GUIDELINES FOR STUDENT CARE CENTRES - Published by ComCare and Social Support Division, Ministry of Social and Family Development (July 2013) - ECDA
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GUIDELINES FOR
STUDENT CARE
CENTRES
Published by ComCare and Social Support Division, Ministry of Social and Family Development
(July 2013)
Guidelines for Student Care Centres
CONTENTS
01 The Physical Environment
02 Safety/Health/Hygiene/Nutrition
03 Staffing
04 Programme
05 Administration
06 Community Resources
07 School-based SCC
08 ComCare Student Care Fee Assistance
09 Layout and Fitting
10 Annexes
Guidelines for Student Care Centres (2013)
Published by MSF, Singapore. All rights reserved.
CHAPTER 1: THE PHYSICAL ENVIRONMENT
THE PHYSICAL
The recommended usable floor area :
ENVIRONMENT student ratio is 3 square metres to 1
student. For example, a usable floor area
of 180 square metres is able to
The physical environment in a Student Care accommodate up to 60 students at any
Centre (SCC) consists of the indoor and point in time. This usable floor area
outdoor spaces, and includes furniture, excludes the sick bay, staff room and
equipment and resource materials within ancillary area for kitchen, store, bathrooms
these spaces. and toilets.
It is important that the physical environment is ii. Activity areas/Interest corners
clean and safe. In addition, the physical
environment should encourage learning It would also be desirable to have
participation, and foster constructive activity/interest areas for rest and
relationships among students and between
relaxation. These could include:
students and staff.
• Book shelves and the adjoining space
This chapter on SCC’s physical environment
can be a ‘reading corner’.
provides pointers to consider in the following • Shelves with art & craft materials and
areas: the adjoining space can be a ‘crafts
corner’.
• Use of Space (Indoor and Outdoor areas);
• Furnishings/Fittings and Equipment; Reading Corner
• General Maintenance and Cleanliness;
• Learning Environment.
1.1 USE OF SPACE
Key Considerations
a. Indoor
i. Floor space
Having adequate indoor space and
utilising it efficiently would contribute to a
more conducive learning environment for
students. Some of the key considerations Crafts Display Corner
include the size of the rooms as well as
the number of students catered for, their
age, abilities, needs and interests.
The SCC operators would need to ensure
that the space and layout of the SCC is
able to accommodate the maximum
capacity of students during Saturdays and
school holidays.
SCCs are expected to meet the
recommended indoor floor space to
student ratio.
Guidelines for Student Care Centres (2013) 1
Published by MSF, Singapore. All rights reserved.
CHAPTER 1: THE PHYSICAL ENVIRONMENT
ii. Activity areas/Interest corners
• Other possible activity areas/interest
• A cosy area with some cushions can corners are illustrated as follows:
be used as a rest area. Centres with
sufficient space may allocate areas for
a pantry and a ‘Parent Corner’ for
parents to wait for their children.
Interaction and Hobby Corner
IT Corner
Games Corner
Guidelines for Student Care Centres (2013) 2
Published by MSF, Singapore. All rights reserved.
CHAPTER 1: THE PHYSICAL ENVIRONMENT
iii. Arrangement v. Light
Space should be arranged and The quality and quantity of light influences
demarcated for students to either work the mood and feeling of students and staff
individually, in large or small groups, or in within the environment.
active/passive, noisy/quiet and messy/tidy
activities. Clear pathways should be • Sufficient windows with blinds/curtains
provided to guide students’ movement with should be installed to allow sufficient
minimal disruptions or distractions to other light into the activity rooms.
students/activities.
• The lighting effect can be enhanced
• In the event of adverse weather with the use of pastel-coloured paints
condition, indoor space should be on walls.
large enough to enable gross motor
play activities to be conducted. A • Having a variety of lighting forms (for
mixed use of indoor space is example, fluorescent and incandescent
encouraged. For example, in school- lights) will create different effects for
based SCCs, part of the school hall or various play areas and activities.
canteen can serve as an indoor game
play area and study area. Sliding
b. Outdoor area
partitions and dividers can offer
flexibility to separate and adjoin areas
Students need the freedom to explore,
according to the changing function of
especially after a day in their classrooms.
the place.
This can be done within the compound of
the SCC or through outdoor lessons to
• Equipment, furniture and activities
promote gross motor activities. The SCC
could be arranged so as to allow a
could consider conducting outdoor activities
clear line of sight for staff to supervise
at void decks, outdoor playground area, ball
student activities at all times.
courts and soccer fields.
iv. Ventilation The outdoor area is more than a place
where students can exercise their muscles.
Good ventilation helps to maintain the Outdoor spaces offer students the
indoor environment at a comfortable level opportunity for teamwork, active play,
and can contribute positively to the problem-solving and creative experiences
student’s learning. which are fundamental to their learning and
development. However, the outdoor
• All rooms should be well-ventilated by environment should not only be used for
means of windows that can be sports and active games; indoor activities
opened, working air-conditioning could also be brought outside if the weather
system/coolers or fans. permits.
• Exhaust fans should be used to
provide better ventilation in toilets and
kitchen. Standing fans are
discouraged as they may pose a
safety hazard to the student. Ceiling
fans offer a viable alternative.
Guidelines for Student Care Centres (2013) 3
Published by MSF, Singapore. All rights reserved.
CHAPTER 1: THE PHYSICAL ENVIRONMENT
1.2 FURNISHINGS/FITTINGS 1.3 GENERAL MAINTENANCE
AND EQUIPMENT AND CLEANLINESS
Ensuring a clean and safe environment The floor, windows, doors, furniture and
should be a top priority in SCCs. It is equipment should be kept clean and dust-free
important to allow students to play and learn through the following daily and regular
without the risk of injury, especially when maintenance activities:
there are a lot of furnishings and equipment
within the premises. (Refer to Annex A for a • Floors should be swept/vacuumed and
suggested list of furniture and equipment). mopped daily; and should be free from dirt
and sand, and kept dry.
