scheduled day and children benefit from unstructured play time to unwind, play with friends and to engage with different age groups in free play. Daycare staff always have various activities set up indoors and outdoors (such as art or crafts, games, table activities or sports) that children may choose to engage in as they please. Children are always supervised by staff.

Occasionally in the past we have offered specialty activities at a cost. Unfortunately, these have been costly to run due to fees for outside providers and the need for supervision by Daycare staff. We have not had sufficient volume of participants to run extra-curricular programs at a reasonable cost to families.

The school doors open at 7:50am and care is provided from 8:00am. Morning care is facilitated by Luis Alves and is located in the multi-purpose/lunch room (Elizabeth’s Room) on the 2nd floor of the new building. It is offered from 8:00-8:45am daily. All children must be delivered to staff directly. Children do not need to visit their cubby prior to morning care.

Phone the Daycare staff at (416) 934- 4522 as soon as possible to advise staff. We can prepare/advise the child if necessary. There is a late fee that should be paid directly to staff at pickup or by the next day. Please refer to the Fees Information page for details.

https://wideopenschool.org/families-and-teachers/for-families/

The Dr. Eric Jackman Institute of Child Study Laboratory School is a Nursery to Grade Six elementary school in downtown Toronto. It is part of the Ontario Institute for Studies in Education at the University of Toronto and has a threefold mandate: teacher education, research, and exemplary education for the 200 children who attend the school.

Since 1926, the Dr. Eric Jackman Institute of Child Study Laboratory School at the University of Toronto has been committed to the education of young children. Incorporating the developmental, social and cognitive findings of Child Study with influences from progressive education, the Lab School has long been an exemplar of and an advocate for secure, caring, consistent, inquiry-based learning throughout the elementary years.

• Every student is viewed as individual, unique in his or her combination of developmental readiness, culture, lifestyle, learning approaches, temperament, and special talents.

• Our program and teaching reflect our belief that students have different needs at different developmental stages. Our approach is both rigorous and flexible, encouraging the construction of knowledge by teaching students to formulate questions, analyze, and solve problems.

• The Dr. Eric Jackman Institute of Child Study is committed to helping each student master important subject matter, learn to think critically and creatively, understand the values and traditions which underlie our global society, and develop a sense of personal and community responsibility.

• The Dr. Eric Jackman Institute of Child Study is a community of students and teachers, responsible to each other. We work in partnership with each parent to support and enhance the learning of each student.

• Jackman ICS provides an environment that fosters research and professional inquiry. The school makes a significant contribution to the education, human development, and applied psychology work within our university and in the wider educational community in Canada and internationally.

• The school serves a role in preparing pre-service teachers for their professional life through its contributions to the Jackman ICS Master of Arts in Child Study and Education program, providing both practicum experience, mentoring, and course instruction by our teaching staff.

We are proud to introduce you to the principles of our teaching practice:

At Jackman ICS:

We engage the whole child, believing that each learner is an individual who brings body, mind, emotions, relationships, and experiences to learning.

We value a diverse, deeply inter-connected school community in which all members feel known, respected, and supported as active participants.

We create a secure environment that allows self-expression, exploration, investigation, and creativity to flourish.

We believe that learning is a rigorous process of inquiry, driven by curiosity, discourse, assessment and reflection, in pursuit of idea improvement and purposeful innovation.

We believe that all learners deserve time to learn deeply, reflect on their learning, and make meaningful connections.

We commit to the dissemination of our learning, practices, and beliefs to the wider educational community.

We believe that education should be a joyful process.

Nursery 8:45 am to 11:45 am

Junior Kindergarten to Grade 6 8:45 am to 3:30 pm

Every Wednesday (JK to Grade 6) 8:45 am to 12:00 pm

Recess:

Grades 1 - 3 10:00 am to 10:30 am

Grades 4 - 6 10:30 am to 11:00 am

Lunch and Recess:

Grades 1 - 3 11:45 am to 12:45 pm

Grades 4 - 6 12:30 pm to 1:30 pm

Dismissal for all full-time pupils 3:30 pm

Pick-up from Jackman ICS playground 3:30 pm

• Please note: Nursery, JK, and SK have regular outdoor activity periods and lunchtime scheduled by their teachers.

Lab School Monthly Calendar for all of the school events:

https://www.jicsfamily.com/school-calendar

A quick glance at our Lab School Holidays this year:

https://www.jicsfamily.com/holidays-2019-2020

Descriptions of Annual JICS Family Events:

https://www.jicsfamily.com/annualfamilyevents

Jackman ICS is committed to diversity in all forms. Three principles underlie ongoing efforts to build a unique learning community and create diverse, gender-balanced, equitable classrooms with broad-based populations representing cultural, economic, academic and social diversity: Jackman ICS aims to represent Toronto's diversity, including its aboriginal and multi-ethnic dimensions. Jackman ICS strives for economic diversity by providing limited needs-based financial support. Jackman ICS classrooms are gender-balanced, with 10 girls and 10 boys entering in Nursery School.

A full copy of the policy is available at the School Office and on our website: https://www.oise.utoronto.ca/jics/j-ics-lab-school/lab-school-admissions/

Jackman ICS is a nut-free school. We request that all families abide by this policy.

In packing your child’s lunch, please check that all ingredients listed are free of nuts and nut warnings. Classroom teachers will communicate any other anaphylactic allergies that affect your child’s class.

It is the responsibility of parents with anaphylactic children to identify their children to the school using the medical forms in the School Forms Online (SFO) registration. On this form parents are asked to provide information regarding the child's allergens and history of reactions to the specified triggers. We also request for a photo of the child and permission to administer epinephrine in the event of an anaphylactic reaction. The parents are required to send in two epinephrine auto-injectors (one for the school office and one to be worn by the child at all times.) that will be effective throughout the school year. If your child attends Daycare, please provide another Epi-pen to be stored in the Daycare Office.

Jackman ICS employs a Safe Arrivals program that consists of several components:

• Parents are asked to contact the Lab School office (416-934-4517) before 8:45am to report the reason for their child's absence. There is 24-hour call answering at the Lab School.

• If the Lab School Office Administrator has not heard from an absent child's parents, a call will be placed to the parents.

• The playground is supervised from 8:30 to 8:45 a.m. every morning. For safety reasons, students are not permitted to use the climbing structures or any of the outdoor equipment during this time. The school doors open at 8:45 a.m. and classes line up briefly before entering the building. For reasons of safety and organization, children and their families enter the building through the playground doors only and not through the front door of the Institute.

• Parents and caregivers of Nursery students are asked to stay with the child/ren in the yard and take them to class at 8:45am.

• If arriving after 8:50am, please enter through the front door. The receptionist will provide an “I’ve arrived!” slip to the child. Our office will update the class register to indicate that your child is present and accounted for.

• The beginning of each school day is an important time for your child. There is strong evidence of academic, social, and emotional benefits for those students who are in the classroom as the day begins. Please assist us by maintaining your efforts to be at school by 8:45 a.m.

• Grade 1 – 3 childrenWe are asking that parents or caregivers enter the school yard to connect with their child at 3:30 pm so that the classroom teacher can ensure that each child is properly matched up before leaving the yard. If your child attends daycare, a daycare staff member will collect your child directly from the classroom.

• Grade 4 – 6 childrenAlthough our preference is for children to be picked up in the yard by their parent or caregiver at 3:30 pm, we recognize that children benefit from opportunities to develop independence and make sound judgements. We also recognize the challenge for adults who are driving to find a legal parking spot at that time of day. If you would like for your child/ren (Grades 4 – 6 only) to leave school property unaccompanied by an adult, please sign the form on School Forms Online (SFO). The teacher on duty will have a list of students who have parental permission to leave school property. A daycare staff member will be outside to collect any children registered for daycare who may have forgotten to go directly to the daycare.

• Kindergarten childrenThe Junior and Senior Kindergarten children are outside for recess at the end of day. If they are not outside, look for them inside the classroom. There will always be a Kindergarten staff member with a clip board standing outside ready to check off names as children are picked up. Parents and gurardians must sign out their child with a Kindergarten staff member. Daycare students are escorted to the daycare. Kindergarten children who are not picked up by 3:30 pm are brought to the office.

• All children who are not picked up by 3:30 pm are escorted to the school office to wait for pick up. We must clear the yard at 3:30 pm so that the Daycare can move forward with licensed programming.

• Please note that on Wednesdays, dismissal time is 12:00pm unless your child is staying for Wednesday Afternoon Program, in which case dismissal time is 3:00pm.

• There is no onsite parking available at Jackman ICS and the public streets around the building are largely no parking zones. A list of public parking lots near the school can be found on the visitor’s page of our website: https://www.oise.utoronto.ca/jics/address-directions/

• The front of the school is reserved for a Kiss and Ride program each morning to ensure the safety of all children arriving at school. This space is for cars that are moving through in order to drop children off to Jackman ICS staff members who are outside on the sidewalk receiving students and taking them to the supervised playground. Parents cannot leave their cars in the Kiss and Ride zone as it blocks all waiting vehicles from approaching the school and creates an unsafe drop off zone.

