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Quality in Göppingen's day-care centers


1 Quality in Göppingen day care centers The manual

2 Total Catholic Church Community Göppingen Quality in Göppingen day-care centers The manual for management and support processes A Pedagogical processes B Quality in Göppingen day-care centers The manual

3 Quality development process of the day care centers in the city of Göppingen Notes on use Since 2008, the quality and management development project has been implemented in the day care centers in the city of Göppingen. The Göppingen quality offensive child day care wants to improve or further develop the quality in the areas of education, care and upbringing in the facilities with various measures. What is special about this offensive is that not every agency acts for itself, but that quality standards are defined jointly and across all agencies. Quality development is an ongoing process that is subject to constant review and adjustment. Due to changing legal requirements in child and youth welfare, the consideration of the latest scientific findings in the field of education, but also changes in organizational structures, the further development of quality standards will be a continuous task of each individual institution. The institutions receive clear guidelines from their sponsors, but also a corresponding offer of advice and support. The implementation of the quality standards for the Göppingen day-care centers takes place on several levels: I Quality manual - notes on usage All previous results of the quality circles are summarized in this manual. The processes are divided into management and support processes as well as educational processes. The manual is available to all educators, but especially to those who are entrusted with control tasks in quality development. In most cases, this will be the management with their responsibility for pedagogical work as well as personnel and team management. All processes are separated from one another by colored and numbered registers so that the manual is easier to use for managers and educators. In the case of extensive processes, an extra table of contents provides information about the individual master sheets, flowcharts and the number of documents. For all processes, objectives were defined in master sheets, which should be achieved with the implementation of the minimum standards. Management, supportive, educational processes Colored indexes Table of contents Master sheet quality in Göppingen day care centers The manual status

4 The minimum standard is to be understood as the lowest common denominator on which the participating educators and their providers have agreed for quality assurance and further development. In addition to these minimum standards, every institution is free to use additional procedures or methods, e.g. in observation and documentation, in language training or in public relations. Flowcharts are used to explain the workflows of processes, e.g. to present the registration process transparently. All process steps are named in flowcharts, reference is made to incoming and outgoing documents, and information on responsibilities, time frame conditions or interfaces to other processes are given. Minimum standard Flowchart II Explanation of symbols for the use of flowcharts Process step Decision field Incoming document or document template Output document Predefined processes / interfaces no Connection line between process steps Beginning of process End of process V M I Responsible participants Informing In all master sheets, reference is made to supplementary documents. These can be informative materials such as Legal texts, administrative and procedural regulations, scientific reports or literature. Documents Document templates such as Drafts of cover letters to parents, observation sheets, protocol templates should be used consistently in all facilities. Quality in Göppingen's day-care centers The Stand Manual

5 Minor deviations in content due to additions or special topic-related formulations can be made at any time in relation to the institution. This is especially true for documents from processes that are in the test phase. As part of the review of the processes, these changes in content should be documented and passed on to the coordination office as suggested changes. I Carrying out quality development discussions to check the minimum standards that have been set. A precise definition of the process has yet to be made and will be included in the manual as a supplement. I Coordination and control function The coordination and control function for the process lies with the Department for Children and Youth of the Göppingen City Council. All information and feedback are brought together there and evaluated for the overall process. The coordination office is the point of contact for all institutions and providers: Tel / Quality in Göppingen day care centers Das Handbuch Stand

6 Quality in Göppingen day care centers Management and support processes A













19 Task profile for a manager Objective and tasks Specification of the annual focus By when Area of ​​responsibility Personnel responsibility Exercise of service and technical supervision Trainee instructions Supervising housekeeping staff Training of new employees Assessments and certificates Duty of care Conflict discussions Personnel development Annual employee meeting JMG (DV available) Performance-oriented assessment (DV available) Further training qualification requirements Collect information from employees and forward them to the specialist department. Personnel deployment based on requirements. Responsibility for staffing with regard to minimum staffing. Use of substitute staff. Design and ensure the flow of information

20 Areas of responsibility Objectives and tasks Concretization of the annual focus By when Structure information to the specialist department / provider Structure technical information and pass it on to employees Personnel selection Agreements with the specialist department Review the application documents Conduct interviews: from intern to deputy head Exchange with the provider and colleagues Collegial advice manager Round-table arrangements with deputy head Team-oriented work Team meetings Team development Educational days Technical conceptual responsibility Quality development Ensuring the agreed standards and processes in the manual Ensuring the implementation of the orientation plan Cooperation Cooperation with various schools, KJA, remedial paed. FD, technical schools, etc. created on by QZ Personnel Management Version 0 2

21 Area of ​​responsibility Objectives and tasks Specification of the focus of the year By when Parenting partnership Parents 'information Parents' council Events Responsibility for developing / reviewing / further developing the concept Determining requirements Updating the conception of the facility Room design Public relations Participation in events Information on cooperation partners / parents Article / press release in consultation with the press office Open day / lectures Complaint management Complaints from parents Crisis management internal + external Further and further training Readiness for personal and professional further development (reflection, supervision, further and further training) created on by QZ Personnel Management Version 0 3

22 Area of ​​responsibility Objectives and tasks Specification of the focus of the year By when Financial responsibility Responsibility for the budgetary framework Invoicing support contributions Funding registration Funding management (e.g. household money, accounting manual advance) Occupancy responsibility Acceptance within the scope of the operating permit Consistent re-filling of vacant spaces Organizational responsibility Building management Order placement (craftsman) Cleaning Cooperation with building construction / Building yard etc. Administrative tasks Office organization Establish operational safety Hygiene QM Ensuring the duty of supervision Regular instruction Documentation of the instructions Cooperation with the central kitchen Ordering meals Arrangements with the kitchen Registration and admission procedure created on by QZ Personnel Management Version 0 4