Key Considerations
• Non-slip mats (if any) should be free from
• All fixtures, fittings, furniture, gross motor grime and dirt.
equipment and toilets should be well-
maintained and in good working • Carpeted floor is not encouraged. If used, it
condition. The use of lamination made of has to be vacuumed daily.
non-toxic materials is preferred for
shelves and cabinets for ease of • Furniture, fittings and fixtures should be
cleaning. Replacement of such items cleaned with disinfectant regularly.
should be done when necessary.
• Filters in the air-conditioners should be
• Furniture should be sufficient, functional replaced or cleaned regularly according to
and sturdy. the instruction manual.
• Tables, chairs and cubby holes should be • All litter bins should be lined, properly
suitably sized for students’ use. Shelves covered and emptied at least once daily.
used for toys, books and materials should
be made easily accessible to the • PVC mattresses and mattress covers
students. should be wiped after every use. They
should also be sunned/ wiped with
• There should be designated storage disinfectant and washed at least once a
spaces for play/reading materials, week.
equipment, toiletries, general stores and
personal belongings. • Spring cleaning sessions should be
conducted regularly.
A personal storage space (e.g. cubby
holes, storage bins and containers) Prompt action should be taken to maintain an
should be assigned to each student to environment that is free from mosquito breeding
store his/her belongings. These storage and other pests. Useful tips on dengue
spaces should be labelled with names, prevention are available at the National
symbols or words to show students Environment Agency website
where different items belong. A sense of (http://www.nea.gov.sg).
ownership and responsibility towards
one’s own belongings can be inculcated
Special attention has to be paid to the hygiene of
this way.
the centre. Should there be an outbreak of
communicable disease, SCCs should follow the
• Games, learning materials and
recommended hygiene practices outlined in the
equipment should be maintained in ways
‘Infection Control Guidelines for Schools and
that are not harmful to the students. For
Childcare Centres’ as provided by the Ministry of
example, chemicals that are toxic to the
Health (MOH). This can be found under
students should not be used for the
‘Publications’ of the ‘Research’ tab on MOH’s
disinfection of materials.
website.
Guidelines for Student Care Centres (2013) 4
Published by MSF, Singapore. All rights reserved
CHAPTER 1: THE PHYSICAL ENVIRONMENT
1.4 LEARNING ENVIRONMENT
• Language games which enhance
SCC should provide a conducive learning language proficiency, catering to
environment which supports the students’ different age groups and abilities; and
developmental needs and interests as they
interact with the materials, peers and adults in • Reasoning games which allow
the centre. students to explore and understand the
links between everyday life and the
Key Considerations concepts they learn in class. Games
related to the application of
A variety of age-appropriate materials and mathematical/scientific concepts, IT
equipment should be made available to based simulation and role playing
support the different learning activities and activities can be used for this purpose.
needs in the centre. Equipment and materials
should be added or changed periodically to b. Partitions, walls and floors
stimulate students’ curiosity, and extend their
interest by providing elements of surprise, • Encourage the students to be involved
novelty, success and satisfaction. in decorating the environment
individually or in groups. These may
The learning environment should be planned include notes of encouragements,
in a manner that facilitates positive writings, model essays and photos
interactions between the students and the which are initiated and expressed by
teachers, as well as to engage them in the students themselves.
constructive activities. This is done by
encouraging students to make choices whilst • Personal artwork, photos, as well as
participating in both learning and play. work done or chosen by the students
add personality to the space.
Providing students with choices involves
providing them with an environment that is • Moreover, a sense of belonging and
rich in the variety of learning resources and ownership over the environment could
materials. This would enable them to choose be cultivated by encouraging the
from that pool of resources and match them students to contribute towards the
to their level of competency. aesthetic appearance of the SCC.
Students need to be able to initiate their own In conclusion, the SCC’s physical
learning experience by using the materials, environment should be one in which the
which they can access independently. An students feel at home. While it provides the
environment that offers plenty of choices students with a sense of security, it should
would allow students to develop important life also offer an environment that is suitable
for them to develop, learn and grow.
skills such as decision-making. Some useful
ideas of equipment and learning resources
are provided below.
a. Equipment and learning resources
There should be enough materials to cater to
each group of students using any set of
equipment and materials. A SCC should be
equipped with the following:
• Portable equipment like balls, sports
equipment, bean bags, skipping ropes,
etc. for gross motor and team-building
activities;
Guidelines for Student Care Centres (2013) 5
Published by MSF, Singapore. All rights reserved.
CHAPTER 2: SAFETY / HEALTH / HYGIENE / NUTRITION
SAFETY / HEALTH / 2.1 SAFETY
HYGIENE / NUTRITION
a. Indoor precautions
One of the most basic and important elements
in caring for students in SCCs is to ensure i. All indoor equipment, materials,
their safety and well-being, as a large part of furnishings and play areas should be
their day is spent in the centre. It is the SCC’s sturdy, safe, and in good condition. They
responsibility to provide a safe environment to are to be maintained in ways that are not
prevent and reduce injuries. harmful to students. They should not have
toxic paints coated on them, sharp edges
Staff must be alert and be equipped with the or loose and rusty parts.
relevant skills and knowledge to prevent
accidents and injuries. They should be able to ii. All chemical, cleaning products and other
manage emergencies, accidents and injuries dangerous substances must be properly
appropriately when necessary. stored away in closed cabinets or stored in
areas which students have no access to.
Safety procedures must be in place and
iii. No electrical device or apparatus plugged
practised (e.g. clear labelling of external/oral
into an electrical outlet should be located
medication, display of simple warning signs
near a water source, such as a sink.
where potentially dangerous products are
stored, as well as putting in place safety rules
iv. Centres using extension cords for the
and practices).
power supply must ensure that they do not
pose as a potential safety hazard.
