Happily growing together at out-of-school care location Rembrandtplein
Welcome to Rembrandtplein!
This educational work plan provides important agreements for this location, including opening hours, the group setup, the daily routine schedule, activities and what to do when your child is ill. This work plan is part of Bink’s educational policy.
Contact information Location Manager: Leen Seghers Address: Rembrandtplein 30A 1213 BH Hilversum Telephone number: 035-6720014 E-mail address: [email protected]
Our location Out-of-school care Rembrandtplein is accommodated in a beautiful listed building by Dudok. The building is shared with IPS Hilversum and the International Playgroup, our English-speaking playgroup. We give a lot of personal attention to the children. Out-of- school care location Rembrandtplein houses 6 basic groups.
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Table of contents Welcome to Rembrandtplein! ...... 1 Contact information ...... 1 Our location ...... 1 1 - Useful to know! ...... 4 Introduction and settling in ...... 4 Bringing and picking up ...... 5 When are we open? ...... 5 Reporting absence ...... 6 Holidays, exchanging and extra days ...... 6 Discretionary days ...... 6 What do we do if a child falls ill? ...... 7 What do we do if a child has an accident? ...... 7 2 - A day at the out-of-school care location ...... 8 Start of the day or mid-day ...... 8 Food, drinks, treats and allergies ...... 10 Together at the table: tasty & healthy ...... 10 Party in the out-of-school care group ...... 11 Activities and play ...... 11 Having fun while being active! ...... 12 Wise with media ...... 12 Homework ...... 13 Together with children: Child participation ...... 13 At our Rembrandtplein location ...... 14 Playing indoors ...... 14 Playing in the garden or on the playground ...... 14 The Rembrandtplein out-of-school care location has two outdoor areas at its disposal: ...... 15 Playing outdoors ...... 15 Playing together: Friends ...... 15 From A To B ...... 16 Bink vans ...... 17 Walking ...... 17 Activities outside the out-of-school care location ...... 18 Company clothing ...... 19 And then we go home again ...... 19
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3 - Happily growing together – parents, the child and the mentor ...... 20 What did we do today? ...... 20 Mentor ...... 20 Together with school ...... 22 Reporting code for child abuse and domestic violence ...... 22 4 - The way we work: Our pedagogical principles ...... 23 Emotional safety and security ...... 23 Space and challenge ...... 24 Positive self-image ...... 25 Together with others and Respect ...... 25 5 - Together with parents ...... 27 The parents’ committee: reflecting, talking and doing together ...... 27 Talking with parents ...... 27 6 - Out-of-school care location Rembrandtplein: the groups and the staff members ...... 28 The basic group ...... 28 Activities in groups of more than thirty children ...... 28 Merging groups ...... 28 Merging during holidays ...... 29 Clustering ...... 29 Childcare in a second basic group ...... 29 Moving to a new basic group ...... 29 Opening hours and deviations from the beroepskracht-kindratio (staff-to-child ratio) ... 30 Which language do we speak? ...... 30 Binkers: Who are Bink’s staff members? ...... 30 Staff members, education and training ...... 30 Staff members in training, the Bink Academy ...... 31 Volunteers ...... 32 Back-up ...... 32
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1 - Useful to know!
At the out-of-school care location (bso) children spend their free time after a school day or during holidays and days when school is closed. The out-of-school care location is a place where children feel at home, where they can play, have fun and develop themselves.
Introduction and settling in During the first meeting with parents and carers1, we take the time to get to know each other and inform each other. We make agreements with parents to ensure a smooth transition to the new environment, in order to make their child feel safe with us. We also inform parents who their child's mentor is. The mentor is a regular pedagogical staff member to whom parents can direct their questions about the well-being and development of their child. The mentor makes arrangements with the parents about settling in.
A settling-in period usually lasts about two weeks, during which the child and the parents can gradually get used to the new situation. Settling-in is often a tailor-made process. The child is welcome all afternoon from the first day of out-of-school care, but in consultation with the parents, or depending on the child’s needs, we may deviate from this.
Parents accompany their child from school to the out-of-school care location on the first day of care. The mentor makes decisions with parents as to whether they will be staying in the group and what time they will be picking up their child.
During the settling-in period, the mentor observes how a child feels, by staying in sight of the child as much as possible and bringing the child into contact with other children. As a mentor you name what you are doing and what is happening around a child. The mentor also mentions the emotions he or she sees in a child, which makes the child feel understood and safe. In this way, a child gets used to the new situation and will concentrate on playing and on what is happening in the group.
In addition to the bringing and picking up times, we always give parents the opportunity to call and ask how their child is doing. If necessary, and in consultation with the parents, we
1 In the pedagogical work plan we mention parents where we obviously mean parents and carers
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make special arrangements for the settling-in period. Once this period is over, we will discuss with the parents how they and their child experienced this.