23 Area of ​​responsibility Objectives and tasks Specification of the annual focus By when Coordination of tasks and activities Assignment of tasks Task criticism Drafting of schedules Absence planning Time recording Vacation planning Arrangement and reduction of overtime Statistics Annual planning created on by QZ Personnel Management Version 0 5

24 Task profile for an educator Objectives and tasks Specification of the annual focus By when Area of ​​responsibility Personnel responsibility Internship guidance Participation in assessments Small team meetings Case discussions Technical conceptual responsibility Conceptual work Planning of the educational work Implementation and reflection of the educational work Implementation of the orientation plan Participation and implementation in the educational team. conception work on the child duty of supervision build up relationships with children nursing care of the children settling in created on by QZ personnel management version 0 1

25 Areas of responsibility Objectives and tasks Specification of the annual focus By when Observations and documentation Designing projects with children Portfolio Language support Accompanying the free play Educational partnership Parent-child activities Admission interviews Development reports Development talks Participation in the ESU Parents' council meetings Parents evenings Information to parents Cooperation Various schools created on the QZ Personnel Management Version 0 2

26 Area of ​​responsibility Objectives and tasks Specification of the annual focus By when Specialized educational service External language support staff Further training and further education Participation in further and further training Financial responsibility Internal budget management Organizational responsibility Housekeeping area Kitchen, sanitary, laundry, cleaning supplies, crockery, baby changing area Room design Organization of the daily routine Distribution of tasks Keeping attendance lists among others Administrative activities created on by QZ Personnel Management Version 0 3

27 Task profile for a nanny Objective and tasks Specification of the annual focus By when Area of ​​responsibility Personnel responsibility: none Technical conceptual responsibility Conceptual work Participation in the planning of the educational work Implementation and reflection of the educational work Implementation of the orientation plan Participation and implementation in the educational conception Work on the child Obligation to supervise Relationship with children build up nursing care of the children participation in observations and documentation created by QZ Personnel Management Version 0 1

28 Areas of responsibility Objectives and tasks Specification of the focus of the year By when Designing activities with children Language support Accompanying the free play Parenting partnership Parent-child activities Parents evenings Information for parents Further and further education Participation in further and further education Financial responsibility: no organizational responsibility Housekeeping area, kitchen, sanitary , Laundry, cleaning products, dishes, changing area, room design, helping to shape the daily routine created on by QZ Personnel Management Version 0 2

29 Service and technical supervision, deputy and signature power of attorney Head: Service supervision and technical supervision: Head of department Deputy: Deputy. Head of Signature Authorization: see Central Management Regulations Educator: Service Supervision: Head of Unit Specialist Supervision: Management of the facility Substitute: other educator, individually named by the management Authority to sign: see Central Management Regulations Nanny: Service Supervision: Head of Unit Technical Supervision: Head of the Facility Deputy: Other educator, individual designated by the management Authorization to sign: see Central Management Regulations Process Personnel Management Date: Version 0

30 Implementation of the task profiles The general rule is that the deputy management represents the management in absentia (vacation and illness) and is therefore informed about all of the management's tasks and areas of responsibility. The managers and deputy managers clarify with each other which tasks from the task profile of the management the deputy management takes on - and with which exemption (given from the exemption of the management) , amounts to min. 10%, max. 20% of the exemption of the management Agreement between management and deputy management: documented in the task profile reflection in the JMG or logged in a MAG Process personnel management Date: Version 0



33 Document: Sample for a job advertisement Hohenstaufenstadt Göppingen The Hohenstaufenstadt Göppingen is a medium-sized center in a convenient location and an important business location in the Stuttgart metropolitan region. A diverse cultural and sporting offer with numerous attractive leisure activities and good shopping opportunities is available. The department for children and youth is looking for an educator for the Kinderhaus, who is interested and willing to implement early childhood education in a modern day-care center and to help shape the concept of the facility. The Kinderhaus .. is a facility in which children from .. to .. are looked after in the care forms. The area of ​​responsibility includes the planning, implementation and reflection of the educational work, in particular the participation in the creation of an environment in which the children feel safe and secure, co-responsibility for the design of functional areas (language, numbers, studio, theater / role play, movement, Music, etc.) Observation and documentation of development processes in the reference children Maintaining the educational partnership with the parents Participation in the organization of the daily routine with free play, eating and sleeping, project work and children's conference Your profile You have trained as an educator with knowledge of the requirements to early childhood education according to the Baden-Württemberg orientation plan You have the technical and methodological skills to design early childhood educational processes for different age groups. You are open to new concepts and changes in everyday kindergarten life Being able to operate is important to you. Don't shy away from responsibility and keep a cool head even in troubled times. Process Personnel Management Date: Version 0 1

34 The specific classification is specified in every job advertisement. In the case of management: it is desirable that they have completed training as an educator / degree in social pedagogy / early childhood education. For educators: it is desirable that they have completed training as an educator. In the case of nannies: it is desirable that they have completed training as a nanny. Personnel management process Date: Version 02

35 Guidelines for the interview with applicants in the context of personnel selection Note: In the run-up to the interview, it is clarified among those involved who will take on which part in the interview and which competencies and which questions will be asked. Steps Timeframe Who Greetings and introduction of those involved and the course of the interview Introduction of the applicant and questions to the applicant: Motivation for application, v. a. Why in the city GP and main interest in the position Previous professional experience and knowledge of the requirements, named in the job advertisement Question about personal strengths (possibly also about special needs) Educator and nanny: Competencies with specific questions (see the Documents applicant profile and competencies and questions) Management: Competencies with specific questions (additional questions) Information about the provider / institution / task profile and expectations Questions to applicants in relation to the task profile Interview on the conditions: categorization, social benefits, vacation, Entry date, probationary period Information about further procedures Inquiries from the applicant Farewell 1 2 min. 2 5 min. 5 min. 2 3 min. 1 min. 2 min. 1 min. Personnel management process Date: Version 0