• Parents are not to park or drop off on the west side of Walmer Road or in front of neighbours’ driveways. Families are requested to cross Walmer Road at the assigned crossing place at Walmer and Kendal Roads.

• All families are requested to use Walmer Road as a one-way street heading north. This eases congestion and blockages that often occur at peak times and improves safety for our children.

• If you are picking up your child early, please drop by the school office in person to report your child’s departure.

• If you are parking to attend a Parent Breakfast / school event / meeting, we encourage you to use legal street parking or public parking lots. See above for link to parking lots in the area

In an inquiry-based classroom, the teacher assesses student progress on a continuous basis throughout the school year, collecting and using a wide range of information to provide an informed and comprehensive picture of the student’s learning. Enabling students to express their understanding in differentiated ways is crucial for many reasons, but especially for the following:

• The teachers’ ability to differentiate instruction and assessment as a means of helping students understand how they can improve is closely related to the feelings that students have about themselves as learners specifically, and about learning in general (Ontario Ministry of Education, 2010a).

• “Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning” (Ontario Ministry of Education, 2010a).

Some examples of varied and authentic assessment sources include, but are not limited to: Student questions; inquiry lab books; portfolios; visual art, and anecdotal observations.

About the Behaviour Code

The Dr. Eric Jackman Institute of Child Study provides a safe and caring learning environment for all students through emphasizing the need for:

• Equity and respect for self and for others,

• Respect for the property of others and of the school,

• The avoidance of inappropriate behaviour (any type of bullying, hurtful words or actions, exclusion, discrimination, rudeness, dangerous activities) and anything that infringes upon others’ rights, and

• Parent partnerships to encourage appropriate behaviour. Parents and teachers will be in touch regarding student behaviour, and we ask parents to work with teachers in support of this code.

When inappropriate behaviour occurs, the Lab School has several steps, which aim to encourage collaborative problem-solving skills as well as ownership of one's own actions and the consequences, which arise from these. The teacher(s) and principals become involved in helping with this process in many ways.

This code was developed by teachers, students, and parents. It is expected that all members of the school community will work together to support this code.

The Behaviour Code

At Jackman ICS we value different ideas and celebrate the wide diversity of backgrounds, interests, and learning styles in our classrooms. This behaviour code is supported by these values.

The Jackman ICS Behaviour Code is based on respect.

Expectations Regarding Behaviour:

1. Members of the school community will show respect and kindness in all their interactions.
   

2. Actions that contribute to a respectful school culture include:

   • Use of considerate actions and language that promote inclusiveness, fair play, sharing, turn-taking, and a spirit of helpfulness.

   • Use of actions and language that promote a sense of ease and security for everyone, allowing others to comfortably learn, concentrate, listen, and respond to other perspectives.
     

3. All members of the school community respect the property of others and of the school.
   

4. Examples of unacceptable behaviour include:

   • Disrespectful language or actions that create discomfort for others.

   • Any physical or psychological aggression, such as the use of social exclusion, intimidation, or abusive language.

   • Dangerous actions that place self, others or property at risk.
     

5. We encourage children to intervene appropriately when another student’s rights have been infringed upon.

Procedures for Administering the Behaviour Code

A clear, developmentally sensitive process is in place for dealing with inappropriate behavior

at Jackman ICS. Each step of the process encourages children to take responsibility for their actions as they develop social problem-solving skills. Final responsibility for the administration of the Behaviour Code rests with the principal.

Steps in the Process:

We attempt to address and resolve issues as they arise. As children grow and learn, we encourage increasing autonomy and peer support as they develop the cognitive and emotional skills to resolve difficulties with others.

1. In cases of minor misbehavior or conflict, children are first encouraged to resolve difficulties through conversation with peers. Teachers will provide as much support as needed in this process, helping children clarify intent, build empathy and awareness of other viewpoints, and recognize the impact of their actions on others.
   

2. The principals will become involved when either children or teachers need additional support, or a situation is ongoing or reoccurring.
   

3. Parents will be contacted and involved at the stages which require or benefit from parental support in the administration of the behaviour code. Open, two-way communication with between the school and parents is a priority at all stages.

Consequences:

Consequences for inappropriate behaviour at Jackman ICS will depend upon the severity of the misbehaviour, the age of the participants, and the effectiveness of early-stage interventions. A history of inappropriate behaviour or repeated incidents may have an impact on disciplinary decisions. Consequences are dealt with in a developmentally appropriate way involving the students, teachers, principal and parents, as needed. Consequences are logical in order to provide a learning opportunity for students. The child is included in the problem-solving/ decision making process.

The range of possible consequences include:

• Withdrawal from an activity or learning situation, ranging from a few minutes to a longer period out of the classroom.

• Withdrawal from recess to the periphery of the playground.

• Withdrawal from recess to a supervised in-school activity.

• Discussions among teacher, child, principal, and parents to plan for change including: the use of specific consequences at home and at school.

• A day of in-school suspension.

• One to three days of out-of-school suspension.

• An extended suspension from the Wednesday Afternoon Program or other extra-curricular activities.

• Extended suspension from Daycare (after repeated episodes of inappropriate behaviour in Daycare).

The Dr. Eric Jackman Institute of Child Study Laboratory School community is committed to upholding the principles of the Ontario Human Rights Code, the Canadian Bill of Rights, and the UN Convention on the Rights of the Child. All forms of discriminatory behaviour are unacceptable.

Behaviour Code in Child Friendly Language

The students at JICS know that we expect everyone to treat each other with kindness and respect at all times. But we know they also need occasional reminders and opportunities to reflect on what this means in practice. Teachers discuss expectations proactively with their students, and as different situations arise, work through what respect looks like, sounds like, and feels like for everyone involved. This year we are inviting students to share their ideas about this in their own words, with an aim to write a code of behaviour that makes sense to the children within and across divisions. Last year’s JKs shared their thoughts about how students should treat each other:

Be nice

Let them play with you

Use your words, not hands

Use nice words

Share

Don’t throw things at another person

Be kind and caring

Do nice things that you want done to you

Say that you like them

Keep your promise

The JICS Behaviour Code in adult friendly language lives on our family website for easy reference: https://www.jicsfamily.com/behaviour-code

Jackman ICS has a tradition to celebrate each child’s birthday. Considering the various safety, equity, emotional, and other birthday issues, birthday celebrations do not include food brought from home. We want to assure you that we will celebrate each child in a special way and teachers will establish and let you know the details of their plans for each grade. This “no-food-from-home” birthday policy does not change the pleasure we take in acknowledging your child’s special day.

Jackman ICS has the following practice pertaining to the celebration of birthdays: in keeping with our philosophy of nurturing kindness, we encourage care in handling all children’s feelings about birthday party inclusion. Please do not feel that you and your child need to invite the whole class. However, if only some children are being invited to a birthday party, we ask families to mail or email invitations from home and to discuss appropriate non-exclusion conversations amongst peers. If all students in the class are invited, invitations for a birthday party may be distributed at school.

As well, we ask that students are not collected as a group for birthday parties from the school-yard, unless everyone in the class is invited. Thank you for helping us to maintain the social and emotional security of all of our students.

Please do not plan birthday parties that interrupt the Wednesday Afternoon Program.

Parent/class Breakfasts are a tradition at Jackman ICS. They consist of a morning gathering in a classroom in which parents and children (and often siblings of class members) share a (nut-free) potluck breakfast. These usually start a little earlier than our usual school day begins, so parents and children alike can enjoy some breakfast together and then move on to the rest of their day’s activities. Siblings are required to return to their classroom by 8:45 am so as not to miss their learning. Parent reps and classroom teacher should send proposed date for class breakfast to the school principal in advance to ensure there are no conflicts with other school events.

You can access a school directory and make any necessary changes to your contact information online in the Family Access Module (FAM) https://familyaccess.inresonance.com/oise-utoronto/index.php

Class lists & emails will be emailed to all families in September.

The Lab School feels that open communication with parents is important for the welfare of the child. Direct communication between parents and the school is achieved in a number of ways.

• The Jackman ICS Family website, dedicated to current families, is a complete gathering of information about the Lab School. Please visit our site at: www.jicsfamily.com

• Parents are required to subscribe to the blog to receive email notifications of new information that has been posted. Subscribe here: https://www.jicsfamily.com/schoolblog If you are not receiving weekly email notices of new blog postings, please check your junkmail folder and be in touch with Nancy Boudreau.

• Early in the Fall, Curriculum Night is held in order to explain the class curriculum to parents. This is one of the most important forms of communication and all parents are expected to attend.

• Parent Teacher Interviews take place in the Fall and Spring Terms.

• Parents or teachers can request interviews at any time throughout the school year.

• Report cards are prepared by the child's teachers twice a year. A progress report is mailed home in December, and a full report is mailed home in late June.

• Parents' thoughts and suggestions are always welcomed by the teachers and the principal.

• The Parents' Association provides a forum for information, feedback, and discussion.

• Regular school newsletters and letters from the principal and teachers extend our communications with parents. These are archived on the Jackman ICS family website, on the Blog.