Bringing and picking up Children are picked up from school by Bink staff members and picked up from the out-of- school care location by parents from 17:00. During school holidays and non-teaching days, children are brought between 8:00 and 9:30 am.
It is possible to bring a child after 9.30 or pick her/him up before 17.00, if parents wish to do so. However, we kindly ask them to inform us beforehand. We then will see to it that the child is not in the middle of an activity or that we have an activity outdoors. At 18.30 hrs, the Rembrandtplein location closes. If parents are unable to pick up their child themselves, we will ask them to let us know. This can be done via My Bink, the digital parent portal. We will not allow someone else to pick up a child without the parent's permission.
When are we open? The Rembrandtplein location is open during school days from Monday to Friday from 14:30 to 18:30. During school holidays and non-teaching days, this location is open from Monday to Friday from 8:00 am to 18:30. Our out-of-school location is open almost all year round, except for a few days each year. You can find the closing days on the website.
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Reporting absence We ask parents to let us know if their child will not be coming. The pedagogical staff can then also inform the other children that a child will not be present that day. Parents can report their child’s absence via My Bink.
Holidays, exchanging and extra days Discretionary days Every calendar year, parents get a number of discretionary days for each child. The number of days depends on the personal situation. With the all-in-one package, the parent gets 10 discretionary days per calendar year for each fixed childcare day during school weeks. These days can be used as desired during holidays, non-teaching days, other school closures and as an extra day during school weeks. This is possible on every day of the week, even if it is not the regular day of care.
Parents can request an exchange day via My Bink. Based on the group size, the group composition and the number of available pedagogical staff members, we determine whether or not the request will be granted.
Exchanging a day is possible within one week before, in the same week, or within one week after the absent out-of-school care day. This means that a day in week 7 can be exchanged for a day in week 6, 7 or 8. Requesting an exchange day can be done up to 14 days before the requested day via My Bink. We will let you know if the exchange of the day is possible, also via My Bink. There is no charge for exchanging a day.
Parents can also request an extra day or half-day, in addition to the regular out-of-school care days. Whether a place is available on the requested day depends on the group size, the group composition and the number of pedagogical staff members available. Parents can request extra out-of-school care up to 14 days before the requested day via My Bink. The costs for the extra day will be automatically deducted from the discretionary days. When the credit balance of the discretionary days has been fully used, the costs for the extra out-of- school care day will be automatically invoiced.
For the child, it is best if the exchange or extra day takes place in his/her own group, where the familiar group mates and pedagogical staff members will also be present. If there is no
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room in the child’s own group, but there is room in another group, we can place the child in the other group on that day. In this case, we will ask the parent's written permission. What do we do if a child falls ill? If a child falls ill during out-of-school care or comes to the location ill, we will first look at the general picture, i.e. the child's well-being. Does the child feel ill and/or does the child's behaviour indicate that he/she is ill? Indicating pain, for instance, being listless, crying a lot, having a fever, vomiting regularly, having diarrhea and not wanting to eat and/or drink. When a child is sick, he/ she needs a lot of attention. At the out-of-school care location, a sick child cannot get the attention he/she needs without this being at the expense of the other children in the group. This is not good for either the sick child or the other children. It is an unpleasant work situation for the pedagogical staff members, and therefore we will ask the parent to pick up the child if he/she cannot participate in the daily programme.
We follow the guidelines of the GGD in Bink’s Policy on Sick Children (Beleid zieke kinderen). This information is also available on our website.
What do we do if a child has an accident? In case of minor accidents or if medical assistance is needed, we call the parent immediately and discuss who will take the child to the doctor. In urgent situations, we call 112 and inform the parent as soon as possible. The pedagogical staff member remains with the child until the parents are present.
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2 - A day at the out-of-school care location
Start of the day or mid-day In the afternoon, we pick up the children from school on foot, by van or by bike. Some older children go independently from school to the out-of-school care location, where they are welcomed by the pedagogical staff member. Because several schools are linked to our out- of-school care, children arrive after school in groups at different times.
When children arrive at the out-of-school care location, they are enthusiastically welcomed by the pedagogical staff members. The children hang up their coats and bags on the coat rack and, if necessary, the pedagogical staff member will help them. Each child goes to his or her own basic group and, once all the children from the different schools have arrived, sits down at the table with the other children to drink and eat something. Eating and drinking is done in small groups, in order that each child gets all the attention he or she needs. At the table we have a pleasant conversation, with the pedagogical staff asking, for example, how the day at school went. This makes the children feel welcome and seen.
When the children are still sitting at the table, the pedagogical staff members tell them which group activities they can participate in. For the youngest and the middle group, pictures of the group activities are displayed on the activity board, and for the older children the group activities are written on the activity board. After eating and drinking, the children choose with whom they want to play, in which activity they want to participate, or in which play corners or with which materials they want to play.