36What are you interested in about the advertised position Which of your personal skills and experience can you put to good use for the new position? Have you had the opportunity to work independently so far? Can you describe that in more detail? Describe a situation in which your initiative was particularly challenged. What requirements must be met so that you enjoy your work? How do you react in situations that are new and unfamiliar to you? How do you familiarize yourself with new subject areas? Personnel management process Date: Version 0 1

37 Stability and resilience How do you proceed when you have several things to do at the same time? How do you solve the problem when you find yourself not getting on with your work? How do you react if your boss assigns you an additional, interesting and time-bound task that is not in your time budget? How do you manage the balance between work and private life? (Note: Positive evaluation for both women and men if a solution model for balance can be credibly presented and private life is presented as meaningful. Communication skills With which methodological approaches do you succeed in capturing moods in a team / working group ? How would you proceed to resolve an acute conflict with a colleague? Could you please describe an example of how you came to a consensus in a working group where opinions differed. Cooperative behavior and teamwork Everyone has had to do something before work with difficult people. Describe a case! How did you cope with it? What characterizes a team member for you? (For newcomers, modify questions towards apprenticeship colleagues) Appreciate yourself as a team worker How does this express itself? Did you get on well with your colleagues? or do you attribute that to? Where do you see the advantages and disadvantages of teamwork Please describe a situation in which you did not get along with a colleague. How did you deal with the situation? Responsibility Please describe a situation in which you took on responsibility. What do you think is the essential prerequisite for recognizing your own need for action? Under what conditions are you ready to take a risk when making a decision? Willingness to innovate Name an idea, concept or method you have developed in your current field of work. Would you rate yourself as innovative? If you consider yourself innovative, what motivates you to innovate? Gender competence Do you think that women and men have the same opportunities in working life? Do you think women and men have different skills and characteristics? How do you come to your assessment, why is that? (Note with this question Process Personnel Management Date: Version 02

38 the aim is to determine whether there is a socialization theoretical or biological background. A biological background suggests that there is little possibility of changing one's own assessment, while a socialization-theoretical background suggests flexibility and willingness to change What difficulties do you think can arise when working with women and men? How do you shape your work-life balance? Questions about technical and methodological skills Planning and organizational skills How do you plan and organize your work? What tools do you use? How do you get to your goals and how do you implement them? How have you been coping with your appointments so far? What do you do if appointments unexpectedly overlap? How did you prepare for this interview? Specialized question on gender What does gender-equitable work with girls and boys look like for you? What does customer orientation mean for you? Follow up: Do you see gender-specific differences in needs? Questions about leadership skills What do you do to integrate weaker employees into a team? (Positive evaluation when asked what weaker employees are) Please describe a situation in which you had difficulties with a supervisor, how did you deal with it? How would you proceed if you want to bring in an idea that is new, different or that you suspect resistance is to be expected? What are positive qualities for you that a manager must have? Note: positive evaluation for gender-appropriate language, for different characteristics that are generally attributed to both women and men. How do you ensure the integration of different thinking and behavioral styles? What alternative courses of action are available to you in the event of misconduct by individual employees? Personnel management process Date: Version 0 3

39 Applicants - Profile Name: ... Position: ... Date: Competence, requirement Level low - high Application documents Formal requirements Graduation Further training Professional experience Subtotal technical and methodological competence Current technical knowledge Prior education and professional experience Technical and IT knowledge Planning and Organizational ability Ability to design problem-solving processes Dealing with the amount of work and quality of work Subtotal Social and personality skills Motivation and commitment Comments Integrity, authenticity, loyalty, civil courage Initiative and independence Stability and resilience Communication skills Conflict and criticism Ability to cooperate and teamwork Gender competence Ability to take responsibility Creativity Subtotal process total / total point Personnel management Date: Version 0 1

40 Competence, requirement Level low - strong Leadership competence Motivation, persuasiveness Comments Innovative ability Decision-making and assertiveness Sub-total Total points Process Personnel management Date: Version 0 2

41 Selection of recognition interns Framework conditions Involvement of the leaders Perspective: Attracting young professionals, d. H. Involvement of the head of the division conserves resources Practical, appropriate Basics Heads address block interns in a targeted manner, i.e. encourage specific applications, feedback to the head of division for interested / interesting block interns The selection committee takes place with the participation of all heads who take APs. The respective management can also delegate instructors to the selection committee. Procedure for the announcement in September of the previous year. Preselection of all applications received by the selection committee future APs can find out about the facility 1 or ½ day for all interested parties, application process assessment by selection committee according to a given concept decision-making process, which applicant is accepted in which facility - with the participation of the selection committee and the applicants Decision-making authority with the head of the HR process process Date: Version 0

42 Application forum Recognition trainees Planned procedure for the application forum / assessment Time procedural steps Total time (min.) 1h before the start of the documents review by the manager 60 5 min. Name badges 5 3 min. Brief introduction of each applicant 22 applicants 66 subsequent group task: material 10 min. Form groups of 5 applicants each, present your "picture of the child"! Who will lead the meeting sooner or later? Who is the average participant? Who is cooperative in the conversation? Who is the quiet or is being pushed out of the conversation? Flipchart paper, pens, cards 10 Who knowingly or unconsciously pushes others out of the conversation? How creative is someone What ideas about pedagogy? 15 min. 30 min. Presentation / tour / inquiries with individuals 15 "Speed ​​dating": Managers are given a few minutes each to get a clearer picture of applicants. Participants: 13, 53, managers, staff council Process HR management Date: Version 0