• The OISE Dean’s Advisory Board for the Lab School meets twice a year. Parents are represented on this board.

• Correspondence from the school office is sent electronically. We gather email addresses from each family for this purpose. If you prefer to receive a hardcopy of office correspondence please call Nancy Boudreau (416-934-4517).

• Follow us on Twitter: @JackmanICS

• University website:http://www.oise.utoronto.ca/guestid/ics/Laboratory_School/index.html

Dr. Eric Jackman Institute of Child Study Laboratory School

45 Walmer Road

Toronto, ON M5R 2X2

Tel: 416-934-4517 Fax: 416-934-4565

Here is the link to the JICS Lab School Faculty and Staff: https://www.jicsfamily.com/welcome-and-staff

Please note:

• All teachers can be contacted by calling the school office: 416-934-4517 and leaving a message.

• Email to teachers is answered in a timely way, but is not a reliable contact for same-day response.

Here is the link to the Parents’ Association Exectutive and the Class Reps: https://www.jicsfamily.com/paexecandclassreps

A licensed Daycare program is available to all Jackman ICS students. It opens at 8:00 am and closes at 6:00 pm. To register, please visit the Daycare webpage on our website (link below). The Daycare Supervisor, Anne Marie Bartoli, can be reached at 416-934-4522.

https://www.jicsfamily.com/icsafterschooldaycare

Our Mission in Action: Providing Mirrors and Windows At the Dr. Eric Jackman Institute of Child Study Lab School, we celebrate our differences as well as our similarities. The idea that each individual brings a unique and valuable dimension to our shared experience drives the relationships in our community. To us, growing and learning among individuals who share widely divergent life stories, and appreciating their respective cultures, is an invaluable aspect of a true education. Nurturing a respectful and inclusive school culture means paying close attention to individual experiences, our curriculum, admission work, and our daily lives at the Lab School. We partner with families to help children broaden their view of themselves and others by ensuring that they encounter mirrors of their own background and experience, as well as windows of difference.

We teach, practice, and appreciate open-mindedness and awareness, explicitly developing respect for many aspects of diversity, including race or ethnicity, socioeconomic situations, religion, gender, national origin, family composition, sexual orientation, physical/health or psychological difference, and political affiliation. We encourage our students to be active citizens, questioning and countering various forms of prejudice.

We enable students to experience, understand, and support the notion that idea diversity is essential to the development of knowledge advancement, just as biodiversity is essential to the success of an ecosystem. To understand an idea is to understand the ideas that surround it, including those that stand in contrast to it. Idea diversity creates a rich environment for ideas to evolve into new and more refined forms https://en.wikipedia.org/wiki/Knowledge_building

Each year in February, Canadians are invited to participate in Black History Month festivities and events that honour the legacy and achievements of black Canadians, past and present. At JICS, we learn about and celebrate Black History developmentally through the grades and at whole-school events such as assemblies with guest artists and members of the community. Black History is integrated into the Specialty Classes: Library, Music and Visual Arts. We invite parents to suggest ways to help our students gain insight into the experiences of black Canadians and their vital role in the community.

Throughout the school year, we invite parents to enrich our learning by sharing their culture with us. Parents work with classroom teachers to help us celebrate Jewish holidays, Lunar New Year, Diwali, Eid and other festivities. If interested, please be in touch with your child’s teacher.

In the event of a school wide emergency, we will communicate information immediately via e-mail, the school blog on the family website and on Twitter.

Should parents be concerned about adverse weather conditions and/or school closure, information can be found on the University of Toronto Snow Line at 416-978-7669 (978-SNOW) or on our Jackman ICS Twitter feed which can be found on the right side of our website: http://www.oise.utoronto.ca/ics/Laboratory_School/index.html.

The Laboratory School remains open if the University of Toronto is open.

Regular fire drills are conducted at Jackman ICS under the supervision of the University. Please keep all exits and halls free of strollers, bicycles, and rollerblades. Strollers and bikes may be left in the front yard at the bike stands. Children need to wear shoes at all times in school for safety reasons. All staff are trained in a standby procedure in case of an emergency requiring lockdown security.

Lab School staff, including Daycare staff members, do not work for current Jackman ICS families outside the school and the school day for reasons of conflict of commitment/interest.

Please see https://www.jicsfamily.com/clubs list of all the great extracurricular opportunities for our students. Every child who is interested in joining a club or sports team is able to fully participate.

Clubs for students in Grades 4-6 are created based on students’ interests and they are designed to be developmentally appropriate for specific age groups.

Sports teams begin in Grade 3. JICS participates in TDSB sports competitions. Competitive sports activities with other schools begin in Grade 5.

Extra curriculars are a worthwhile endeavor for students to explore as they have many benefits, both short and long term.

Participating in any extracurricular activity offers a variety of positive experiences with different peer groups. They provide children the opportunity to socialize outside of the school day and about a range of topics that are of interest to them. Children also have the chance to develop or enhance their leadership skills. They can build lasting bonds with other children over shared interests.

Extra curriculars also help with self-confidence and positive attitudes. When children find a passion or hobby and can take ownership of an activity they feel successful with, their confidence soars, they become surer of themselves and can build stronger connections with their peers through positive play.

Extra curriculars also help with creating lasting healthy habits that can benefit the mental and physical health of children. Learning ways of staying active, expressing ideas in a large group, working together with peers, eating well when on the go, and other things of this nature will all impact their decisions for themselves well into their future.

Lastly, participating in extra curriculars can expose children to different ideas and opinions and ways of seeing the world. Nurturing their curiosity and sense of wonder, or empathy and care for others through volunteer work can help school-aged children make meaningful connections with their communities and individuals or landscapes within it.

Information about tuition for the current school year is here: https://www.jicsfamily.com/feesinformation

Tuition Fees are payable to the University of Toronto at the address and phone number below:

Nataliya Iordakiyeva

General Accounting Department, Accounts Receivable Section

University of Toronto

215 Huron Street, 2nd floor Phone: 978-2073

Toronto, ON M5S 1A2 Fax: 978-5572

The University will send parents a fees invoice via email. The University requires either payment in full on the first day of school, or you may opt for payments according to the optional payment plan (please refer to our website for an outline of the plan). Fees that are not paid by December 1st are considered by the University to be in arrears and are shown as deficit against the Laboratory School. This has an impact on budgets and fees for the following year and for this reason, the December 1st deadline must be considered firm. At any time, please feel free to contact the school to discuss your plans for fee payment.

The school fees are set by the University of Toronto.

The Laboratory School's connection to the University influences everything from our high academic standards to the spirit of inquiry that pervades our classrooms. The University provides our faculty with professional development opportunities, resources, research support, and library facilities, which make our lively community of professional learners a unique school workplace in all of Canada. The children in our classes benefit from these university connections both directly and indirectly on a daily basis.

The school fees do not represent the full costs of educating a child at the Dr. Eric Jackman Institute of Child Study. The University of Toronto deducts what it recognizes the Lab School’s contributions to the academic work of the University with:

• Teacher-candidates in the Master of Arts Child Studies in Education program at OISE & other teacher preparation programs at OISE;

• Researchers: Jackman ICS serves as a site for research that is carried out by the academic staff and teacher-candidates from the Institute itself, by scholars from other departments at the University of Toronto and other academic institutions, and by the teachers at the Jackman ICS Laboratory School. Lab School teachers regularly present at international educational conferences such as AERA and are co-authors on academic journal publications;

• Professional Visitors: The Laboratory School welcomes thousands of visitors from the Ministry of Education and other ministries, public school boards, national and international researchers, OISE visiting scholars, policy makers, teachers, and teacher-educators;

• In-service teachers through the publication and dissemination of resources such as “Natural Curiosity 2” and The Robertson Program for Inquiry-based Teaching in Math and Science;

• Educational policy makers: Jackman ICS has works closely with the Student Achievement Division and the Literacy and Numeracy Secretariat of the Ministry of Education and the Ontario Principals’ Association to create professional learning resources.

Field trips are encouraged at Jackman ICS. Funding for class trips (excluding annual Gr 5 + 6 Ottawa/Montreal trip) is included in the tuition. Families are required to complete online a “Field Trip Permission Form” form each year. This permission form is an umbrella permission – parents do not sign permission forms for each trip. Teachers will send home details of all planned outings in advance of the event. Extracurricular trips (such as sporting events) require parental consent forms to be signed online when they become available: https://sfo.inresonance.com/oise-utoronto/

Class field trips and in-class workshops are chosen for their relevance to curriculum needs, their quality and the developmental fit with the class. Field trip choices are not shaped by parents’ wishes or by parental offers to pay for tickets. Trips to watch classmates perform are not usually seen as viable because of the need for curriculum links. Please check with Richard if you have any questions.

There are several “standing” field trips that have occurred annually. In September, the Grades 5 and 6 classes travel to a campsite for a three-day, two-night excursion. The Grades 3 and 4s travel for a three-day, two-night excursion in the winter (location to be determined). In May, the Grade 5 and 6s travel, usually to Ottawa or Montreal (locations are rotated annually). This trip requires funding beyond the field trip fund.