SCCs should also observe good health
Extension cords must not run under
practices and hygiene. Students in SCCs are
carpets, through doorways or across water
in close contact with one another, making
source. Both the extension and the
them more vulnerable to communicable
appliance of the electrical cord must not be
diseases. Prompt attention must be given to
frayed or overloaded at any time.
students who fall sick and appropriate
precautionary measures must be taken to
v. All bathing facilities should have a
minimise the outbreak.
conveniently located grab bar that is
mounted at a height appropriate for a
Dietary habits are cultivated at an early age, student to use. Non-skid surfaces should
and educating the young to eat wisely reaps also be provided in all showers.
benefits for life. Eating wisely would mean
providing a balanced diet which is moderate in
vi. Placement of furnishings and equipment
calories, low in fat, cholesterol, sugar and salt,
should help prevent collision and injuries
and adequate in protein, vitamins, minerals
while permitting the freedom of movement
and dietary fibre. SCCs play an important role
of students. Furniture placement can play
in promoting good nutrition and healthy
a significant role in the way space is used.
eating. Staff should act as role model and
inculcate healthy eating habits in students.
SCCs are encouraged to follow the Infection
Control Guidelines for Schools and Childcare
Centres set by the Ministry of Health (MOH)
to ensure that:
• the premises are clean and hygienic,
• students cared for and persons
employed are medically fit to be in the
centre, and any student or employee
who is sick is to be excluded from the
centre.
Guidelines for Student Care Centres (2013) 6
Published by MSF, Singapore. All rights reserved.
CHAPTER 2: SAFETY / HEALTH / HYGIENE / NUTRITION
b. Outdoor precautions
v. Age appropriate activities
Before students are permitted to use the
In order to provide a challenging yet safe
outdoor play area, a check needs to be
play environment for all ages, it is
conducted to ensure that the playground/play
important that the outdoor activity area
area is free from any potential hazard.
and equipment are appropriate for the age
of the respective students at play.
Examples of potential hazards are:
vi. Pinch points and sharp edges
i. Lack of maintenance
Equipment should be checked regularly to
The designated outdoor area is
make sure that there are no sharp edges.
adequately maintained and all
Outdoor equipment should also not have
play/learning equipments are in safe
any rusty parts, loose joints, sharp edges,
working condition. For example, should a
unsteady stands or sharp protruding ends
playground be used for outdoor activities,
that are potentially hazardous.
there should not be any broken, missing or
worn out components in the playground
vii. Sports related injuries
equipment. All parts should be stable with
no apparent sign of loosening. A Added precautions should be taken when
systematic inspection and maintenance students engage in outdoor sporting
plan should be in place to ensure that the activities. It is essential that warm up and
playground is safe. cool down exercises are conducted when
playing sports. Students need to be
ii. Lack of supervision
adequately hydrated before and when the
sport is played. In addition, a sick or
Supervision by staff members is an
injured student should not be allowed to
important factor in ensuring outdoor
participate in any outdoor activities. The
safety. Staff should have a clear view of
Singapore Sports Council website
sight of any outdoor activity area at all
(http://www.ssc.gov.sg) has useful tips for
times. In supervising play, the staff on duty
centres to refer to.
must ensure that the students use all
equipment safely and all outdoor games
c. Supervision of students
are conducted in a safe manner.
Proper supervision should be provided upon
iii. Trip hazards
the arrival of students and throughout the day.
Trip hazards are created by play Activity areas (indoors/outdoors) have to be
equipment or items on the ground. Abrupt arranged such that the students are within the
changes in surface elevations, exposed visual range and accessibility of supervising
concrete footings, tree roots, tree stumps adults. Maintaining a visual view helps to
and rocks are all common trip hazards that prevent injury and abuse.
are often found in outdoor environment.
During departure, there should be a system to
iv. Overcrowding ensure that the students return home with
only authorised personnel. Should the parent/
Play area should not be overcrowded with authorised person fail to make it on time to
students as serious injuries can result fetch the student home, the centre should
from collision. make the appropriate arrangements to ensure
that the safety of the students is not
compromised. The staff should maintain an
open communication on its policies in order to
minimise compromising the students’ safety.
Guidelines for Student Care Centres (2013) 7
Published by MSF, Singapore. All rights reserved.
CHAPTER 2: SAFETY / HEALTH / HYGIENE / NUTRITION
d. Fire / Emergency /
Precautionary measures vi. Fire-extinguishers or hose reels should be
placed at prominent places within the
i. The fire evacuation plan is clear and centre and made readily accessible and
comprehensive in its instructions. The fire functional. Portable dry powder
evacuation sketch map must show the extinguishers can be used for most fires,
escape routes and assembly point clearly. e.g. paper, textile and wood, cooking oil,
The emergency phone numbers (e.g. the flammable liquids and even electrical fires.
numbers of the registered medical The indicator on the extinguisher should
practitioner, police, hospitals, civil defence, be in the green zone at all times and the
fire station/ambulance), fire evacuation servicing label should reflect a valid date.
plan and sketch map must be displayed at Lack of maintenance will result in the fire
prominent places in the centre and near a extinguisher not discharging when
telephone. For centres located within a required and rupturing when pressurised.
school, the SCC should establish an
emergency contact list with the school’s vii. In the event when a bomb threat is received,
management so that the school can notify centres should follow the detailed
them in times of drills and emergency. emergency bomb threat procedures
provided by the Ministry. SCCs can refer to
ii. Fire evacuation drills should be conducted Annex C for these procedures.