43 Recruitment - Recruiting and retaining employees General strategies Reconciliation of work and family work, age-appropriate work, health prevention Qualification, further and advanced training to adapt competencies Loyalty of pupils and interns and community service and FSJ: Motivation for the profession of educator Contacts to technical colleges / universities to attract graduates Support / coaching of (new) managers Ideas for implementation in Göppingen Child care allowance (incentive) Educators on parental leave in advanced training / qualifications for the OP integrate operational integration management support of (new) management (address suitable employees, retain leave, coaching for management tasks, advanced training for management tasks, overlapping training period) process personnel management Date: Version 0

44 Observations in the context of personnel selection Objectives In the context of a stalemate between two applicants, management can gain an impression in addition to the job interview. Applicants can get an impression of whether they want to work in the facility. Advantages / disadvantages of observations Advantages: Better basis for decision-making for applicants (ped. Concept, atmosphere, rooms, colleagues,) Getting to know the applicant in a different way Dealing with children / parents / colleagues Personal impression Observation, as a supplement to the questions in the guideline as well as the task and requirement profile Team gets a first impression of the applicant Equal opportunity for all disadvantages: High expenditure of time (preparation, implementation, follow-up) Disruptive factor in everyday life High subjective assessment factor Observations only take place in the following two cases: Job interview, d. H. At least two applicants are eligible for the selection committee at the same time.The selection committee actually delegates the decision to the management applicant wants to get to know the institution better, then there is an offer of a tour of the institution with the opportunity to ask questions The following key points apply: In the event of a stalemate following a personnel selection interview, presence of the management presence of direct colleagues Procedure of observation of the observation Short tour through the facility Opportunity for applicants to ask questions Work with children: Project work with children For project work with children (this only takes place in The stalemate situation between two applicants takes place: Clearly defined order with framework (time, number of children, age, etc.) Integrated in the daily routine Important: announce in advance!



47 Advanced training planning - 3 pillars of advanced training Internal advanced training courses and city-internal advanced training program Targeted advanced training for an institution as part of quality development Individual needs, plans, interests in the institutions Budget program booklet by the end of November of the respective year Feedback from the leaders to Ms. Berroth (verbally / by email ) up to the summer holidays, including the topics from the MAGs with the employees, agreement between Ms. Haas and Ms. Berroth following the feedback from the leaders: Proposal for the standard program: at least one place per facility per training course, maximum two places , the rest will be filled in according to the registration date. Agreement on participation in the teams December / January Registration by the end of February at the latest rise Budget responsibility for head of department Budget responsibility for MAG department head between management and employees Topics Requests to management, decision by the head of department Risks: if there is a budget in the facility, the budget in one facility is not sufficient Shifts between facilities are no longer possible Employee dissatisfaction ends up in management created on by QZ Personnel Management Version 0 1

48 Employees who are resistant to continuing education inquire about the background (fears, apprehensions, general conditions,) Necessity and requirements from the sponsor's point of view / institution point of view with consequences for children, parents, team, image, finding a common solution from QZ Personnel Management Version 0 2

49 key points for the design of the duty roster: opening times depending on the facility Management release: 15% per group Deputy. Management: from management release: 10 20% availability time: at least 10 hours per group, at least 5 hours per VK Weekly working time: 39 hours Attitude when creating duty rosters: Basically: As much participation of the team as possible in creating the basic working hours of each / r Employee: Requirement / desired working time, impossible working time, possible working time Consensus procedure, solution-oriented, final decision by the management. In the event of changes in the needs of an employee: The basic working hours are renegotiated in the team Desired attitude of the employee: Flexibility to alternative working hours For the weekly roster, every facility is provided with a magnetic board / system or similar . It must be clear which colleague is working on the child or has availability time. A laptop is also purchased for each facility, but: No additional financial resources can be made available. Every facility is provided with a magnetic board / system or similar for the weekly duty roster. It must be clear which colleague is working on the child or has availability time. Vacation planning table: Using wall calendars makes more sense. Personnel management process Date: Version 0

50 Time available Agreement with the aim of relieving the teachers of the parallel tasks in the facilities. The time available is generally spent in the facility by the educators. In consultation with the management, the availability time can also be spent outside the facility, for example to run errands or to work at home in peace. The contact time is exclusively time spent on the child. If there is not enough time for all tasks, priorities must be set to relieve the colleagues. As a consequence, standards for observation, discussions with parents, etc. that have already been developed may have to be checked. Personnel management process Date: Version 0

51 Implementation of the 8% rule in the event of illness and further training Agreements Implementation with the existing personnel key (8% per group is included as a flat rate for illness and further training and additional needs due to the difference between vacation entitlement and closing days). 8% per group (i.e. approx. 18 days - calculate exactly!) Are interned internally. A group can have a maximum of five days at a time. Head of department clarifies with each head of the upcoming MAG how this 8% can be implemented in the facility. Possible implementation ideas for how the 8% can be implemented internally: The 8% per group are added up and a person is employed with annual working hours (with four groups that would be 32% annual working hours). The 8% per group is a time pool, but if necessary, part-time employees are paid up. All employees only work 92% of their working hours regularly, i. H. scheduled in the roster. The remaining 8% can be provided flexibly if required. Exceptional rules that apply if the 8% is not sufficient: 1. If the following is no longer guaranteed: During the main childcare time (= more than 50% of the children are present) at least two employees are present. Internal compensation must be taken into account. Colleagues with groups that are not in main childcare hours change groups. Two groups are merged. 2. The 8% per group and added up to all groups are exhausted. The exception rule is resolved via a central pool of jumpers. As before, the 15% line time off per group will be deducted from the duty roster and added to the leader. Calculation of vacation / absenteeism: Background: The vacation entitlement is two weeks longer than the closing time. In addition, there are sick days. As a result, this results in an additional staff requirement of 10% (= 0.1 VK) per group. Three possible models: 1st model: External jumper, only for the house, fixed contract, annual working hours, works when an employee is sick or on vacation. Who would be eligible for this? E.g. educators in early retirement process human resource management Date: Version 0 1