We request that all families provide a nutritious, balanced lunch for their children. The Canada Food Guide suggests that everyone has plenty of vegetables and fruits, eats protein foods, chooses whole grain foods, and makes water their drink of choice. The Canada Food Guide is available to view at: www.hc-sc.gc.ca/fn-an/food-guide-aliment/index_e.html. Grade 1 to Grade 6 students eat in the lunchroom in two lunch periods. JK and SK children eat in their classrooms everyday. Children enrolled in Wednesday Program eat lunch in their classrooms.

The Lunch Mom (TLM) is the provider of a voluntary hot lunch program at JICS. A buffet lunch will be offered on Mondays to Fridays. Information regarding registration can be found at https://www.thelunchmom.com

Parents wishing to participate in the Hot Lunch need to register and pay for this program on TLM website.

Nursery to Grade 3 participate in a healthy and nutritious snack program, administered by the child's classroom teacher every morning. From Grade 4 – Grade 6, students are invited to bring a healthy, nut-free, snack from home.

We have a ‘no-food-from-home’ policy for birthday celebrations at Jackman ICS. In addition, we avoid sweet treats in all classrooms, preferring wholesome snacks whenever possible. Please be in touch with classroom teachers if you have any questions.

We prefer that students do not eat candy while at school. However, individual portions of treats may be packed in student lunches or snacks from home. Students are not permitted to share candy, treats, or gum with others.

The Dr. Eric Jackman Institute of Child Study is committed to participating in sustainable and environmentally conscious practices. The Green Events Guidelines were created to support staff and parents as they plan events that include serving food and drinks. The Green Event Guidelines is a resource to be used for all events and gatherings to ensure we are conscious and thoughtful about the impact we are having on the environment. Together, we aim to reduce the usage of single-use items and appropriately manage our waste following the lead of the University of Toronto’s four-stream system: plastics, paper, garbage, and compost.

Please see below for the types of events typically hosted at Jackman ICS and what you should keep in mind while planning.

Section 1: Guidelines for Greener Events, Meetings, Class Breakfasts, and School-wide Functions with Food

• Strive for a low waste event: provide reusables, and limit single-use items.

• Talk to your caterers about your low-waste goal!

  • Refuse the following single-use items that we already have at the school: e.g. plates, cutlery, serving spoons, cups, stir sticks, sugar packs, bottled beverages, condiments, and individual coffee creamers.

• Encourage attendees to bring reusable bottles/mugs.

• Serve beverages in re-fillable jugs. (Remember: U of T is a bottled water free campus!)

• Provide specific waste sorting instructions at the event via signage, presentation slide, or announcement.

• Ensure recycling and waste bins are available and clearly labelled. Request additional bins if necessary by submitting a service order.

• Donate leftovers or bring empty containers for take-away to avoid food waste.

Things to Consider:

There is a black cart to help transfer items from the staff lounge or the servery to where you are hosting your event. Please return cart after use!

• Please bring serviettes for children. Children often pile food onto plates, but a serviette allows them to be mindful of what they are selecting.

• For class breakfasts:

  • Please arrange for 2 or 3 parents to stay and help clean up the classroom, as well as take the cart of dirty dishes to the kitchen, then load and start the dishwasher.

  • Please remember to return later to unload the dishwasher and put all the dishware away.

  • Leftovers can be placed in the kitchen and labelled with the date. Please ask Paige to send out a whole-school email.

Inventory:

• There are 40 large plates and 30 small plates

• There are 32 glass mugs, and assorted ceramic mugs

• Cutlery (knives, forks, spoons - all in separate containers)

• There is 1 glass pitcher in the kitchen.

• Assorted serving utensils and serving trays

• Percolator for coffee and hot water

Message to Class Reps

As a school we are moving towards sustainable practices when hosting events that involve food. For a number of years the school has participated in the Ontario EcoSchools program in which we document our steps towards reducing our ecological impact and building an environmentally responsible school community. This past school year, we achieved a Gold standing but there is much more we can be doing!

Moving forward, for class breakfasts, we would appreciate your support to implement the following sustainable practices:

• Refuse the following single-use items:

  • plates, cutlery, serving spoons, cups, stir sticks, sugar packs, bottled beverages, condiments, and individual coffee creamers.

  • The following reusable items are available for class breakfasts:

    • Plates

    • Cutlery and serving spoons

    • Mugs

    • 1 glass pitcher

    • Large white-sugar container

• Coffee and hot water percolators are available at the school.

• Please purchase milk and creamer cartons vs. single use coffee creamers.

Section 2: Guidelines for Greener Lab School Classrooms

Event posters/advertisements:

• Digitize event promotions, invitations, and signage; use e-invites, e-registration and digital check-in.

• Refuse to give out single-use promotional materials and handouts.

• Provide attendees with digital agenda/packages to limit printing. Additionally, project the information on presentation slides.

• Print double-sided on (postconsumer) recycled paper, if needed.

Event Guidelines:

• Strive for a low waste event: Provide reusables, and limit single-use items

• Talk to your caterers about your low-waste goal!

  • Refuse the following items that we already have at the school

    • Single-use plates, cutlery, serving spoons, cups, stir sticks, sugar packs and individual creamers.

• Encourage attendees to bring reusable bottles/mugs.

• Serve beverages in re-fillable jugs. (Remember: U of T is a bottled water free campus!)

• Eliminate individually packaged items, like bottled beverages, disposable coffee creamers, and condiments.

• Donate leftovers or bring empty containers for take-away to avoid food waste.

Section 3: Guidelines for Greener MA Classrooms

Event posters/advertisements:

• Digitize event promotions, invitations, and signage; use e-invites, e-registration and digital check-in.

• Refuse to give out single-use promotional materials and handouts.

• Provide attendees with digital agenda/packages to limit printing. Additionally, project the information on presentation slides.

• Print double-sided on (postconsumer) recycled paper, if needed.

Event Guidelines:

• Provide reusable plates, cups, and utensils. If using disposables, choose 100% paper plates or recyclable materials. (Beware black-coloured plastics and bioplastics; they are not recyclable or green-bin safe in the City of Toronto or on campus.)

• Eliminate individually packaged items, like bottled beverages, disposable coffee creamers, and condiments.

• Donate leftovers or bring empty containers for take-away to avoid food waste.

Section 4: Resources

University of Toronto Sustainable Events Guidelines - http://www.fs.utoronto.ca/sustainability-office/resources/sustainable-events-guide/

Research shows that much of what is assigned as homework in elementary years is counter-productive and may harm young students’ attitudes towards learning (Dr. Harris Cooper, Duke University). In light of this research, and our own experience and philosophy as an educational institute exploring best practice, we take a developmental approach to homework.

For all our children, this is what we value most for their time outside of school:

• Fresh air, sunshine, and time in nature

• Play

• Exercise

• Creative activities

• Fun time with friends

• Quiet time alone

• Quality family time

• Reading and sharing stories together

• Getting a good night’s sleep

Across all the grades, there will be requests from teachers to connect learning between home and school. These “homework” requests are used to foster positive attitudes and engagement with learning, provide a link between school learning and home learning, and in our junior grades, allow for the growth of developmentally appropriate time management skills.

In Early Years’ Focus and Primary Grades, these request for “homework” may include:

• Being read to and reading

• Ways to engage families in school-based learning

• Ways to promote parental awareness of the class focus

In our Junior Grades 4-6, we build upon our expectations of children’s time outside of school in these developmentally appropriate ways. Homework in these grades may include a focus on:

• Reading, math, literacy, and communication skills

• Organization and thinking skills

• Spelling

• Social sciences

• Current affairs

• Presentations of homework to teachers and peers during class time, adding to the collaborative knowledge building of the classroom community

Homework at Jackman ICS is not:

• Designed to take up all of the child’s out of school time

• Designed to teach unfamiliar curriculum concepts

• Cause stress or discord at home

• A replacement for quality family time

• The same for all learners

If parents are looking for other ways to support their children’s learning outside of school, we offer these suggestions:

• playing games together to consolidate learning

• cooking together, crafting, and creating

• playing music together

• reading and sharing a love of stories

• get outside in nature together

“While schools can’t eliminate every stressor in children’s lives, homework is well within our sphere of control. Rethinking homework in all grades, and especially in the lower grades, is critical and timely work.”

Kelley King, head of lower school and associate head of teaching and learning, shares how overhauling homework practices became an opportunity for San Diego Jewish Academy (CA) to enhance students' mental, physical, and emotional health and wellness. https://www.nais.org/learn/independent-ideas/july-2019/the-homework-debate-what-it-means-for-lower-schools/

• When your child asks for help, provide guidance, not answers. Giving answers means your child will not learn the material. Too much help may teach your child that when the going gets rough, someone will do the work for her or for him. Remember that growing independence is one goal of homework.
  

• If your child finds the assigned independent work too challenging, rather than taking the responsibility of teaching your child yourself, let the teacher know the next day so that the instructions may be clarified or the homework modified. Too much parent involvement can prevent homework from having positive effects. Homework is a great way for kids to develop independent, lifelong learning skills.
  