The pedagogical staff member ensures that the play area looks inviting and challenging, thus encouraging children to play. Various playing materials geared towards different areas of development are available. Every child starts the day in his/her own way. Some children start playing immediately, others may want to sit with the pedagogical staff member or do something together with him/her. When parents come and go, there is room for them to discuss important information about their child with the pedagogical staff member. Moments of saying goodbye occur at the out-of-school care location especially on non- teaching days and/or holidays. Saying goodbye is not always easy. We ask parents to say goodbye from the spot where their child is playing at that moment, thus keeping them more involved in their play. But if a child wants to wave by the window or the door, this is allowed.
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Food, drinks, treats and allergies Together at the table: tasty & healthy In the morning and afternoon, children are given a healthy snack including fruit or vegetables and/or a cracker with filling. On Wednesdays and when the out-of-school care location is open all day, we have lunch with a sandwich and the children drink water, milk or tea.
We take the time to eat together and turn it into a pleasant moment. We have conversations with the children and encourage them to talk to each other. Children sit in a small group with a pedagogical staff member at a set table. This is a time when we involve the children by having them help us set the table or clear it. During mealtimes, children are given the opportunity to do as much as possible themselves. They can try new tastes and learn to make choices about what and how much they eat. In this way, we stimulate their development.
The pedagogical staff member discusses with the parents what they feel comfortable with regarding their child's eating pattern. We ask parents to inform us if their child is on a diet or is allergic to particular nutrients, so we can take this into account. We order possibly special products from our supplier. If our supplier cannot deliver these products, we will ask parents to bring them themselves. Parents can then use the receipt to get a refund of the costs incurred.
Our nutritional policy follows the guidelines of the Dutch Nutrition Centre (Voedingscentrum). We make sure that our food contains as little sugar, salt, colourings, aromas and flavourings and as little saturated fat as possible.
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Party in the out-of-school care group
If parents wish that we celebrate their child's birthday at the out-of- school care location, we will do so. The birthday child is the centre of attention and is allowed to treat the group. We ask parents to provide a healthy treat or a treat in the form of a small gift (e.g. colouring pencils or origami papers) for the children in their own group. Treats are handed out just before or after a meal, to prevent the children’s teeth from being burdened too much. If the treat is too much or does not fit within a responsible healthy treat, we can choose to give part of the treat to the children to take home.
On celebrations or special days, we sometimes deviate from the existing nutrition policy and offer sweets, biscuits or ice cream, for example.
Activities and play An inviting and challenging environment is necessary to discover the world and one's own talents in a playful manner. At our out-of-school location, playing and participating in activities can be done at various places, either in the child’s own (or other) basic group area, in other areas such as the kitchen, the workshop, the gym or outside. The pedagogical staff members focus on all children.
Children play independently and take part in guided group activities. The play materials are varied and geared to different interests and areas of development. The range of activities is varied and always includes outdoor or sports activities, and offers challenges to children of all groups and ages. Children can see what activities are on offer that day on the activity board. After arriving, they can think about what they want to do that day. The activity board is also useful for parents to see what activities we have on offer. In addition to the free play and supervised group activities at the locations, there are also special activities. Our activity coordinator organises a programme of activities for all groups and ages. Examples include music, reading and play projects, dance and movement projects, drama, technology or creative projects. We also actively seek cooperation with partners in the cultural and social spheres. In cooperation with these partners, we regularly offer courses and workshops in areas such as music, drama, visual arts and sport.
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During the summer holidays, we organise an extra-large number of fun and special indoor and outdoor activities with a focus on child participation. In advance, we make a programme with a wide range of indoor and some outdoor activities. The holiday programme is flexible and enables us also to respond to wishes of the moment.
Having fun while being active! We place much emphasis on movement through sports and games and promote fun and sportsmanship. Our sports coordinator develops the sports, games and exercise policy for all our locations and also trains and coaches our sports leaders. The sports leaders in turn provide attractive and varied sports and games for children of different ages, taking their motor skills into account.
During the out-of-school care hours, children have the opportunity to obtain their A-Level swimming certificate. We arrange free transport to various swimming pools and accompany the children before, during and after their swimming lessons. Children can be placed from the age of 4.5 to 5 years. In some cases, we also organise free transport to sports clubs.
You can find more information about swimming and sport during the out-of-school care time on our website.
Wise with media Reading, listening, watching, playing and doing: you can do it all with digital media. We have clear agreements and a good balance when it comes to the use of internet, social media, mobile phones, television, tablets and (game) computers. The pedagogical staff members select computer games based on age and without aggression, and our internet connection has a safety filter. We make agreements with parents regarding the use of mobile phones by children.
There is no television at the Rembrandtplein out-of-school care location. We use a beamer and screen for special events such as the Sinterklaas newsreel or the Olympic Games. In principle, we do not watch films during school weeks. Every now and then, we make an exception, on a rainy long afternoon, for instance. During the holidays we occasionally watch a film.