52 2nd model: Part-time employees, in-house employees who work paid overtime that is not compared with free time. There is a fixed budget per facility for this. 3. Model: The additional time per group is made available to the team as a whole, but if necessary, the team then organizes the substitution independently and with its own human resources. Idea: Each institution could individually decide on a model, depending on which model best suits the institution / team. For exceptional situations (e.g. long-term illnesses, illnesses of several colleagues at the same time), jumping forces would still have to be available. Personnel management process Date: Version 02

53 ..Master sheet of the process of crisis management Process objectives / indicators Introduction of a crisis management system; Avoidance of accidents in daycare centers, the educators are informed about emergency plans and how to proceed in certain emergency situations. Standards / determinations / regulations / (legal) requirements The emergency plans are discussed in the team at least once a year (see annex for emergency plans). The emergency plans are adapted to the requirements if necessary. A safety officer is appointed at each facility. The corresponding training / instructions / exercises (see annex) are regularly carried out by the provider, the legal requirements are observed (occupational safety law, workplace ordinance, regulations of the statutory accident insurance and the health department). A telephone is available in each group room. The necessary notices of fire and first aid are checked regularly. Escape route planning is regularly checked by the executing agency. Expected attitude / reference to mission statement Professional handling of emergencies by employees, compliance with legal provisions and regulations. Process owner: Department for children and young people Process users: Educators and providers Interfaces to other processes or manuals created by QZ Pleiten, Pech und Pannen released by steering group Version 0 1

54 .. Supporting documents / forms Accident prevention regulations daycare centers and toddler / crèche groups Instructions for first aid First aid in daycare centers Infectious disease reporting form Guidelines for medical examinations according to 4 day care law DIN regulation: Contents of first-aid kits Information on mandatory supervision Playground check Definitions, terms, abbreviations UKBW - Unfallkasse Baden-Württemberg SIFA - Specialist for occupational safety created on by QZ bankruptcies, bad luck and breakdowns released by control group version 0 2

55 Master sheet of the process Dealing with complaints and criticism Process objectives / indicators Introduction of a conflict and complaint management system Complaint avoidance Professional handling of conflicts and complaints Customer satisfaction (parents, children) Standards / specifications / regulations / (legal) requirements Dealing with complaints: - Complaints are dealt with promptly : There should be no more than 5 working days between the receipt of the complaint and the notification of the complainant. - Complaints and criticism are documented - The team is always informed - Transparency towards parents and providers - A professional attitude is taken as a basis when dealing with complaints (see document Behavior in the event of complaints) Dealing with complaints in advance: - Conducting surveys on customer satisfaction (minimum content see document in of the annex) - at least twice a year, a letter to parents on important topics of the daycare center is issued on by QZ bankruptcies, bad luck and breakdowns approved by control group version 0 1

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57 Guiding principles of the municipal day-care centers Guiding principles of the independent providers Transparency in dealing with complaints Process owner: Department for children and youth Process users: Parents, educators, management, providers Interfaces to other processes or manuals Process Conflict discussion Process Personnel management Process participation Supporters Documents / forms - Behavior in the event of complaints - Standards for surveys on customer satisfaction - Minimum content for staff interviews Definitions, terms, abbreviations created on by QZ Bankruptcies, bad luck and breakdowns released by steering group Version 0 3


59 Appraisal interview: Minimum content of the interviews: - Exchange of work situation - Exchange of cooperation - Assessment of the observation period - Development of perspectives (e.g. advanced training, etc.) possible target agreements Minutes of the interview are kept which only the employee and the management receive. It does not go into the personnel file. Confidentiality has been agreed for the interview. Process of bankruptcies, bad luck and breakdowns Date released: Version 0

60 The following questions were set as standard for surveys: - Does your child like to come to the day-care center / after-school care center? - Do the opening times meet your needs? - Do you feel well informed by us? - Are you satisfied with the work of the daycare facility as a whole? - Are you satisfied with the educational offers for your child? - Are you open and friendly towards the staff? - Are we available for you if necessary? - What else would you like to tell us? A survey with the above questions should be carried out with the parents at least every three years. Further institution-specific questions can be added to the questionnaire. Process dealing with complaints and criticism Release date: Version 0

61 How do we deal with complaints? How do we deal with the complainant? Listen to the complaint calmly and objectively, using diplomacy! Listen actively! Don't take the complaint personally! Find out the factual reason / content of the complaint! Don't justify! Don't make rash promises! Look for common solutions! Ask the complainant again later! If a conversation with the complainant is not possible on a factual level, the conversation can be broken off. An offer is made to hold this conversation at a different point in time on a factual level. Process dealing with complaints and criticism Release date: Version 0

62 Master sheet of the process of crisis management: Procedure for dealing with suspected cases of abuse and mistreatment Process objectives / indicators Professional handling of abuse and mistreatment of children by employees Standards / specifications / regulations / (legal) requirements - Open handling of violations of the duty of care and upbringing . - All steps are documented. - In the event of misconduct, depending on the severity, apology to the children and parents, steps under labor law up to reporting to the public prosecutor's office. Expected attitude / reference to mission statement Professional and transparent handling of violations of the duty of care and upbringing. Process owner: Department for children and youth Process users: Children, parents, educators, management, providers Interfaces to other processes or manuals Supporting documents / forms - Labor law - Criminal law Definitions, terms, abbreviations created by QZ bankruptcies , Bad luck and breakdowns approved by steering group version 0 1