• After spending what you think is a reasonable amount of time on homework, call it a night. A note to the teacher is handed in explaining how much time was spent would be helpful. Children should not work on homework past (or near!) their bedtime.
  

• Be positive about homework. The attitude you express about homework will be the attitude your child acquires.
  

• Help your child with time management. Help your child to do homework well before bedtime. Think about using a weekend morning or afternoon for working on big projects, especially if the project involves getting together with classmates.
  

• Make sure your child has a quiet, well-lit place to do homework. Help your child think about what works best for her or his concentration and focus.
  

• When the teacher asks that you play a role in homework, please find the time to do this. This shows your child that the school and home are a team.
  

• Help your child figure out what is ‘hard’ homework and what is ‘easy’ homework. This is helpful for time management at home and for teachers to understand each child’s learning style and needs.
  

• Relate homework to life experiences. Show your child that the skills they are learning are related to things you do in your life. If your child is reading, you can too.
  

• Stay informed. Talk with your child’s teacher. Make sure you know the purpose of homework and what your child’s teacher’s expectations are.

Adapted from the Canadian Council on Learning – ‘Lessons in Learning: Parents’ Role in their Children’s Homework’

A professional lice check expert visits the school periodically to do a school-wide lice check. The school notifies parents of children if evidence of head lice has been found so that children can be picked up. Before returning to class, the children must be free of nits and must report to the school office to ensure their status. All parents are encouraged to keep a continual check at home and are required to report any case of lice or nits to the school office.

A more detailed document on lice treatment and control is available from the school office. Please be in touch if you have any questions.

The Lab School is grateful to the Parents’ Association for funding our annual school lice checks.

Lost and found items are collected with the hope of finding their owners! Please encourage your child to check for all belongings. After the last day of school each term, unclaimed items are regularly donated to local charities. The lost and found rack is located by the courtyard doors.

At JICS, math is usually taught in half groups. Half the children attend a specialty subject (French, Art, Library, etc.) and the other half remain in the class for math instruction. Working with 11 or 12 children at a time creates an environment that allows teachers to design learning experiences that are more directly catered to student needs. Furthermore, with smaller group numbers, students receive meaningful and immediate feedback in order to further progress and deepen their learning.

Often math is one area within the classroom where the skill, comfort and confidence level of students varies the most. Being able to provide the majority of our math instruction in small groups allows teachers to address the needs of the students in a more individualized way. It provides an opportunity to offer more direct instruction and scaffolding for students who are approaching grade level and providing them with hands-on opportunities and time to solidify their knowledge of a math concept before moving on. For students who are easily grasping all the grade level math concepts, they have an opportunity to work with some more challenging tasks and show their understanding by applying their math knowledge to specific activities and challenges. Both groups are involved in learning math in a problem-based environment, but are provided with tasks that will challenge, yet not frustrate them. By working in a group of students with a similar skill set, and working at their level, students build the confidence and comfort needed to feel successful about their own math abilities.

At the Lab School, film and other forms of media such as images, clips, music and podcasts are used to enrich the children’s learning experiences. Below are some of students’ ways teachers may use media in their programming:

• As a Provocation/Hook: Media may be used as an inspiration that motivates students to think, wonder or discuss a specific topic.

• As an Authoritative Source: Media may be used to bring information to the students that provide them with foundational knowledge they need to move forward in their learning. The goal can be to simply build their knowledge base or more specifically enable them to further develop their own theories.

• To Bring the Students Experiences that are Otherwise out of Reach: Media can provide exposure to experiences or scientific phenomena that are not possible to replicate in the classroom. Such visual sources of information can be powerful learning tools for students.

• To Help Children Make Real-life Connections to Concepts Learned in Class: It is important for students to be able to make connections between what they are learning about in school and the relevance of their learning to the world surrounding them. Being connected to experts who have used, for example, scientific knowledge to be innovative is important and meaningful. For example, in a unit on Light the students might learn how dentists and welders use reflection to carry out their work. They might visually experience how reflective materials work in the dark and more strongly connect to the connection between reflection and safety. A final example is the students might learn about innovative work such as the Mirror box therapy for phantom limbs.

• As a Way to Provide Equal Access to Information for all Students (Universal Design): Some children who have difficulty reading and or writing can absorb and retain information presented visually and orally thus increasing their level of authentic participation in the curriculum. This benefits all students.

• To Enrich Learning: In general, media can be used very effectively to enrich learning in any curriculum area. The following are but some ways media can be used to deepen the students’ experiences in class:

  • In Biography Studies:

    • To view interviews, music or speeches of individuals,

    • To view works of Art

  • In Social Justice Studies:

    • Human Rights, Indigenous Studies, Unicef, Black History, and more

  • To view historical Images:

    • To view speeches or thought provoking films which provide material for critical analysis of many social justice issues including but not limited to racism, sexism, ableism, and colonialism.

  • In Current Events Programming:

    • As part of the planned curriculum or in spontaneous response to important events or the children’s interest.

  • In French:

    • To provide a rich linguistic experience for a child who rarely hears the language used in complex and extended communication, and to offer another form of listening practice.

    • To offer a balance of linguistic repetition and novelty in social and communicative context to allow children to both apply what they have learned in the class and build a broader linguistic context.

    • To show children that French serves the same purpose for French speakers as English serves for English speakers. Through this realization, they develop a more complete understanding of what language is.Films are chosen very carefully to provide a context and an experience of the language and culture. Plot and pronunciation clarity, as well as speed of delivery are some of the many criteria used by the teachers.

We share our building with the MA program and the Laidlaw Research Centre and we need to plan the use of shared space. Please arrange parent events and meetings with the Principal and then book space through Nancy Boudreau or front reception.

Please check for these regularly in your inbox and update your email address as needed on FAM: https://familyaccess.inresonance.com/oise-utoronto/

All correspondence will be on our School Blog on our www.JICSfamily.com website. If, as a member of a committee or interest group, you would like to send information home, please check with the Principal. Please do not distribute any print material or letters at Jackman ICS without permission.

Outreach and environmental/ social awareness are an integral part of the JICS experience. The school maintains a very active and intentional program that is developmentally appropriate. The children and faculty work together on projects such as spreading awareness, advocacy, works of charity, collecting donations and environmental clean-up. Many projects involve the entire school community and provide the organizing class an opportunity to act as community leaders. In true JICS fashion, the projects are the ideas of the children. Here are some of the outreach and community service work that has taken place at JICS:

• Terry Fox Run organized by the Grade 3 class in September

• UNICEF

• Thanksgiving food drive

• Out of the Cold Program

• Bullying awareness rallies

• Pink Day

• Covenant House – spreading awareness

• Collecting books for the Children’s Book Bank

• Collecting backpacks and school supplies for a local refugee centre

• Green Team composed of children from different classrooms

• Yellow Fish Project – spreading awareness

• Choir performances at local retirement home

We have much to be proud of in our awareness and our commitment to various organizations and causes. Thank you to all the parents for your ongoing support.

Every single family and staff member in the school has important causes and needs that they are passionate about. We are a caring community with many who are helping to improve the welfare and happiness of others. It is the policy of the school not to canvas our families for support or for donations beyond the scope of the children’s outreach choices.

In our day-to-day communication with parents, we strive to resolve issues as they arise. However, from time to time a parent may feel that an issue has not been addressed or resolved in a satisfactory manner and may wish to pursue the matter further. All issues should be addressed initially at the level closest to the event in an effort to achieve resolution. The resolution of a concern should proceed from Classroom Teacher / Specialty Teacher to the Principal as needed. In consultation with the Principal, a mediated solution process may be arranged in exceptional circumstances.

The Jackman ICS Parents’ Association is a vital link between home and school and includes all Jackman ICS families. There are regular Parents’ Association Council meetings to which all parents are invited. Parent volunteers are involved in a wide range of activities at the school and these volunteers are coordinated through the Parents’ Association. The Association also supports many parent/teacher committees, policy and decision making, the funding of needed purchases to enhance the school program, arranges occasional speakers, and provides class representatives for each grade, and provides a forum for parent discussion. The administration of this association is provided by an Executive Committee.

The Parents’ Association Executive Committee members and class reps information can be found here: https://www.jicsfamily.com/paexecandclassreps

For more information regarding the Parents’ Association, please visit our website: https://www.jicsfamily.com/about-the-pa

We value ways that parents can connect with JICS. The Parents' Association and their parent committees are some of the best ways to come to know the school and to strengthen its very special family community.

Throughout the year, there will be many opportunities for parents to contribute to their child’s learning experience at school. Teachers will be in touch with requests for volunteers. We understand that the ability for involvement differs for each family and since our top priority is inclusivity, we continue to strive for all families to be involved in ways that work for them. All contributions big and small are recognized and appreciated.

Teachers photograph and videotape students for educational purposes, documentation, assessment, and professional development. JICS families have given consent for the Lab School faculty to show images and video of their child/ren for the purpose of dissemination at conferences, on PowerPoint presentations, on the Jackman ICS, the Natural Curiosity, and the Robertson Program websites.

Throughout the year many photo opportunities arise at the Laboratory School with our many visitors, media requests, other departments at U of T, and researchers in the classroom. Any time an image of Jackman ICS children is requested, for these purposes, photo permission will be obtained.