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Homework Parents inform the pedagogical staff member when it is necessary to encourage children to do their homework. The children are given the opportunity to do their homework in a quiet place.
Together with children: Child participation We involve children in the out-of-school care situation as much as possible. If children come up with ideas, we try to accommodate them. We are flexible in what we offer, and sometimes weather conditions cause us to adjust our programme. In various ways, appropriate to the age and the situation, we involve children in the choices and preparations for the activities. We inform them about what is going to happen, ask them what they think about it or what they want. We consult together and sometimes children can take part in decisions and sometimes make a decision completely independently.
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At our Rembrandtplein location At our Rembrandtplein location we are equipped to offer a wide range of play and development opportunities. Various playing corners have been created in the different group rooms. This allows children to play in small groups. There is, for instance, a construction corner, a reading corner, a dress-up corner, a craft corner and a games corner and, for the oldest children, there is also a multi-media room. In addition to the group rooms mentioned above, the Rembrandtplein out-of-school location also has a gym, a kitchen and a challenging workshop.
Playing indoors At the out-of-school care location, each child is in a basic group that he or she leaves if he or she wants to play or participate in an activity at another place.
In principle, the youngest children find everything they need in their own basic group room. They rather still like to play in their own familiar basic group. From a pedagogical point of view, we also find it important to challenge children- and increase their self-reliance. That is why we occasionally offer children, mainly the children from the middle group and the group with the oldest children, the opportunity to participate in a certain activity in another group room.
Children develop their own play and activities arise spontaneously. The pedagogical staff members are present to help children get started or to offer extra facilities.
Playing in the garden or on the playground Playing indoors is different from playing outdoors. Outdoors, the children have more opportunity to move and movement is the engine of development. That is why we go outside with the children as often as possible. Even when it rains a little or when it is cold too cold, we will dress the children adequately and go outside. We stimulate playing outdoors because the open air and light are healthy for children and movement is important for the overall development of children.
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The Rembrandtplein out-of-school care location has two outdoor areas at its disposal: ˗ the fenced playground/garden for the group of the youngest children (4 - 6 year olds) with plenty of space for cycling, playing hide and seek and running around. There is a swing, a water fountain, an outdoor kitchenette, a play (climbing) frame with a slide and a sandpit. When the sun shines more often, large sunshades are hung over the picnic tables and the sandpit to provide shade. ˗ The playground at the front of the building has a swing, playground equipment, a ping pong table, a football cage, a tumble bar and space to run around, skate/roller blades and make use of snake bikes.
Playing outdoors We like to go shopping with the children, visit the Neuweg playground, the playground of the HSV out-of-school care location, the heath, the library or the Hilversum museum. During the introductory interview, we ask parents' permission for these kinds of small trips.
For outdoor activities, we make clear agreements about supervision and transport. We adjust the number of pedagogical staff members to the number of children. The number of pedagogical staff members for these small outings is as follows: ˗ For children aged 4 to 7: one supervisor for every seven children; ˗ For children aged 7 and older: one supervisor for every ten children (depending on the composition of the group).
The pedagogical staff member always carries a mobile phone on outings. The pedagogical staff members wear the Bink clothing, so they are recognisable. The children wear a Bink vest over their own clothes in order to remain visible to the pedagogical staff members.
Playing together: Friends Sometimes, children like to play with friends from school who do not go to out-of-school care. Playing with a friend is also possible at the Rembrandtplein out-of-school care location if the size of the group allows it. Just like at home, we make clear agreements and have the parents' contact details. It is also possible to play at a friend's house when it is actually an out-of-school care day. We prefer to hear this in advance. If this wish comes up spontaneously when picking up the child from school, the child will be taken to the out-of-school care location first. We do this
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to prevent the other children from having to wait a long time at school until arrangements have been made. At the out-of-school care location, we contact parents by telephone and make arrangements.
If a child is old enough to be able to decide for him/herself whether or not to go and play with a friend after school hours, we ask the parents' written permission.
During the holidays, it is also possible to bring a friend who does not normally make use of out-of-school care. This is possible if a child comes to the out-of-school care location at least three days a week, depending on the group size and the planned activities. We do not charge for a friend who comes to the out-of-school care group occasionally during the week or in the holidays.
From A To B An important task for the out-of-school care is to pick up the children from school and often also to bring them to a sport club or another activity outside the out-of-school care location. We call this transportation.
At the Rembrandt out-of-school care location, the children are picked up from school by pedagogical staff members and drivers who are employed by Bink. The children are taken to the out-of-school care location by van, on foot or by bicycle. The complete transport policy
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is available on request. Below you will find a summary of the main points of our transport policy.
Bink vans The out-of-school care locations have their own vans to transport children. The pedagogical staff members and drivers are informed of the agreements with schools and the route. They have passed an ANWB driving test for driving a van. The rules in the van are: ˗ use of booster seats; ˗ a maximum of eight children on the van; ˗ always wearing safety belts; ˗ waiting with stepping out until instructed to do so by the supervisor; ˗ no bicycles on the van.