64 Master Sheet Process Public Relations Process Objectives / Indicators Professional public relations work to optimize the positive self-portrayal of the facilities and to improve the image of child day care as an educational authority over the long term. Standards / specifications / regulations / (legal) requirements Establishment of a media distribution list for the public relations work of the day-care center. Compliance with the legal regulations for the use of photos and other documentation. The day-care centers apply one or more practical strategies of public relations, e.g. The inviting house, creation of a team poster, fantasy rice Martian. A notice board informs the parents. Parents questionnaire The institution receives feedback through a survey of parents of the final year with the help of a parent questionnaire. An evaluation is carried out promptly in the team. Each institution has its own profile. An information sheet with the institution's profile will be created. Info sheet My year. In the day care center For parents, the most important data is summarized in writing on a sheet and distributed on the first parents' evening. created on by QZ public relations released by steering group version 0 1

65 Coordinate actions with the sponsor (can I hold the event, e.g. clothing bazaar?) Point out the sponsor by using the logo on all print media. It is best to archive specimen copies of all print media (from parents' letters to summer party announcement posters) in the Public Relations folder. Expected attitude / reference to the mission statement I am responsible for the public relations work of my institution, regardless of whether I am a director or just an intern: Just as there is no such thing as no education, there is no public relations work Specialists, parents Interfaces to other processes Educational partnership, participation, handling of complaints and criticism or manuals Supporting documents / forms Toolbox public relations for daycare centers Definitions, terms, abbreviations Alumni network = Alumni network created on by QZ Public Relations Released by steering group Version 0 2

66 Toolbox Public Relations for Daycare Centers Created in cooperation with the press office of the City of Göppingen, Jutta Neumann, Tel / Spring Thu s and Don ts At the beginning there is the clarification of the questions: WHAT do I want to publish, WHERE and WHY. WHAT: an announcement, a follow-up report, an appeal? WHERE: Local newspaper, poster, circular mail? WHY: it was recently, it is newsworthy, the registration deadline is ending, I need volunteers? News is news. Outdated information is no longer news. Always the same thing does not arrive in the local newspaper. 2. Set up media distribution lists The two daily newspapers in Göppingen can best be reached by. Call in advance if in doubt. Address Telephone NWZ Neue Württembergische Zeitung Rosenstrasse Göppingen Mediation 07161 / 204-0 Redaktionssekretariat 07161 / Stuttgarter Zeitung District Office Göppingen Lange Strasse Göppingen 07161 / Process Public Relations Date Approval: Version 0 Page 1

67 3. Legal regulations for the use of photos The following may be used without consent: portraits from contemporary history (celebrities, politicians,); Pictures in which the people appear only as accessories next to a landscape or other location; Pictures of meetings, elevators and similar events in which the persons depicted have taken part. SPOKEN: There is no legally recorded number of persons from which it becomes harmless. When in doubt, always ask to save a lot of problems afterwards; Important: Consent to publication is only required if the person depicted can be identified individually. Of course, children also have personal rights, with the same restrictions as adults. In the case of smaller children, personal rights are exercised by the parents who have custody. So in case of doubt, the consent of the parents must be obtained. In the case of older children from around 14 years of age, for whom a certain level of discernment can be assumed, the consent of the minor is also required. 4. Practical strategies and forms of communication Checklist parents' evening 1. The appointment: set early and announce in good time who is late has fewer participants 2. Define responsibilities in the team: who speaks, who takes care of what 3. Define the procedure in writing and to everyone Employees who are involved distribute 4. Do not forget to introduce the new parents (I am the mother of) The inviting house 1. Sign outside with the name of the daycare center and porter 2. Letter box with inscription 3. If necessary, sign like the door Open (e.g. please ring the doorbell) 4. Photo wall of the team poster in the entrance area 5. Signposts to the groups and the manager's office 5. Door marking for the manager's office with office hours Process of public relations Date Approval: Version 0 Page 2

68 Features for the team poster 1. Mounting surface: large (!) Sturdy cardboard box or board 2. Headline: Name of the day care center 3. Photos of all employees plus name underneath (written by PC) 4. Structure: Management & deputy; all groups individually (with all teachers, interns, nannies, etc.) Important: everyone, right up to the BoGy intern who only stays for one week, can be found on the wall. If you don't have a real photo yet, a child will portray you. 5. Agree on how the parents' council is presented: group photo, individual photos, assignment to individual groups, role-play types Where is my person / personality asked for? What kind of external impact do I create? The moderator is looking for a Kiga place for her child and meets different types of counterparts. Basis: There are enough free daycare places. Each role description is written on a piece of paper and is given to the actress. The viewers do not find out who is playing which role. Role A: The over-structured: She has learned the concept of the facility by heart, but does not see the context. Role B: The constantly overworked: I don't have time! Role C: The highly engaging educator who wants to be your best friend right away Role D: The dissatisfied: doesn't know what to do with the future pedagogical concept and is not ready for changes Role E: The person who is not responsible: You have to ask the colleague! Afterwards: group discussion and evaluation. The roles can be modified depending on the individual situation. Public relations process Release date: Version 0 Page 3

69 The lively invitation to the summer party 1. Format A4 can be copied easily. Consider whether it is portrait or landscape format 2. Logo of the institution and the sponsor to the top 3. The title of the event is the largest text 4. Date with day of the week and year (sample: Saturday, May 14, 2011), time (start and possibly End) 5. Address of the day care center Finally, the poster should not only hang in your own entrance door, but also in shops in the neighborhood, e.g. at the baker's fantasy journey Martian Aim: What is the external impact of our daycare center? Since everyone becomes blind to the small deficits and peculiarities of their own house over time, the gaze of an outsider (as well as the new parents) is very helpful. The presenter slips into the role of a Martian: I land in the UFO in front of the Kiga Sonnenblume. The bridge sends me out as the only one to explore the terrain. My job: I should find out what kind of building it is. The good thing is: on the light-year flight here we learned to read the writing of the Earthlings. The Martian stumbles through the front yard, looks for the entrance, reports on the chaos in the cloakroom and tries to find out what is behind all the doors. Is the name and the note Kita clearly visible on the building? Is the inner organization visible? How do I find my way around the building? Are all doors open where I, as an outsider, shouldn't go in? Objective: To be an open, inviting, explanatory house without all doors being wide open and no information being provided. Queries: What is good / bad, available / not available at our daycare center? Public relations process Release date: Version 0 Page 4