at least once every 6 months. The centre
has to ensure that all staff and students viii. Operators/Supervisors of student care
are briefed regularly and are familiar with centres have the responsibility of reporting
the emergency evacuation procedure and to the Ministry incidents relating to safety,
route. Fire evacuation drills are to take health, hygiene, illness and serious
place at different times of the day and the accidents that have happened in the
‘fire’ is to be started at different places. centre. Details for incident reporting are
The centre should also participate in the provided in Annex D.
fire drills conducted by the school, when
the school conducts one. ix. To prevent centres from being easy
targets for break-in, it is strongly
iii. All students and staff, including the cook recommended that the following crime
and cleaner, must be briefed on the prevention measures are adopted:
evacuation procedure. Staff should also be
trained to use the fire-fighting equipment. • Anti-burglar alarm system
iv. The SCC should maintain detailed An effective alarm system
documentary record of each fire drill supplements the physical security of
conducted. This record should include the the premises. It provides an early
date and time of the fire drill, the duration warning (by means of siren, indicator,
of the evacuation and the area where the etc) to any unauthorised entry or
incident started. SCCs can refer to Annex attempt to enter any premises.
B-2 for a sample format for recording fire
evacuation drills. • Strong locks and grilles
v. Fire exit doors are to be kept locked and Use closed-shackled locks and
must be easily opened in times of window grilles that are strong and of
emergency. Passageways leading to good quality. Locks should have dead-
emergency exits should be kept clear of bolting features which are more
obstructions (furnishing, books, etc.) at all resistant to tampering.
times. It is also recommended that smoke
detectors and fire alarms are to be
installed in larger SCCs.
Guidelines for Student Care Centres (2013) 8
Published by MSF, Singapore. All rights reserved.CHAPTER 2: SAFETY / HEALTH / HYGIENE / NUTRITION
• Safekeeping of cash and expensive 2.2 HEALTH
equipment.
a. Procedures for handling sick students
Deposit fees collected on the same day
at the bank so as not to leave cash i. The SCC should conduct daily visual health
overnight in the premises. Expensive checks for students upon arrival at the
equipment such as PCs and audio premises for the following symptoms:
visual equipment should be stored in
properly secured rooms and cabinets. • Fever;
• Severe cough;
• Investing in locking devices such as • Difficulty in breathing;
cable locks for your computers and • Redness of eyes;
laptops would deter perpetrators from • Skin rashes or unusual spots;
stealing these assets. • Yellowish skin or eyes;
• Unusual behaviour; and
SCCs are strongly urged to implement the • Frequent scratching of scalp or body.
above measures to prevent their centres
from falling prey to break-in. Centres may ii. The outcome of the health checks on the
contact the various Crime Prevention students should be documented and
Officers (CPOs) from any of the police maintained.
division headquarters to find out other
specific measures that can be adopted to iii. Additional observations should be made
thwart any break-in attempts. The contact throughout the day to look out for other
numbers of the various divisions of the signs:
crime prevention unit are given in Annex E.
• Vomiting and/or diarrhoea;
e. First aid supplies • Difficulty in swallowing;
• Loss of appetite; and
The SCC needs to maintain at least 1 First • Headache or stiff neck.
Aid box at a convenient location which all
staff can have ready access to. The First iv. Parents must be notified immediately when
Aid box should contain all the items listed their children fall sick in the centre. There
in the First Aid Kit as required by the should be a separate enclosed area
Ministry. The items should be within the designated for the rest and care of sick
manufacturer’s stated use date, and should students. An adult should be present to
be replaced/replenished when necessary. monitor the sick student, and to ensure
SCCs can refer to Annex F for the list of his/her safety and comfort until his/her
essential First Aid items. parents arrive. Centre should also record
the observation and steps taken in the
centre’s incident logbook.
Guidelines for Student Care Centres (2013) 9
Published by MSF, Singapore. All rights reserved.CHAPTER 2: SAFETY / HEALTH / HYGIENE / NUTRITION
v. Centres should immediately notify the b. Hygiene practices
Ministry of Social and Family Development
(MSF) and the Ministry of Health (MOH) of i. Staff should encourage students to observe
any outbreak of any infectious diseases. good hygiene habits. Below are some good
School-based SCC operators should also habits that can be instilled into the students:
inform the school of any student who is
diagnosed to be suffering from an • Washing hands before and after meals/
infectious disease. Any student who is toileting/outdoor and art activities;
suffering from an infectious disease has to • Providing separate toilet cubicles for boys
be excluded from the SCC until the expiry and girls;
of the medical certification and the student • Changing of clothes when they are dirtied;
shows no symptoms of the illness. and
• Developing self-help skills in managing
For more information, SCCs can refer to: health practices when students are ready.
• ‘Infection Control Guidelines for ii. SCCs should consider installing at least one
Schools and Childcare Centres” under washing basin so that students can observe
‘Publications’ (found under the good hygiene habits in the centre. Liquid
‘Research’ tab) on MOH website at soap dispensers are to be mounted next to
http://www.moh.gov.sg, the sinks in the toilets (1 soap dispenser to 2
sinks). Toilet rolls, liquid soap and hand
• Annex G for a ‘Checklist on Health
drying facilities must be made easily
and Hygiene Inspection of Student
Care Centres’, and accessible to the students.
• Annex H on the procedures of iii. SCCs should have a designated space for the
reporting an outbreak of disease. preparation of food and snacks, and the
space should be rendered inaccessible to
2.4 HYGIENE students. Feeding equipment and all surfaces
used for food preparation (e.g. utensils,
a. Personal effects bottles) should be sterilised after each use.
Food preparation utensils and equipment
i. Utensils such as cups, forks, plates, bowls should not be used for any other purposes.
and spoons should not be shared as these
would increase the spread of germs and
diseases. Chipped and cracked utensils
should not be used for the same reason.
ii. Personal items such as towels, mugs,
combs and mattress covers should not be
shared as well. Bath towels are not
allowed to be left in the centres overnight
and should be brought home daily.