A detailed statement of information outlining the Curriculum Principles and Academic Program at Jackman ICS is available on our website at

https://www.oise.utoronto.ca/jics/our-curriculum-practices/

In the event of a health emergency or public health concern, Jackman ICS will be in touch with parents immediately. We work directly with Public Health to provide all needed information and care.

At the Lab School, we value outdoor playtime as a vital part of the school day. When children play freely during recess, they develop socially, emotionally, physically and cognitively. We view recess as a time for children to be as autonomous as possible. Our goal is to provide developmentally appropriate parameters that allow for independence, choice, physical challenge, solitude, exertion, and social connection.

Rules and guidelines for outdoor play are created with safety in mind, both physical and emotional. They are designed in accordance with the following three principles:

• There is an expectation of fair play and consideration for others

• Targeted exclusion is not permitted.

• Recess equipment must be used safely and appropriately at all times

Rules for basic safety across all grades are:

• There can be no equipment on the climbers.

• Bikes, scooters and roller blades from home may not be used in the school yard.

• Children in Nursery-SK may only use the small climbing structure.

• Climbing structures are off limits before and after school.

• Electronics or cellphones are not permitted during class or recess because it is our intention that the outdoor play period is for physical activity and social engagement

• Children are expected to be outside during recess time, and may not leave the yard without permission from a teacher

There are usually at least two adults on the playground providing recess supervision. There is an expectation of fair play, consideration of others, and inclusion of all. Jackman ICS follows a “You can’t say you can’t play” policy for inclusion. Teachers are objective and learning-focused rather than discipline-focused when dealing with children's behaviour. The Laboratory School has rules to govern play during outdoor activity periods. Please see the Behaviour Code section.

Children play outside in all weather at Jackman ICS (including light rain, snowy days, and cold conditions) so please send your child with outdoor clothing appropriate to weather conditions.

JICS Outdoor Play Policy - Updated 2019

Outdoor play is a right of childhood.

Outdoor play grounds children’s understanding of place and our essential connection to the Earth.

Play deserves time.

Self-directed play is fundamental to children’s physical, emotional, and social growth, and sense of well-being.

Kindness and respect are the basis of play within a community.

Play embeds opportunities to practice judgement, and manage risk, safety, and the consideration and care of others.

We strive to create equitable opportunities where all children can engage in diverse types of play, and where a range of interesting, aesthetically inspiring, and open-ended materials are made available.

Risky play is a natural mode of testing abilities and challenging physical limits. It fosters feelings of efficacy, bravery, resilience, and competence.

The role of the teacher is to value children’s choices, help refine and support children’s sense of agency, and provide a safe space to play, explore, negotiate, and be. Though adults will intervene when a perceived hazard arises, they are primarily attentive observers rather than active supervisors.

Play is many things: joyful, intense, quiet, rambunctious, intrinsically motivating, and deeply satisfying.

As children play outside in all weather, parents are asked to provide children with sensible shoes that are safe and comfortable for all levels of physical activity on a daily basis. Sneakers are ideal footwear. For safety reasons, children need to be wearing shoes at all times; please ensure that children have ‘indoor shoes’ during the winter months when boots are worn outdoors. Shoes with wheels are not permitted for safety reasons.

Report cards are written twice a year. A progress report is mailed to parents in December, and full reports are mailed after the last day of school in June.

The Jackman ICS Lab School has a mandate to engage in and support a full program of research. Research is often conducted within classrooms at the Lab School. In choosing Jackman ICS, parents recognize this mandate and are asked to sign an online consent form allowing their children to participate in research. Research is reviewed by the University of Toronto Research Ethics Committee, and the Child Research Committee at Jackman ICS. Child and parent confidentiality is observed and maintained, unless otherwise indicated in a waiver. If you choose to decline participation, our Vice Principal, Chriss Bogert, will be in touch with you to understand your concerns.

Reports of research activity in the school are available on our website at https://www.oise.utoronto.ca/jics/research-at-the-lab-school and on our Research Night in January.

To ensure safety before and after school, here are some guidelines for the schoolyard:

• Before and after school, balls or other equipment are not permitted in the school yard, and the climbing structures are off limits

• Bikes, scooters, and rollerblades may not be used in the school yard

• Pets may not enter the yard

Should parents be concerned about adverse weather conditions and/or school closure, information can be found on the University of Toronto Snow Line at 416-978-7669 (978-SNOW) https://www.utoronto.ca/campus-status or on our Jackman ICS Twitter feed which can be found on the right side of our website: https://www.jicsfamily.com

The Laboratory School remains open if the University of Toronto is open.

As you know, the Lab School aims to support the needs of the whole child. Central to our philosophy to provide a secure environment, is an awareness that mental health and wellness is essential to learning. To support this, we have a part-time social worker at JICS working in the school on Mondays, 8:30-4:30. The social worker is a licensed practitioner with many years of experience working with children, both in schools as well as in private practice. The social worker will collaborate with Lab School staff in ensuring the overall mental health and wellness, social-emotional learning, and interpersonal skills of all the children, with a particular focus on the junior grades. When the social worker is here on Mondays, she will be visiting classrooms and leading a discussion about relevant topics related to social and emotional well-being. We are exploring ways that she can hold drop-in groups for students during recess times on different topics such as navigating friendships, stress, or mindfulness. The social worker will also be available to meet with students in small groups or individually to offer support through counselling and coaching as needed. Teachers will consult with the social worker about the children in their care, and the junior grade children themselves will be able to ask to speak with the social worker themselves about their own concerns. Parents can also ask about how the social worker might be able to help their child or family.

Parents are asked to contact their classroom teacher to initiate a referral for their child to meet with the social worker, or to speak with the Vice-Principal about how the social worker may be helpful to your child or family. If a child meets with the social worker individually, she will be in touch with parents after the first counselling session, with recommendations for outside support or a plan for further sessions at school, and follow-up after that as needed. Confidentiality of the students and families will be respected.

Teacher education is an important mandate of the Institute. The Laboratory School provides exceptional mentor teachers throughout the grades: JK through to Grade 6 receive one second-year student per term (one intern in the fall term and one intern in the winter term) and one first-year student every 8 weeks. These student teachers work very closely with your children and are considered teachers.

Our mandate as an educational research institute is to provide exemplary education to our students and we know that our teachers are our greatest asset. JICS teachers are highly skilled and experienced and they are experts in child development and pedagogy. Lab School teachers are either University of Toronto employees or they are seconded from various Boards of Education in Ontario.

Seconded teachers bring their knowledge and experience to the Lab School for 1-3 year periods and return to their Boards. It is the policy of the Laboratory School to maintain a mix of University appointed and seconded teachers.

It is vital to our professional development that we learn with and from exemplary teachers from the public boards. We have a long and successful history of seconding teachers. These teachers bring their unique ideas, a diversity of experience, and best practises to JICS and they influence and inspire our development as a faculty.

After a secondment has concluded, teachers return to their respective boards. The reintegration of seconded teachers into the public school setting, along with graduates from the Child Studies and Education Master of Arts Teacher Ed Program, are some of the ways that Jackman ICS serves our public purpose.

After-school play dates are best arranged from home in advance of the school day. In necessary situations, a child needs the permission of a teacher to use the school office telephone. Personal cell phones are not encouraged for children at Jackman ICS unless students (Grades 4 to 6) are require the phones to travel safely and independently to and from school with parental permission. During the school day, student cell phones are stored by the classroom teacher. Students are not permitted to use their cell phones during the school day. All student calls must be made with permission using the school office telephone.

Beyond items brought in to share in the classroom and in inquiry, toys from home are not encouraged. They are not allowed in classrooms not during recess time. Items from home should remain in the cubbies and return home at the end of the day.

Jackman ICS is committed to needs-based financial support that will both enable increased diversity and retain current laboratory school families. Five forms of tuition assistance options support these goals through the Diana Rankin/Muncaster Family Support Fund.

Information regarding the different forms of support and the applications process can be found here: https://www.jicsfamily.com/financialassistance

The Wednesday Program offers a variety of intentionally non-academic arts and sports-based classes to students in Grades 1 – 6, following the noon dismissal each Wednesday. Several classes are run from within the school, others may require children to travel by chartered bus, TTC, or to walk to their destination. Students are accompanied by adult supervisors who are selected by the program coordinator. Classes regularly offered include: clay design, drama, rock climbing, skating and shinny hockey, Improv, badminton, tennis, and squash, sewing and knitting, jewelry design, sports and games, basic engineering, cooking, trampoline, cartooning, and felting.

New registration information is posted before the beginning of each term on our website: https://www.jicsfamily.com/wednesdayprogram

Please note: Children are placed in programs on a first-come, first-served basis.

The Wednesday Program is committed to providing programming for your children regardless of the weather. If weather conditions make it impossible for your children to attend their regular classes, they will be given a choice of 2-3 other classes. On such days, a school-wide email will go out, notifying parents of cancellations. All children return to the Jackman ICS playground between 2:45-3:00. Children must be picked up by 3:00.