70 Notice board Objective: Providing quick and up-to-date information to parents hurrying past. Only what appears up-to-date and tidy is taken into account. The yellowed note, hung up at an angle with a pin, does not invite reading. Clarify: Who is responsible for keeping the bulletin board tidy? Are there rules for adding external information? May search / offer advertisements be pinned? Important for the design: structure into chaos! Wool threads help flexibly to delimit the subject areas. It is advisable to divide it into three parts: internal, from parents, external. If necessary, a colored area (colored paper) for the special message: Parents' questionnaire coming soon The most honest and comprehensive feedback is to be expected from the parents of the final year. Develop a questionnaire, one page, each to be ticked: fully applies partially applies mostly does not apply does not apply at all anonymously! Timing: distribute before the closing party, hand in at the closing party or by the end of the summer holidays. Fix the evaluation! At the first meeting! Suggested questions: - my child mostly enjoyed going to kindergarten - my child often told pleasant things about kindergarten at home - my child was happy when it came out of kindergarten - my child developed well through attending kindergarten - we became Taken seriously by the employees as parents - the working atmosphere in the daycare center was, in my opinion, good - the employees were open to my questions - if I had three wishes, these would be: - What I've always wanted to say: Can be expanded at will Public relations process Release date: Version 0 Page 5

71 The large information sheet Profile of our DinA 3 facility, folded once to create a mini newspaper Page 1: Basics - Logo carrier - Logo facility - Name of facility - Opening times - Address, phone, mail - Status (date) Inside pages: Educational information Concept readable German! Page 4 = Back: Specials - Food - Excursions The information sheet is intended to be an advertisement for the facility in the best sense of the word. So for parents who are already interested in compactly transporting the necessary knowledge about the special features.Info sheet My year 2011/2012 in the day care center If the most important data are summarized in writing on a sheet of paper and distributed at the first parents' evening, this not only has a positive effect: lying at home, i.e. also with the parents who do not participate in the evening all information in front of the information sheet with all important key data - all vacation and closing dates / educational days - names of the new interns - phone, address, e-mail - opening times - status: (month, year) always at the bottom The final year: A feedback for the daycare center When a class leaves the facility, there is a good opportunity on the one hand to ask the opinion of the users, namely parents and children, and thus receive information about what has been particularly successful and what should be done better in the future. On the other hand, a parent questionnaire can also ask about interest in participating in an alumni network. Such social networks can form the basis for development associations or similar. Process public relations Date released: Version 0 Page 6

72 It is advisable to keep the questionnaire short and to establish rules as to how and where it should be submitted. It must also be clarified whether it should be kept anonymous. A template for this can be found in the appendix. For the children's questionnaire, the children paint what they remember best their best friend their last outing Process public relations Date released: Version 0 page 7

73 Parents questionnaire template, Institution address Dear family, Kindergarten is coming to an end for your child (name). We ask you to answer a few short questions about the time your child spent with us. We want to keep developing and need your honest feedback. Thanks a lot for this! You only need to tick the answer that is most likely to apply. My child liked going to the kindergarten / daycare center My child told pleasant things about the daycare center at home. My child developed well through visiting the facility. In my opinion, the working atmosphere in the daycare center was good. There was enough information for us as parents. The staff was ready to listen to my questions. As parents, we were taken seriously. I would recommend the facility. Fully applies. Applies to some extent. Mostly does not apply. Does not apply at all. If I had 3 wishes That would be the. For me, these were the most beautiful experiences of our time in kindergarten: What I always wanted to say: Public relations process Release date: Version 0 page 8

74 Stammblatt Prozess Cooperation between day care centers and other institutions Process goals / indicators A good network with other institutions should: a mutual exchange of information initiate and develop projects efficient work the further development of those affected (clients) stimulate educational processes easier conflict management easier access to other institutions enable shorter routes for everyone involved. Standards / definitions / regulations / (legal) requirements All cooperation partners use the current manual as a reference work. The data protection regulations are known. The procedures for 8a SGB VIII must be known. The contents of the orientation plan are known and are used. The team deals with cooperation once a year and writes down the current status. The day-care center for children contributes to the community life. created on by QZ Cooperation approved by steering group Version 0 1

75 Important agreements between cooperation partners are recorded informally. The day-care center opens up for educational offers, e.g. Internships, adult education center, music school etc. Expected attitude / reference to mission statement Openness for cooperation / willingness to cooperate Sensitivity to the need for cooperation Willingness to act in partnership with all those involved Process owner: Unit for children and youth Process user: Pedagogical specialists All those involved in the cooperation are interfaces to other processes or manuals Educational partnerships Supporting documents / forms Data protection regulations Agreement on child protection 8 a SGB VIII Orientation plan Baden Württemberg At a glance Cooperation partners of the Göppingen daycare centers Definitions, terms, abbreviations created on by QZ Cooperation approved by steering group Version 0 2