Centres are discouraged to use a common
towel for students to dry their hands. The
use of disposable paper towels or a hand
dryer is encouraged.
iii. Centres are encouraged to provide proper
labels and storage for each student to
allow easy identification.
Guidelines for Student Care Centres (2013) 10
Published by MSF, Singapore. All rights reserved.CHAPTER 2: SAFETY / HEALTH / HYGIENE / NUTRITION
iv. Staff should practise good hygiene iii. Food handlers should wear clean, tidy
procedures (e.g. washing hands before clothes and aprons when handling food.
and after each meal preparation) during Food handlers with sores or cuts on their
food preparation. If food is prepared in the hands should wear disposable waterproof
SCC, it is recommended that the food gloves. Staff with diarrhoea or any other
handlers undergo the ‘Workforce Skills symptoms of food-borne diseases should
Qualification’ (WSQ) Food Hygiene not be allowed to handle the food.
Course (WFHC) conducted by Workforce
Development Agency (WDA), which has iv. Catered food should only be obtained
accredited training organisations to from the school canteen or any licensed
conduct the courses and issue the caterer who hold a valid catering licence
qualification. SCCs can refer to Annex I for issued by the National Environment
a list of some organisations accredited by Agency. If the food preparation area is
WDA to conduct the WSQ Food Hygiene located outside the main building or where
Course. the kitchen is detached from the centre,
food must be covered and transported in a
2.4 NUTRITION hygienic manner. Centres should ensure
that the food provided is consistent with
a. Menu planning and serving of food the food menu posted on the Centre’s
notice board. Please refer to guideline on
i. The centre should plan and write down its Preparation and Handling of Halal food,
meals in advance in a menu. The meals which can be obtained from MUIS website
provided should be varied, balanced and (http://www.muis.gov.sg/). Should there be
nutritious, and have sufficient protein, any changes in the food provision, centres
carbohydrates, vitamins and fiber. should provide at least 1 month notice to
Changes made to the menu are to be the parents.
recorded into the logbook. The menu
served should be prominently displayed v. Students should be discouraged from
for parents’ information. Centre can refer bringing home-cooked food to the centre
to www.hpb.gov.sg for guidelines on as the prolonged storage of food
healthy eating. increases the risk of food poisoning. If
storage is required for longer periods,
ii. All raw and uncooked food must be kept cooked food should be kept at below 10°C
fresh at all times. Cooked food has to be or above 60°C to reduce the growth of
covered and served in dishes at all times. bacteria.
Sufficient portions of food are to be
provided appropriately to each student. vi. Staff members should wash their hands
The food served should correspond to the before and after serving food. The serving
written menu. Attractive and appealing surfaces should also be cleaned before
food served can stimulate students’ and after meals. Staff members are
appetite and interest to try the different encouraged to sit with the students during
types of food. Centre should respect the meal times. A positive and relaxed
dietary requirements of different religious atmosphere is encouraged through
group and individual student’s food allergy. informal conversations among students
Provisions should be made for the various and adults.
dietary requirements of the students in the
centre. Parents and centres can have
mutual agreement on food arrangement.
Guidelines for Student Care Centres (2013) 11
Published by MSF, Singapore. All rights reserved.CHAPTER 3: STAFFING
STAFFING c. Assistant programme staff
Assistant programme staff help the
The staffing of a SCC is crucial. Research has programme staff in conducting activities and
shown that having suitably qualified and the supervision of children. They should have
trained student care programme staff would at least completed Secondary 4 education.
often determine the quality of student care
programmes. It is recommended that all SCC d. Volunteers
staff should meet the basic qualifications and
be suitable in terms of age, health, Volunteers could be enlisted to assist
personality, knowledge and experience in a programme staff in the supervision of students
SCC setting. SCCs may refer to Annex J for a during their revision, excursions and ad hoc
list of courses conducted by training agency in activities. However, they should be given the
student care and guidance. appropriate training and be guided in
conducting activities in the centre. Volunteers
3.1 STAFFING NEEDS OF A SCC should be carefully selected to ensure proper
match of personality and character, so as to
a. Supervisors act as role models to the students.
Supervisors oversee the day-to-day running of The National Volunteer and Philanthropy
the centre and are responsible for programme Centre website (http://www.nvpc.org.sg)
planning, curriculum development and staff contains useful reference on volunteering.
supervision. Every SCC should have a SCC can refer to this website for its one-stop
supervisor to ensure continuous and effective information and reference service, cross
management, as well as supervision and sector partnership and grants to build people
operation of the centre, staff and children. sector capacities.
SCC supervisors should possess at least 5 3.2 STAFFING-TO-CHILD RATIO/STAFF
GCE ‘O’ level credits including English REQUIREMENT
Language, a valid first aid certificate, and
have received training in children’s services or It is strongly recommended that a staff-to-child
training related to school-age children from ratio of 1:25 is maintained at all times. Please
training agencies. refer to Table 1 for the estimated minimum
staff requirement.
b. Programme staff
Table 1:
Programme staff play multiple roles in the Estimated Minimum Staff Requirement
lives of the students under their care. In order
to perform these roles effectively, they need to Capacity: 60 Capacity: 100
(60 students at any (100 students at any
have the necessary knowledge, experience, point in time) point in time)
personality and skills in student care 1 Supervisor/Asst. 1 Supervisor
development as well as in programme Supervisor 1 Asst. Supervisor
planning and implementation. 3 Programme Staff 4 Programme Staff
1 Cleaner cum Cook 1 Cleaner cum Cook
Programme staff should possess at least 5
GCE ‘O’ level credits and preferably have There should be at least 2 staff members in
received training related to school-age the SCC at all times. This is to ensure that in
children. In the absence of the supervisor, an the event of an emergency, the students are
experienced programme staff would have to not left unattended while one of the staff
oversee the smooth running of the SCC in the responds to the emergency.
capacity of an assistant supervisor.