Walking Older children may walk or cycle to the out-of school care location on their own, if parents have given written permission for this in consultation with the pedagogical staff.
The rules for walking are: ˗ the children walk in front of the pedagogical staff members; if there are several pedagogical staff members present, the children walk in between the pedagogical staff members; ˗ the children check whether they can cross safely, but wait until the staff members indicate that they can also do this together; ˗ we cross the road in a straight line with the whole group; ˗ we walk on while crossing; ˗ the children walk in pairs if the pedagogical staff member agrees (depending on age, route and group); ˗ we always walk the same route from school to the out-of-school care location.
Children who walk to the out-of-school care location on their own, do so with the written permission of their parents.
The rules for cycling under supervision are: ˗ when cycling in a group, the children cycle behind each other, or, if possible, in pairs;
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˗ when accompanied by two pedagogical staff members, the children cycle in between the staff members, so one pedagogical staff member in front and one pedagogical staff member last; ˗ sitting on the back of another child’s bike is not allowed; ˗ when crossing the road, the pedagogical staff member in front indicates when this is possible and blocks the road for through traffic; ˗ children wait for each other on the other side, until the basic position (pedagogical staff member in front and behind) has been taken again; ˗ when accompanied by one pedagogical staff member (max. 10 children), the pedagogical staff member bicycles either in front or behind, depending on the composition of the group; ˗ the pedagogical staff members wear Safety First vests (Veilig Verkeer-hesjes).
Children are allowed to cycle independently if their parents have given written permission. This has to do with differences in experience, skills and responsibilities of children and wishes of parents. When cycling on outings, we prefer to do this with children aged 8 and above, with parental permission. We also look at the individual skill and responsibility of the child. Activities outside the out-of-school care location We put safety first and therefore have clear arrangements for supervising during transport: ˗ for children aged 4 to 7 years: one supervisor for every seven children; this also depends on the content of the activity; ˗ for children from 7 years of age: one supervisor for every ten children (depending on the composition of the group); ˗ children should wear a cap, sticker, T-shirt or vest with the Bink logo.
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Company clothing Staff members wear recognisable clothing during activities outside the out-of-school care location, in the schoolyard and during transport. We wear vests or shirts with the Bink logo.
And then we go home again We end the day at the out-of-school care location by saying goodbye. We then also know which children have been picked up.
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3 - Happily growing together – parents, the child and the mentor
What did we do today? We share the children’s daily experiences via My Bink and tell them when parents come to pick up their child.
Mentor All pedagogical employees of the group are responsible for the care and guidance of all children. In addition, each child has a regular pedagogical staff member as a mentor. The mentor is the contact person for questions about the child's well-being and development. At least once a year, the mentor carries out an observation as part of our child monitoring system and makes a report.
With the help of our observation instrument Welbevinden en Betrokkenheid (Well-being and Involvement), we observe the child. We assess the child's well-being, how he or she plays and develops. After an observation, we invite the parent for a meeting in which the mentor shares what she and her colleagues have seen, while we would like to hear how parents feel about their child. If necessary, the mentor will discuss what we can do to improve the well- being and/or stimulate the development of a child. Parents will receive the observation report. If parents feel the need, they can always make an appointment for a meeting with the mentor in between the annual observations.
Sometimes the child’s development proceeds differently than expected, in which case, we will also discuss how we can ensure optimal guidance for the child. If necessary, we will ask for help from the pedagogical team. The pedagogical team consists of pedagogues and pedagogical coaches who are regularly present at the locations and coach and train the pedagogical staff members on an ongoing basis. It is also possible that during a session with parents we recommend consulting an external expert, such as a speech therapist, a paediatric physiotherapist, the Centrum voor Jeugd & Gezin (Centre for Youth and Family), a remedial educationalist or the paediatrician at the child health centre.
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Bink also collaborates with Trompendaal and Youké. Specialist staff members from these organisations can provide support or extra guidance to the pedagogical staff members and/or children in the group.
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Together with school The location manager is in touch with the schools connected to the out-of-school care location. The location manager makes arrangements about holiday dates and non-teaching days. The manager also informs the school which children go to out-of-school care and on which days. We decide with the teacher where we pick up the children. We are responsible for the children after transfer by the teacher. If the Bink staff member is not present yet after the end of the school day (an exceptional situation), the teacher will wait with the children at school and contact the location. The location manager has regular consultations with the school about the cooperation and arrangements made. Sometimes it is pleasant to discuss the policy or way of working with the school. If there is reason to do so, and only in consultation with the parents, we consult with the school about individual children.
If parents do not make use of the Bink out-of-school care after the childcare centre period, the child's details will be destroyed after a maximum of two years. See our Privacy Statement for more information.