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Various Topic: includes story, activity, and videos:

https://www.youtube.com/playlist?list=PLsO1jePSb_ql1hbBk81aZdg9TeED_LLcd

Includes fun worksheets about various topics:

https://www.pbs.org/parents/learn-at-home

https://www.pbs.org/parents/activity-finder/ages-all/topics-all/shows-all/types-birthday-party+coloring-and-printable+craft-and-experiment+recipe+game+app

https://www.youtube.com/channel/UCxNAcNMKHCXHY9dwVOElKpQ

https://openhouse.ilc.org/pages/learning-resources

Click here to view the Nursery Family Handbook. Click here to view the JICS School-Wide Parent Handbook.

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The Philosophy and Purpose of the School For 90 years, the Dr. Eric Jackman Institute of Child Study Laboratory School at the University of Toronto has been committed to the education of young children. Incorporating the developmental, social and cognitive findings of Child Study with influences from progressive education, the Lab School has long been an exemplar of and an advocate for secure, caring, consistent, inquiry-based learning throughout the elementary years.

• Every student is viewed as individual, unique in his or her combination of developmental readiness, culture, lifestyle, learning style, temperament, and special talents.

• Our program and teaching reflect our belief that students have different needs at different developmental stages. Our approach is both rigorous and flexible, encouraging the construction of knowledge by teaching students to formulate questions, analyze and solve problems.

• The Dr. Eric Jackman Institute of Child Study is committed to helping each student master important subject matter, learn to think critically and creatively, understand the values and traditions which underlie our global society, and develop a sense of personal and community responsibility.

• The Dr. Eric Jackman Institute of Child Study is a community of students and teachers, responsible to each other. We work in partnership with each parent to support and enhance the learning of each student.

• Jackman ICS provides an environment that fosters research and professional inquiry. The school makes a significant contribution to the education, human development and applied psychology work within our university and in the wider educational community in Canada and internationally.

• The school serves a role in preparing pre-service teachers for their professional life through its contributions to the Jackman ICS Master of Arts in Child Study and Education program, providing both practicum experience, mentoring and course instruction by our teaching staff

The Nursery Program The Nursery offers a morning program for three- and four-year-olds. The aim of the program is to offer a nurturing environment that provides children the opportunity to learn and grow in a safe and secure setting. In this individualized program, children are strongly accepted and appreciated for who they are as we encourage them to try new things and openly express their ideas and feelings. Diversity is valued and celebrated. The nursery curriculum is designed to meet the strengths, needs, and interests of each child. The program is founded on the belief that young children learn best through free and active experimentation and exploration of materials and ideas as they discover the world around them. Children are supported through challenges and encouraged to reason through problems that arise. There is a strong emphasis on creativity; imaginative play is highly valued. In their interactions with peers, children are helped to understand other viewpoints as they negotiate conflict and discover the joys of social play. Essential to all early learning - social, emotional and academic - are the strong relationships formed between adults and children, among children, and between home and school. As we develop a curriculum that responds to the ongoing needs and interests of the group, we seek to offer children a balance between spontaneous, child-initiated activities and more structured teacher-led learning. Much of the morning is designed as a play-based program, supporting children’s deep engagement in a variety of learning activities; these may include building, art, problem-solving, science exploration, fine-motor activities, reading and story-telling, dramatic play and outdoor play. The program is further enhanced by the integration of specialist teachers in the areas of music, creative movement, visual art, library and physical education. Special visitors and field trips enrich the learning by connecting the class with the wider community. Special guests may include storytellers or artists or even a parent with expertise in a relevant field. Each year resources from the Patrick Harvey Arts Fund are used to provide exciting arts opportunities for all the students of the school. Special Note: As we support children to work together in respectful ways, we are mindful that our school’s Behaviour Code is relevant to everyone in the community. Adults and children alike are responsible for creating a safe and caring learning environment and for listening and speaking to one another in respectful ways. The Dr. Eric Jackman Institute of Child Study Laboratory School community is committed to upholding the principles of the Ontario Human Rights Code and the Canadian Bill of Rights. All forms of discriminatory behaviour are unacceptable.Reflective Practice Nursery teachers and student teachers share observations of the children and their play in daily conversation, in written observations and in meetings. These observations shape the ongoing decisions made by the Nursery teachers about the classroom environment, curriculum choices and how best to support the children. The Nursery teacher meets weekly with student teachers to reflect on their role in the classroom and their understanding of child development, as well as work with them in their planning for the program. The Nursery teacher also works with specialist teachers, in informal check-in conversations and at meetings, to share information about the children and how they are responding to the specialist programs. As members of a lab school, we view our role as “teacher-researchers", constantly refining our practice in response to observations made in the classroom, new research, and reflections from our colleagues. Ongoing communication with parents is also a key aspect of our work. Parents learn more about the program through Nursery notices, school-wide newsletters and documentation posted outside the classroom or sent electronically. Parent breakfasts, field trips and open house mornings allow parents to be part of the classroom community. Parents also meet with the Nursery teacher for formal interviews twice a year; other meetings are arranged as needed. Report cards for each child are mailed to families twice a year. Professional Licensed Practice Years ago our school began as a Nursery. The Nursery program still belongs within the community and administration of our whole school. In addition to these supports and standards, the Nursery is also licensed under the Child Care and Early Years Act. All programs for young children are now regulated by the Ontario Government to ensure quality of care, developmentally appropriate programs and safety for all children. As required by the act we have a number of written policies outlining how we ensure the standards of care recognized by the province. Policies regarding program implementation, anaphylaxis, supervision of student teachers and volunteers, administration of medication and other aspects of our work related to sanitary practices and safety can now be found here on our website. “The focus [of early years curriculum] is not on teaching a body of knowledge or a predetermined set of topics. Nor is it centered on children’s achievement of a specific skill set. In the early years, programs are most effective when the content of learning is focused on supporting the development of strategies, dispositions, and skills for lifelong learning through play and inquiry. Through play and inquiry, young children practice ways of learning and interacting with the world around them that they will apply throughout their lives. Problem solving and critical thinking, communication and collaboration, creativity and imagination, initiative and citizenship are all capacities vital for success throughout school and beyond.” - from How Does Learning Happen? Ontario’s Pedagogy for the Early Years

Working in the Dr. Eric Jackman Institute of Child Study Nursery

The Nursery Programs runs from 8:45 – 11:45am every weekday.

Important Contacts:

Nursery Teacher: Norah L’Espérance - norah.lesperance@utoronto.ca

Nursery Assistant Teachers: Kenisha Peters, Debbie Young, Alexa Hawkes-Sackman

Nursery Late Morning Assistant: TBD

Nursery additional Assistant at start of year: Naomi-Ruth Weerasooriya

Nursery Supervisor and Vice Principal of the Lab School: Chriss Bogert -

School Secretary: Shama Joshi

*To contact any of these people by phone, call the School Office: 416-934-4517

Daily Life in the Nursery 8:45 – 9:00: Greeting/ Settling-In Children and teachers greet each other; children are supported to choose and sustain an activity. We may sometimes begin the day by gathering as a whole group on the carpet; most days our activity centres are all open so the children can get busy immediately. 9:00 – 10:00: Exploration Play Children engage freely in a variety of art, sensory, building, literacy, math-based, fine-motor and imaginary play activities. Teachers work with individuals and small groups to facilitate play and support emerging social, physical and academic skills. Snack is integrated into the morning playtime in a free-flow manner, allowing children to eat at the table with an adult and a small group of peers.Tuesday and Friday mornings, Tara brings special Art activities to the classroom.On Thursday mornings parent volunteers read to small groups of children in the Library. 10:00/10:30: Moving Beyond the Classroom Children move to other settings in the school in half groups, continuing their learning with specialty teachers. Children visit specialty teachers usually in half-class groups for (approx.) half-hour periods. Gym is with Mike in flexible groupings; Library and nature studies is with Krista also in flexible groupings; Music is with Suzanne on Wednesdays, Drama is with Sarah Murray on Thursdays. 10:30: Circle Time / Half-Group Learning Activities Nursery teachers work with half the class: learning opportunities include stories, singing, movement, puzzles, games, discussions and hands-on investigations. 11:00 – 11:45: Outdoor Play Gross motor activities, pretend play and fresh air! Children play outside until they are picked up. On Wednesdays we gather the Nursery children in the sandbox at 11:30.***Nursery children are picked-up from the playground by 11:45am.