Guidelines for Student Care Centres (2013) 12
Published by MSF, Singapore. All rights reserved.CHAPTER 3: STAFFING
3.6 PARTNERSHIP WITH
3.3 STAFF RECORDS
SCHOOLS
All staff members should be medically cleared
SCC supervisors should work closely and
and certified as ‘medically fit for employment
engage in active networking with the
by a registered general practitioner. (Please
professionals in the schools which they
refer to Annex K for the ‘Pre-Employment
collaborate with. Examples of such
Medical Form’ for SCC staff).
professionals are Learning Support
Coordinators, school counsellors and
It is recommended that all staff members
pastoral care supervisors. A closely knitted
should complete and submit a ‘Declaration of
relationship between the SCC and the
Offences Form’ to the SCC. (Please refer to
school’s staff can help in developing quality
Annex L). These records should be kept by
and relevant programmes that would better
the SCC for future references.
meet each student’s needs.
3.4 STAFF WITH FIRST AID
QUALIFICATION
It is recommended that at least 1 programme
staff with a valid first aid certificate has to be
present at the centre at all times. SCCs are
encouraged to send all staff (including non-
programme staff such as the cook/relief
cook/cleaner) for first aid training.
The first aid certificate is valid for 3 years from
its date of issue. SCCs are encouraged to
send their staff to attend a refresher course
before the expiry of the certificate. (Please
refer to Annex M for a list of training agencies
conducting first aid courses).
3.5 STAFF DEVELOPMENT
New/relief staff should be given a thorough
orientation and training on the SCC’s
programme and curriculum.
Staff meetings should be held regularly to
keep staff members updated on the latest
events, programmes and daily activities in the
centre.
SCCs are encouraged to organise or send
their programme staff for on-going
professional development to ensure quality
and effective programme delivery.
The supervisor should conduct annual
supervisory observations of the staff
members’ conduct and performances to
identify and address their training needs.
Guidelines for Student Care Centres (2013)
Published by MSF, Singapore. All Rights Reserved 13CHAPTER 4: PROGRAMME
PROGRAMME 4.1 STUDENT MANAGEMENT
Student management refers to what the
A good SCC programme facilitates the staff do to guide and keep students
students’ needs and development as well as constructively engaged in activities that
supports learning. The programme should be are developmentally and educationally
child-focused and aims to provide quality appropriate. It covers the various aspects
learning, leisure and recreational care for of the setting of the physical environment,
students in a warm, safe and caring daily routines and teaching strategies.
environment. Activities planned should meet
the students’ individual needs, while focusing Positive management strategies are
on their holistic development. usually effective in promoting a
constructive learning environment. All
The programme should be reviewed staff should be aware that corporal
constantly to ensure that it is inclusive and punishment is not permissible.
diverse in supporting and meeting the needs Programme staff who manage the
of the students and their families. It should be students well will find little need for the
challenging and fun. There should be imposition of disciplinary actions on the
opportunities to develop the students’ self- students.
confidence, self worth and foster positive
relationships. Centres should also share the Some good management skills are:
programme with the parents. One good way is
to include such information in the parents’ i. Set rules and make them clear to the
handbook. students:
It is important that the SCC’s programme • Help students understand the behaviours
addresses a broad range of ages and expected of them.
development. A wide variety of school-aged
appropriate activities and materials that • Be consistent in the enforcement of these
encourage hands-on learning through rules.
experimentation, self-exploration/discovery
and play, should be provided. It is • Make rules simple for the students to
recommended that students are grouped into follow. They should be implemented
either their primary school levels or age sensitively. For example, a student with a
groups (i.e. 7-9 years and 10-12 years). small appetite should not be expected to
finish a large plate of food. Instead, the
A time-table displaying the programmes for student should be given a smaller helping
the day should be posted on the SCC’s notice and encouraged to go for a second
board. This would allow both students and helping.
parents to have a clear idea of activities for
the day. However, the time-table planned
• Review the rules regularly so that they are
should be flexible enough to allow changes to
always appropriate to a student’s growing
be made to the daily programme. A sample
needs.
timetable is provided in Annex N.
For smooth running of the programme, the
SCC should pay attention and have clear
guidelines concerning its approach to the
following issues:
• Student management;
• Positive staff-student interaction; and
• Centre-parent partnership.
Guidelines for Student Care Centres (2013) 14
Published by MSF, Singapore. All Rights ReservedCHAPTER 4: PROGRAMME
• Brief all staff and obtain their agreement vi. Students should be told what is expected
on the rules of the SCC, as well as the of them in a positive way:
appropriate management of behaviour if
these rules are broken. • Instead of telling the students, “Don’t
run”, the staff can say, “Please walk to
• Document clearly and in detail any the toilet.”
incident of misbehaviour in the staff
logbook so that all staff can be clear on • When a student does something wrong,
any follow-up. Please refer to Annex O for the staff should talk to him/her calmly
a sample of the ‘Incident Record Form’. about the rule he/she has broken. Ask
the student to tell you the correct
For incidents relating to safety, health and expected behaviour and let him/her know
hygiene, it is the responsibility of the SCC your expectations. Finally, tell the student
to report the incident to MSF. the consequences of his/her
misbehaviour.
ii. Be specific in pointing out behaviour that is
not acceptable: vii. Every operator should ensure that staff do
not carry out the following:
• This helps the students to understand
what actions are unacceptable, as well as • Any form of corporal punishment such
their consequences. as striking a student directly or with any
physical object; shaking, shoving,
iii. Deal with the behaviour, not the student: spanking or other forms of aggressive
contact; or requiring or forcing a student
• Avoid comments that belittle the student, to repeat physical movements.
for example, by saying, “You are stupid.”