Reporting code for child abuse and domestic violence When caring for children, attention should also be paid to the subject of child abuse and domestic violence. Bink has, as required by law, a reporting code for child abuse and domestic violence. We follow the steps in the reporting code when there are suspicions or signals of abuse and neglect.
If we see a reason to do so, we will meet with parents about this sensitive subject. We always start from sharing our concern, without judgment and with the aim of improving the well- being of your child.
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4 - The way we work: Our pedagogical principles
We have represented our pedagogical principles in a circle, and with good reason. The basis is the inside: the child is central. Next, our first goal is to create safety and security. Only when these needs have been met, can the child gain self-confidence, establish good relationships with others and continue to develop.
Emotional safety and security An important basis for children's development is that they feel emotionally safe and secure. This implies, among other things, that children know where they stand and that the child feels that different emotions are allowed to feel. Pedagogic staff members respond to the children in an appropriate manner, actively showing that they understand the child and responding adequately. They react to children in a sensitive and responsive manner. They do this, for example, by giving words to a situation. A child has his birthday and stands there with his treat in his hands, talking enthusiastically about the birthday party he had. The pedagogical staff member will sit down with the child and say: ‘Happy birthday! I see a very happy face, you really had a good time, didn't you? Tell me, what treat have you got for us here?’
In practice, the behaviour of the pedagogical staff member constantly shows how emotional safety and security are fostered to children. A good practical situation is when children come to the out-of-school care location for the first time. This is a situation in which the pedagogical staff member shows involvement and closeness by following the child and naming the child's feelings. The pedagogical staff member helps the child by telling him/her what the afternoon will look like and what he/she can do. The pedagogical staff member may say to the new child: ‘After you have hung up your coat on the coat rack, you can wash your hands here. Then we go and eat and drink something at the table.’ The pedagogical staff member remains with the child during hand-washing and then walks him or her to the table. During the afternoon, the pedagogical staff member will remain close to the child and will be available when the child needs support.
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Space and challenge When children can move around freely and go on adventures, this will contribute to their development. The playing material is visible and accessible to the children. There are rules on the use of specific materials, such as scissors and tools. Pedagogical staff members make sure the children are familiar with these rules. At most locations, pictograms are attached to toy bins and cabinets, so it is clear where each toy is. This also stimulates independent tidying up. Pedagogic staff members follow the play initiatives of children and offer materials that fit in with the game or are enriching.
A pedagogical staff member follows the children’s adventures by watching them closely, sometimes choosing to name what is happening, to stimulate language development as well. In all group rooms, the lay-out has been adapted to the playing and developmental needs of children of various ages. There are corners, for example, where children can play together. The pedagogical staff members can consciously enrich the children's play by offering materials or by asking (learning) questions. They watch the children's play from a distance and make a conscious choice to enrich the play or not to ‘disturb’ the children in their play.
In the group of the youngest children, 3-, 4- and 5-year-olds are playing in the kitchen corner. They are busy making dinner. The pedagogical staff member follows the game and chooses to enrich the game by asking what they are going to eat and if the table needs to be set. She asks what materials are needed to set the table. In this situation, children discover and learn together.
In another group, some 7- and 8-year olds are intensively making a Lego building. They discuss with each other what it should look like and select the Lego bricks they need. The pedagogical staff member follows their play for a while and decides she does not need to do anything. Meanwhile, the pedagogical staff member notices a child, sitting alone on the couch reading a book. The child seems engrossed in the book and she decides not to disturb the child. After ten minutes, she checks if the child is still reading attentively or if he/she needs a different activity.
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Positive self-image Developing a positive self-image is essential for children. Gaining resilience, independence and self-confidence will contribute to this. It helps in dealing with all kinds of (social) situations and circumstances children will encounter later on. Pedagogic staff members affect the creation of an environment in which children can learn this and this starts at a young age. They present activities to children in which they connect with the children’s developmental pace and level. They also support in an appropriate manner the discovery and enrichment of play.
A situation pedagogical staff members experience every day and in which the above comes to the fore is a child showing initiative to want to play a board game. The child walks up to the pedagogical staff member with the game, who reacts positively to this initiative and sits down with the child at the table. The child names what is happening during the game. The pedagogical staff member reacts to what the child says. In the meantime, several children join them at the table and get the opportunity to play along. The pedagogical staff member stimulates interaction and social behaviour between the children by supervising the game. She may ask who is next, or points out that a child has waited his/her turn patiently.
Together with others and Respect The group room at the out-of-school care location is a great place for children to learn with and from each other. We find it important that children grow together and that they also experience and learn the values and norms we share in society. We see an active role for us in teaching children to get along with each other and offer them a safe environment in which they can practise social skills and come into touch with generally accepted norms and values. Pedagogical staff members do this by stimulating and encouraging mutual contacts between children in a positive way. This can be done by organising a group activity, for example, but also by giving children the space to solve negative interactions themselves. The pedagogical staff member watches and supports when necessary.