Attendance Each classroom teacher is responsible for classroom attendance. Teachers record attendance by 9:00a.m. daily using the Sandbox attendance program on their class iPad. Children who enter the classroom after this time. are recorded as “late” in the attendance register by Shama in the school office. Children who are not present by the time the attendance register is sent to the school office via the iPads are marked “absent”. Children who arrive after the attendance register has been sent to the office must present the teacher with a purple “I’ve arrived” slip or an adult must inform the office that they have arrived. This is a vital check that the attendance recorded in the office is accurate. If parents have told you their child(ren) will be away, please make sure that a teacher notes this in the comments column so the school secretary has a record of the reason for the absence. Daily Set-up of the Classroom Teachers and student teachers work together in the Nursery to set-up the learning environment each day. We vary the toys and materials we bring out each day, trying to maintain a balance between novelty and consistency. Adults working in the classroom are asked to observe the children’s play carefully and share any suggestions about how the environment can best serve the children’s play and wellbeing. As the Nursery classroom is a shared space we are also mindful of preparing it for the daycare program that uses the space after the Nursery program. Adult-Child Ratios Adult-Child ratios, as set out in the Child Care and Early Years Act are maintained at all times in the Nursery Program to ensure the safety and well-being of the children. One Nursery teacher must be present for every eight children in the program. Student teachers, work-study students and volunteers are not counted in this ratio, although we fully appreciate the care and support they offer the children and the way in which they enrich the program. Note: Nursery Teachers only accompany children to the toilet. Assessment Teachers assess student progress on a continuous basis throughout the school year, collecting and using a wide range of information to provide an informed and comprehensive picture of the student’s learning. Every adult in the Nursery is encouraged to contribute to each child’s assessment folder and to inform the Nursery teacher of anything to note in the daily record.

**All adults working in the Nursery (including student teachers, work-study students, and volunteers) will read this policy and have the opportunity to ask questions about it before beginning any work with the children.

Outdoor Play

At the Lab School, we value outdoor playtime as a vital part of the school day. When children play freely during recess, they develop socially, emotionally, physically and cognitively. We view recess as a time for children to be as autonomous as possible. Our goal is to provide developmentally appropriate parameters that allow for independence, choice, physical challenge, solitude, exertion, and social connection. Rules and guidelines for outdoor play are created with safety in mind, both physical and emotional. They are designed in accordance with the following three principles: * There is an expectation of fair play and consideration for others * Targeted exclusion is not permitted * Recess equipment must be used safely and appropriately at all times Playground Safety Policy and Practice

The Lab School has developed the following Playground Safety Practice in compliance with the Ministry of Education.

Recess times are planned carefully to allow for appropriate groups of children to play on the yard with good adult supervision. In designing recess times the following factors have been considered: opportunities for social connection (sometimes across grades), optimal space to play in, time for extended play and appropriate supervision. School staff members work together to maintain adult-child ratios and the most favourable positions for supervision on the yard.

To further ensure safety we have developed a Playground Safety Log that includes:

Accident Reports (Nursery Teachers) to track all injuries on playgrounds.

Playground Injury Log (Vice Principal) to highlight problem areas.

Daily Inspection Checklist (Morning Care staff member) done prior to children entering playground.

Monthly Maintenance Inspection (Vice Principal with input from Nursery Staff) to record hazards or defects that need immediate attention or require a plan of action within a specific timeframe.

An Annual Third Party Inspection is done one per year.

Action Plan to record results of the annual 3rd party inspection, including timeframes to address each specific issue.

Note: third party inspection reports are kept on file, along with a log indicating any repairs, removal or installation of equipment, including dates and companies.

Daily Visual Checks (prior to going outside) include:

A designated staff member (Luis or substitute) will inspect the playground prior to the children playing outdoors. Staff will record any observations in the daily playground log book. Staff will check to ensure:

• The fence and gate are safe, and the fence and gate locks are in good working condition

• Stairs are clean of any debris and toys

• The sandbox is clean of any glass, paper, animal droppings, sticks and/or large stones

• The equipment is not bending, warping, or rusted

• Surfacing material is not worn and scattered

• There is a good drainage area

• Check for ice, and apply salt to slippery areas

• Strangers are asked to leave, or if necessary, further actions are taken (ie. Calling Campus or Toronto Police).

• Observations are recorded in a daily log

If any problems are observed, the Nursery supervisor will be notified immediately.

Monthly inspections:

A designated staff member (the Phys. Ed Teacher, Mike) will inspect the playground prior to the children playing outdoors. Staff will record any observations in the daily playground log book. Staff will check to ensure:

• All of the above in daily checklist

• Look to see if any woodchips need to be redistributed, or replaced

• Check all climbing equipment is in good working order

• Inspect all play surfaces for wear and tear

• Inspect all playground equipment for wear and tear

• Remove equipment in disrepair from the storage shed

• Notify the supervisor of any problems that need addressing

• Record these inspections in a monthly log

Annual Inspection

An annual inspection will be conducted by a third party. The report will be shared with the Ministry Program Advisor.

If problems are observed in any of the inspections, the Nursery supervisor will:

• Take appropriate action to remedy the situation

• Document the observations and actions taken

• Call U of T Facilities (3000) for repair items under their responsibility

• Document any maintenance work that needs to be done, and notify the Lab School Principal and business officer, Jun Cheng

• Notify the Phys Ed teacher if any equipment needs repair or replacement

• Review plans for playground improvement with the Lab School Principal and Phys Ed teacher

Early Years Playground Supervision: Guidelines

1. Nursery, JK and SK children are not allowed on the large play structure. The small structure is designed according to safety codes for small children – the children are free to play on this structure when supervised.
   

2. Equipment (hoops, balls, etc) is not allowed on structures.
   

3. Tricycles and wagons should remain on the asphalt.
   

4. Monitor the use of wagons carefully – pushing a wagon from behind when another child is pulling can result in the puller getting run over. Use good judgment regarding how many children can safely sit in one wagon.
   

5. Monitor children on slides guiding their use for safety and turn-taking.
   

6. Skipping ropes should not be out when the Nursery children are in the yard. When used by older children they must only be used for skipping (not tying things, etc.) on the pavement.
   

7. Games involving weapons (with real objects or imagined) is not permitted.
   

8. Children are encouraged to respect the trees and should not be playing with them in any way that could damage them.
   

9. In winter, be aware of icy patches. Monitor play in these areas carefully, if needed, ask children to move away from these areas.
   

10. Monitor the yard and equipment to insure that they are in good condition. Broken equipment should be removed from the play area and any hazardous conditions should be reported to the office.
    

11. Principles of inclusion and conflict resolution that apply in the classroom are equally relevant in the playground. If children are hurting each other with words or physical actions a teacher should get involved immediately. Supporting children to negotiate and arrive at a mutually agreeable solution is ideal. Children who are persistently unkind or dangerous to others in their play may be asked to play away from other children or spend some time in the classroom. *Always inform the classroom teacher of dangerous behaviour or social conflicts among the children.

12. Children who need first aid help should be accompanied to Nancy and Paige in the school office.
    

13. Position yourself well in the yard: be aware of hard-to-see spots and where the other supervising adults are already standing. Important areas to monitor are the climbing structures, the shed and around it, and the gate.It is important to remember that our prime responsibility out on the yard is the supervision and safety of the children. Any conversation between adults – teachers or parents – must not take away from our focus on the care and supervision of the children. Any adult on the yard who is not known to staff should be questioned and redirected to the office if needed.
    

14. If you need to leave the yard for any reason (to accompany a child to the toilet, for example) be sure to inform another adult who is also supervising the yard. CCYEA ratios must be maintained at all times for the Nursery children.
    

15. The time of departure for each child is indicated by staff on the attendance sheet. Families initial that they have picked up their child(ren).

DRESSING CHILDREN FOR OUTDOOR PLAY

As a general rule, children will be dressed for outdoors in all the outdoor clothing that they wore or brought to school. It is useful to ask a child whether they need to use the toilet before getting dressed. In very cold weather, make sure the child has mitts and a hat. For safety, make sure scarves are tucked into the coat, rather than dangling. This also applies to drawstrings or cords. In wet weather, consider whether the child has appropriate foot wear: tuck pants into rain boots. Encourage children to dress themselves as much as they are able – scaffold their efforts.

We play outside in many kinds of weather, please make sure you are also dressed appropriately!

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Professional Development Teachers at the Lab School, including the Nursery teacher, pursue professional development in many ways, including a weekly Wednesday afternoon meeting. Attendance at these weekly staff meetings and planned professional development events is mandatory.

Teachers at Jackman ICS are encouraged to attend conferences and other experiences related to their professional development and report back on their learning during our Wednesday Staff Meetings. Plans to attend conferences should be discussed in advance with Richard and Chriss. Teachers use their UTFA PD Budget to pay for conference expenses and fill out the Conference Information Form.

Nursery Assistant teachers are also encouraged to attend conferences and workshops related to professional development.

All Nursery staff meet monthly to review the growth and development of the children, the daily operations of the Nursery with respect to health and safety standards and to discuss pedagogy.

All Nursery staff review all Nursery policies and the Lab School Teacher Handbook annually or before commencing employment.

All Nursery staff receive First Aid Training every three years to maintain current certification.

All Nursery staff are in good standing with the College of Early Childhood Educators and are hired based on their experience and ability to implement a quality childcare environment and responsibly care for young children.

Nursery Program Staff All Nursery staff members are supervised by the Nursery Supervisors (approved as supervisors under the Child Care and Early Years Act), in most cases these two supervisors are the Lab School Nursery Teacher and the Lab School Vice-Principal. As well, Nursery staff are members of the Dr. Eric Jackman Institute of Child Study Laboratory School and work under the leadership of the Lab School’s administrative team and the expectations of the University of Toronto.