• Any harsh, humiliating, belittling or
iv. Create an environment in which the degrading responses of any kind,
students will respect and understand the whether verbal, emotional or physical.
rules and regulations:
• Withholding meals; or physical isolation
• This helps the students to understand the and restriction of movements.
needs of others in the social world they
live in, so that they can also appreciate viii. Finally, it is important for the staff to act
the rules and abide by them. as good role models and practise the
behaviours expected of the students.
v. Reward good behaviour:
ix. Suspected Child Abuse
• Praise the student or reward him/her with
an occasional gift or treat for positive There may be occasions when staff of SCC
behaviour. may notice bruises or behavioural changes
in the students, or the students report they
• Rewards reinforce positive behaviour and have been abused. When this happens, the
boost self-esteem. However, do not let staff should:
them assume that they should be a. Treat the matter seriously and the child
materially rewarded for their good with respect.
behaviour. b. Stay calm and find out more about the
nature and frequency of the abuse (need
not probe in depth)
c. Assure confidentiality.
Guidelines for Student Care Centres (2013)
Published by MSF, Singapore. All Rights Reserved 15CHAPTER 4: PROGRAMME
4.2 STAFF-STUDENT INTERACTION
d. Allow the student to disclose at his/her
own pace and record the actual words of Interactions between staff and the students
the child. provide opportunities for the student to
develop an understanding of self and others,
e. Inform the supervisor or designated staff and are characterised by warmth, personal
member to report the matter to Child respect, individuality, positive support and
Protection and Welfare services, MSF at responsiveness. Staff should facilitate
toll free line: 1800-7770000 or the Police interactions among students to provide
Divisional HQ or the nearest opportunities for self-esteem, social
Neighbourhood Police Post. competence and intellectual growth.
f. Record in logbook. Through these interactions, students
discover the ‘processes’ of learning how to
More information on child abuse and its deal with something new, organise their
prevention is downloadable from MSF’s thinking and solve problems. They also
website at: learn to function as a member of a group,
how to get along with others; share and
http://app1.mcys.gov.sg/portals/0/Summary/p cooperate, and take turns through positive
ublication/Resource_Materials_Prevent_Child staff-student interactions.
_Abuse.pdf
Staff could create a warm atmosphere by
If the child is abused by the staff in the
being cheerful, friendly, and helping the
Centre, the operator should immediately make
students to relax. Staff could also be
a report to the nearest Neighbourhood Police
Post or the Police Divisional Headquarters. supportive of the independent behaviour in
students, for example when they take the
lead in selecting and initiating activities.
The Children and Young Person Act
(CYPA), Chapter 38 protects children and Staff should also be more proactive in
young person’s welfare. Under this Act, a monitoring the students’ progression and
person shall be guilty of an offence if, behaviour. Whenever possible, such
being a person who has the custody, information could be shared with the
charge or care of a child or young person, students’ primary caregivers during the
arrival or departure of the students.
he ill-treats the child or young person or
causes, procures or knowingly permits the
Staff show appreciation of students’ efforts
child or young person to be ill-treated by and accomplishments.
any other person.
Mutual respect between staff and students
The person who is guilty of an offence could be promoted by staff being
under this Act shall be liable on consistently responsive, fair and non-
conviction. discriminating in behaviour towards the
students.
Taking their cues from ideas brought up by
students, staff could provide more
information on specific topics or ask
questions to encourage exploration of ideas
in the context of projects or group
discussions.
Guidelines for Student Care Centres (2013) 16
Published by MSF, Singapore. All Rights ReservedCHAPTER 4: PROGRAMME
4.3 CENTRE-PARENT PARTNERSHIP IDEAS FOR PARENT INVOLVEMENT
ACTIVITIES
Quality student care programmes are those
that recognise the importance of each a. Parent-centre communication
student’s family, and develop strategies to
work closely with these families. Parents are i. Produce a weekly/monthly newsletter
updated about the programme and they are jointly with parents to keep them
welcomed as observers, volunteers or informed about the SCC’s activities
resource persons to the programme. or programmes.
Staff should work in partnership with parents ii. Make information accessible to
and communicate with them regularly to build parents to give feedback and ideas for
mutual understanding and greater consistency improvement.
for the students. Student-related information is
shared with parents verbally and in writing iii. Provide a suggestion box to give
through formal and informal communication. feedback and ideas for improvement.
Interaction with families is generally respectful
iv. Organise informal gatherings to give
to discuss specific concerns, problems or
feedback to parents or invite feedback
issues that need attention.
from them on programmes and activities
conducted by the centre, as well as on
Periodic conferences between parents and the progress of the student.
programme staff should be arranged to focus
on helping the students to grow, to have v. Have regular Parent-Staff conferences to
mutual exchange of information about their provide an opportunity for in-depth and
development and progress at home and in the personal dialogue.
centre, and to work towards solving problems
faced by the parents and SCC. vi. Form Parent-Staff groups to establish
rapport between parents and the centre
Due to their busy schedules, many parents (e.g. Parent Support Group, Parent
may not be able to participate in the centre’s Volunteer Group, Parent Committee, etc).
programme. For these parents, the centre
should provide them with various options to b. Parents’ involvement
get involved in the programme. A good way to
engage them is to find out their areas of i. Engage parents’ help to organise
interest. For example, a parent who is good at events. Examples of such events are
origami can be encouraged to conduct an picnics, parties, birthdays, festive
origami lesson during the school holidays. celebrations, sports day, family outing,
open house, fund-raising activities,
It is commendable if a variety of events such annual concert/graduation ceremony
as the celebration of festive occasions, annual etc. Parents can help to prepare food,
concerts, talks, workshops or seminars are plan activities, help in displays, etc.
organised to encourage families to be part of
their children’s learning experiences. ii. Request students to contribute used
materials or donate items for learning
corners, e.g. toys, books, old clothing,
etc. This would also encourage them to
share and at the same time, recycle
materials which are of little use at home.
iii. Seek parents’ involvement in the centre’s
activities. For example, they can provide
recipes, conduct cooking or art and craft
lessons.