In practice, a social learning moment can be easily recognised during a meal and a drink moment. Before we sit down at the table, the pedagogical staff member ensures that all children know in advance that we are going to sit down at the table. They can do this in various ways, for example by informing the children that we are about to sit down at the table. They can also sing a song or get the children involved in setting the table. When all children are sitting at the table, they can choose for themselves whether they want to eat a cracker, Rice Krispie or gingerbread. We also stimulate their independence by allowing them
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to butter their own bread at lunch time. Pedagogical staff members watch the children carefully and offer the desired assistance when necessary.
During mealtime, the interaction between the children is stimulated by the pedagogical staff member inviting the children to talk about their experiences. She will ask questions and involve the other children by asking (open) questions, for example. Meanwhile, she is sensitive to non-verbal and verbal signals from the children, confirming that she has seen and/or heard the child by reacting verbally, making eye contact or nodding. Besides eating together, children also practise waiting their turn, by getting the opportunity to tell something taking turns, but also by waiting for the support of a pedagogical staff member when making a sandwich, for example.
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5 - Together with parents
The parents’ committee: reflecting, talking and doing together Every location with the maximum number of fifty children or more aims to have a parents’ committee. If a location has fewer than the maximum number of fifty children or if there is no parents’ committee, we organise an alternative parent consultation.
A number of parents sit on the committee as delegates representing the interests of all parents linked to the location. The parents' committee thinks along and advises on policy and practical matters at the location. The policy and agreements on health and safety, for instance, are discussed with the parents' committee on an annual basis. They can also help organise a parents' evening and other festivities. The parents' committee’s tasks and powers are laid down in the Parents' Committee regulations. The parents' committee meets on average three to four times a year and consults with the location manager.
In addition to the parents’ committees per location, there is also a central parents’ committee. The parents' committee of the location has given a mandate to the central parents' committee to deal with subjects that apply to all of Bink locations. Examples are the pedagogical policy and the general nutrition policy.
Talking with parents We do our utmost to keep the quality of our care high and to improve it where necessary. If parents are dissatisfied with something, we start by talking with them, trying to work things out together. If we cannot find a solution, there will be a complaints procedure. Parents can find all the information they need on the Bink website.
Geschillencommissie Kinderopvang (Childcare Disputes Committee) If parents are not satisfied with the handling of a complaint and cannot reach a solution with the management, they can submit their complaint to the Klachtenloket Kinderopvang (Childcare Complaints Desk) in The Hague or register with the Childcare Disputes Committee. Information about this can also be found on the Bink website.
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6 - Out-of-school care location Rembrandtplein: the groups and the staff members
The basic group The same pedagogical staff members work in each basic group. They know the children well and provide the right guidance. Bink works with the online parent portal ‘Mijn Bink’, in which details of all the children are noted. Via ‘Mijn Bink’, we also inform parents of holidays or the long-term absence of one of the permanent pedagogical staff members, and the name of the substitute will be listed. In this way, parents can see during which period there is a deviation from the basic timetable. In very exceptional cases, when there is no other option and only after consultation and with the consent of the parents, we place the child in two groups. This only occurs if it is for a temporary, manageable period.
Name basic group Age structure Maximum number of Number of children pedagogical staff Robijn 4-6 years 20 2 Indigo 4-6 years 10 1 Koraal 6-8 years 22 2 Karmijn 6-8 years 11 1 Violet 8-9 years 12 1 Sierra 8-12 years 24 2
Activities in groups of more than thirty children When a group activity is organised in which more than thirty children participate, we ensure that permanent pedagogical staff members from different basic groups will be present. Besides, we ensure that the staff-to-child ratio is in order.
Merging groups It may happen that basic groups are merged on a fixed day when they are not fully occupied. At this location, on Fridays the groups Indigo and Robijn are merged into the basis group Robijn , the groups Karmijn and Koraal are merged into the basic group Koraal, and the groups Violet and Sierra are merged into the basic group Sierra.
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Merging during holidays During the holidays and on non-teaching days, we sometimes merge groups that do not merge during the regular days. We will communicate this in time to children and parents to ensure that everyone is aware of the group composition. Structurally, during holidays and on non-teaching days, the groups Indigo and Robijn are combined in the Robijn basic group, the groups Karmijn and Koraal in the Koraal basic group and the groups Violet and Sierra in the Sierra basic group.
Clustering During the holidays and on non-teaching days, it may happen that children from multiple locations are cared for at one of them. We call this clustering. When this occurs, parents will be informed. We will also communicate the group composition to children and parents.
Childcare in a second basic group It is pleasant for the child that the exchange or extra day takes place in his or her own group, where the familiar group members and pedagogical staff are also present. If there is no room in the child’s own group, but there is room in another group, we can place the child in the other group for that day. We will ask the parent's written permission in advance.