76 Stammblatt Prozess Cooperation between day care centers and primary schools Process objectives / indicators Joint development of attitudes and attitudes Cooperation and networking between parents, educators and teachers in order to be able to preventively, sustainably and continuously accompany and support the development and educational paths of the children Organization of the transition from kindergarten to elementary school with all parties involved (school, Kiga, parents), binding nature of cooperation Standards / specifications / regulations / (legal) requirements The day-care center contacts the (reason) at the beginning of the kindergarten year (September / October) ) School / s and encourages the creation of an annual plan and the implementation of planning meetings. There is a planning meeting of those responsible for project planning every quarter. The following topics are dealt with there: 1. A joint meeting of those responsible (day-care centers and (primary) schools once at the beginning of the school year combined with reflection / feedback after schooling. Observations, development talks) 4. Joint planning of events and projects (e.g. children's parties, excursions, play afternoons, reading mentors, healthy eating ...) created on by QZ Cooperation approved by control group Version 0 1

77 Exchange and discussion of existing written documentation if necessary for the benefit of the child and its positive development. The parents are informed and agree to the transfer. If necessary, the parents are included in the discussions. Data protection must be guaranteed. Invitations to round tables are issued by the day-care center. The sponsors undertake to develop a concept for a cross-sponsored project group for cooperation. Expected attitude / reference to the guiding principle Encouraging children to develop self-reliant and socially competent personality, taking into account the areas of education, care and upbringing as set out in the curriculum or in the orientation plan Process owner: Department for children and young people Process users: Educators, teachers, interfaces to other processes or manuals, language support created on by QZ Cooperation approved by steering group Version 0 2

78 Supporting documents / forms Working paper Cooperation between day care facilities for children and elementary schools of the Ministry of Culture, Youth and Sport Cooperation on new paths Day care centers and schools meet; Prof. Hans-Jochen Wagner, handbook for educators, 57th edition of the annual plan as a guide for the cooperation between kindergarten and elementary school in the district of Göppingen; Schulamt Göppingen, September 2007 Definitions, terms, abbreviations created on by QZ Cooperation approved by control group Version 0 3

79 Annual plan as a guideline for the cooperation between kindergarten and elementary school in the district of Göppingen Compiled in September 2007 Responsible: Schulamt Göppingen Cooperation officer: Cornelia Rieker Siegle Gudrun Mattern

80 Page 2 Annual plan as a guideline for the cooperation between kindergarten and elementary school in the district of Göppingen Period Cooperation between educators and elementary school teachers Activities for kindergarten children and school beginners Cooperation with parents As early as possible, information from the school about school dates that Kindergartens are of concern. (Vacation plan, school registration,) September / October Overall planning for the place of residence or catchment area First graders visit their kindergarten group Obtain consent for cooperation from parents Meeting with at least one representative per facility; Cooperation teachers of the GS, possibly also teachers of the beginning classes, cooperation teachers of the special school, kindergarten management, group leaders Parent information: Documentation sheets (portfolio, skill profile) are created for each child

81 Page 3 Period of cooperation between educators and primary school teachers September / October Contact discussion between cooperation teachers and educators - Getting to know each other between the cooperation partners - Expectations / wishes September / October Clarification of the framework conditions - Taking stock of the number of children, especially children with disabilities and / or need for support - Inquiries about the support offers the children receive - Time - Summary of previous work - Target agreements - Creation of an individual annual plan with the respective institution Activities for kindergarten children and school starters Educators visit their former children in the first Classes - Hospitation Mutual invitation to parties - Christmas party - Theater performances - Lantern parade - School party / kindergarten party Cooperation with the parents

82 Page 4 Period of cooperation between educators and primary school teachers October / November to exchange of impressions and observations on mutual visits January - overall impression / individual impression - determination of any need for support - creation of support plans / psychol. Specialist services z. B.

83 Page 5 Period of cooperation between educators and primary school teachers January / February Official printout from the registry office The list of future school-age children and optional children will be sent to the school management. Matching the list with the institutions. Children who are on the list but do not attend a local daycare center are invited to the rectorate for a targeted review and for actions with the school beginners. March / April Planning the school registration - Letter to the parents - The school management sends an information to the educators about the school registration - Can children and postponed children: Letter to parents and children Activities for kindergarten children and school beginners Increased work with future children School beginners Offers for individual children and small groups in kindergarten and elementary school Cooperation with parents Joint discussions with parents - Need for support - Funding opportunities in kindergarten - Funding opportunities in the parental home - Funding opportunities from outside if necessary and only in special cases - Information about possible special schools (possibly display brochures)

84 Page 6 Period of cooperation between educators and primary school teachers March / April Assessment of primary school aptitude - exchange of information on the level of development of individual children on the basis of long-term observation e.g. B. Skills profile - Possibly exchange with the ped. or psychol. Specialist services - Parents' discussion on issues of transition in the event of deferment / early school enrollment, elementary school support class, preparatory class, special school, - In the event of critical enrollment cases, a round table should be formed at which all the people who are important for the decision (educator, cooperation teacher, parents, school management) , Specialist departments, possibly teachers in the GS support class) take part in activities for kindergarten children and school beginners Cooperation with parents Exchange of information regarding school enrollment Round table to clarify questions about the place of learning - Compilation of support needs by everyone involved - Accompaniment of parents with children with special support needs

85 Page 7 Period of cooperation between educators and primary school teachers April / May School registration - if required: School enrollment test / enrollment procedure Enrollment procedure for children with disabilities and special needs in cooperation with the special education service and, if necessary, with sponsors May / June Preparation of school visits - Appointments - Participation in lessons, at least one school hour per kindergarten / group, possibly further visits, if the teacher and class division have already been assigned - Participation in parties - Joint project activities for kindergarten children and school starters School registration Open offers for the children Continuation of work with the future school starters - Offers for individual children and small groups in kindergarten and elementary school - Visiting a school class - Getting to know the premises - Getting to know important people in the school - If necessary, carrying out a school aptitude test - Trial lessons for class Clarification of cases of doubt - Funding in a GS support group Cooperation with parents School registration Possibly a cozy get-together over coffee and biscuits (parents' council) Information about planned activities