Sometimes we place children in a group other than their own basic group, taking into account the needs of the children. We pay attention to the composition of the group of children, such as the number of children in combination with the age structure, the interests, the activities on offer and friends. We ask parents for written permission to place children in a second basic group. This is always an agreed period.
Moving to a new basic group When a child moves to a new group, he/she will need time to get used to the new situation. During the child's settling-in period, the current and new group work closely together. The mentor from the current group accompanies the first settling-in appointments. She is a familiar person to the child and will also pass on important information about the child to her colleague.
If a child is not yet familiar with the group, we start with about an hour of playing in the new group. We observe the child very closely. If, however, the child indicates that he/she wants to go back to his/her former group, we will meet the child’s wish. Gradually, the child will
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stay longer in the new group. We discuss with the parent how the settling-in process passed off.
Opening hours and deviations from the beroepskracht-kindratio (staff- to-child ratio) At the out-of-school care location, it is permitted to deviate from the staff-to-child ratio (bkr) for a maximum of half an hour before and after school and on free afternoons. At least half the number of staff members must be present at these times. On non-teaching days, when children are cared for longer than 10 hours, it is allowed to deviate from the bkr up to a maximum of three hours.
Hours when staff-to-child ratio do Hours when staff-to-child ratio apply not apply Monday to 08:00 – 08:30 uur 08:30 – 09:30 uur Friday 09:30 – 13:00 uur 13:00 – 14:00 uur 14:00 – 17:00 uur 17:00 -18:00 uur 18:00 – 18:30 uur
Which language do we speak? At the Rembrandtplein out-of-school care location, we speak Dutch to the children. When children do not understand us, we switch to English. We invite children to speak Dutch.
Binkers: Who are Bink’s staff members?
Staff members, education and training At Bink, we find the sustainable development of staff members important. Every year, we draw up a training plan based on our policy for promoting expertise. This contains various trainings, courses and workshops, which promote the expertise of the staff members for the benefit of pedagogical quality improvement and/or personal development.
In addition, sustainable professionalism of the pedagogical staff members is shaped by coaching-on-the-job by the pedagogical coach. The pedagogic al coach supports the pedagogical staff member in their pedagogic action, which includes image coaching and pedagogic content-oriented supervision of work and team meetings and offering workshops. The location managers, in turn, are guided by our pedagogues, employed by Bink.
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We closely follow new knowledge and insights from various disciplines (pedagogy, psychology, education) and apply them in the pedagogical practice if possible. This contributes to monitoring and guaranteeing the pedagogical quality in the groups.
Staff members in training, the Bink Academy Bink employs students of various levels and educations, the majority following training for a certificate that qualifies them to work in child care. This can be a BOL (vocational training pathway) or a BBL (vocational guidance pathway).
The BOL student is always supernumerary. The competences acquired determine what the student is allowed to do independently in the group under the supervision and responsibility of a qualified colleague. The training institute, the work supervisor in the group and the practice trainer are involved in this learning process. Together with the student, they determine which tasks and responsibilities the student will have. It may happen that a BOL student (at least a second school year one) can be deployed in the group occasionally and during holidays, always together with an experienced permanent colleague. The educational institute (transition certificate from year one to year two) and the manager, work supervisor and practice trainer have determined that the student may be deployed at the group under certain conditions (see, for instance, the Cao Kinderopvang (Collective Labour Agreement for childcare).
The BBL student always starts as a supernumerary in the group. Depending on the competences acquired, the student will gradually work alongside a qualified colleague. The competences acquired determine the BBL student’s tasks and responsibilities. These tasks and responsibilities correspond more and more to the activities of the qualified pedagogical staff member. We register these in a tracking system (feedback/phase forms), which can be inspected by the GGD supervisor. Together with the student, work supervisor, manager and practice trainer, we establish where the student is in his/her learning process.
As an extra addition to the training, Bink offers the Gordon communication method. We also give training in child abuse and domestic violence, Red Cross first aid courses and students are coached with image coaching.
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Furthermore, there are trainees for a period of social or orientation training. They are never alone with the children, but always under the supervision of a qualified staff member. At the out-of-school care locations, trainees are allowed to: ˗ play indoors and outdoors with the children; ˗ read to the children; ˗ play games; ˗ assist during meals; ˗ help with household and group support tasks.
Volunteers In addition to trainees, sometimes there are also volunteers working at Bink. These volunteers help with the daily activities within the group and are therefore also involved with the children, for instance by reading a book or doing an activity together. The way in which volunteers are deployed, under the supervision of the pedagogical staff, is included in Bink's volunteer policy. In addition, a volunteer agreement is drawn up with each volunteer, which includes the tasks and responsibilities. Volunteers are always deployed as supernumerary workers. Back-up In principle, there are always at least two pedagogical staff members present at the location. When one pedagogical staff member is present, the support of this staff member is arranged by another adult. The (deputy) location manager can be reached by telephone. A more detailed description of the back-up arrangement is included in the Safety and Health plan of the location.
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