Guidelines for Student Care Centres (2013) 17
Published by MSF, Singapore. All Rights ReservedCHAPTER 4: PROGRAMME
c. Parent Volunteers 4.4 HOURS OF OPERATION
i. Request existing parents to welcome and The schools need to be aware of the opening
orientate new parents by conducting and closing hours of their SCC as stipulated
orientation talks and showing new by the Ministry.
parents around.
A SCC’s hours of operation should be as
ii. Link the SCC and families with other follows:
community resources. Parents can often
make useful contacts for the centre • Monday-Friday
through their work, community 7.30am or earlier to 6.30pm or later;
organisation they belong to and friends.
• Saturday
iii. Consider parent volunteers to take care 7.30am or earlier to 1.30pm or later;
of the students in the SCC during and
emergencies.
• Closed on Sundays and gazetted
iv. Allow parents to participate and public holidays.
contribute in ad hoc sub-committees for a
particular event/purpose. Centres may observe half-days on the eves
of any 3 public holidays. In addition, centres
v. Allow parents to participate in classroom may close for a maximum of 5 ½ days in a
activities. Examples of possible parents’ calendar year. (Please refer to Annex P for
participations include inviting them to give detailed explanation).
talks to students about their occupations,
conduct story-telling, cookery lessons, art SCCs are encouraged to open at extended
and craft, and demonstrate various hours to support the needs of working
cultural practices such as Japanese tea parents.
ceremony, making ‘Ketupat’, making
lanterns during Mid-Autumn Festival, etc. School-based SCC providers should also
familiarise themselves with their school’s
vi. Enlist parents’ help to run or decorate calendar of events. This is to help them
interest corners, library corner, play organise and plan their programme to
corner, parents’ corner etc. complement the school.
vii. Enlist parents’ help to do some In addition, SCC providers should keep the
handyman jobs, for example, painting of parents informed of the planned closure days
the centre, repairing faulty gates and through their parents’ handbook, and alert
discarding bulky equipment. them closer to the day of the planned closure
. through a circular.
Guidelines for Student Care Centres (2013) 18
Published by MSF, Singapore. All Rights Reserved.CHAPTER 5: ADMINISTRATION
• All health records such as students’
ADMINISTRATION vaccination and immunisation records,
chronic physical problems, injuries,
communicable diseases, special diet,
Running an effective operation requires a
food/drug allergy and medical reports
systematic approach to record keeping. The
(Centres can refer to www.hpb.gov.sg for
records should be up-to-date and kept by the
the immunisation chart for students).
centre supervisor or management. Records
that are descriptive in nature (e.g. records on
individual student’s development) should
5.2 PARTICULARS OF
contain sufficiently detailed information and PARENTS/GUARDIANS
be regularly updated. Records that require
validation and authorisation must be properly It is the centre’s responsibility to ensure that
completed and signed. A “Nil” return or “NA” all information provided by parents/guardians
should be used wherever necessary. in the application form is correctly entered.
This systematic approach should be applied The personal particulars of parents/guardians
to keep records of: include:
• Personal particulars of staff, parents ii. Names, home address and telephone
and students; numbers;
• Attendance;
• Fees; iii. Parents’ occupation and office contact
• Health status of students and staff; number, if applicable;
• Student development and progress;
• Administration of medicine; iv. Written authorisation for emergency
• Feedback from parents; and medical care;
• Other events and incidents.
v. Administration of non-prescribed
SCCs are encouraged to store all information medication; and
such as parents’ particulars and students’
particulars in their computer system. vi. Indemnity for outdoor trips.
However, a hard copy of the records should
be readily available for viewing when The particulars of the parent and student
required. should also be kept up-to-date.
5.1 STUDENT’S PARTICULARS 5.3 CENTRE’S RULES /
PARENTS’ HANDBOOK
The personal particulars of a student should
include the following: The SCC’s rules should be compiled into a
written manual. Policies and procedures
x Name, birth certificate number, date of should not contain jargon, or be too general
birth and home address with a copy of such that they convey vague meanings to the
the student’s birth certificate attached; parents.
x Name of school and class which the A copy of the SCC’s rules and policies should
student is attending; be given to parents in a form of a handbook
for reference, and its receipt acknowledged.
x Emergency contact numbers of
parents/guardians as well as persons
authorised to pick the student up at
the end of the programme; and
Guidelines for Student Care Centres (2013) 19
Published by MSF, Singapore. All rights reserved.CHAPTER 5: ADMINISTRATION
5.4 ADMINISTRATION 5.6 CENTRE’S LOG BOOK
OF MEDICINE
The centre should maintain a log book. It
The SCC should only administer medicine should be used to record information on the
that has been prescribed by a registered following matters:
general practitioner. Separate written consent
should be obtained from parents when • Accidents (please refer to Annex O for
administering non-prescribed or non-standard an ‘Incident Record Form’ sample);
medicine (for example, Chinese medicine or • Events and incidents;
controlled medication). Please refer to Annex • Programme changes;
Q for a sample of a student’s medical record. • Illnesses/outbreak of infectious
diseases;
It is strongly recommended that a proper • Health checks;
written record is maintained in relation to each • Visits made by other persons (e.g. MSF
student whenever the SCC administers any officers, maintenance personnel,
medication. The record should include: delivery men) and queries from parents;
• Investigation of feedback/complaints;
• Name of the student; and
• Name of the medicine administered; • Any deviation from the written schedules
• Dosage administered (e.g. 5ml, 1 or plans, menu, etc.
teaspoon);
• Name of the person who administered The log book should be kept up-to-date.
the medicine;
• Time and date of the administration; 5.7 STAFF RECORDS
and
• Manner of administration (e.g. oral, A record on staff should be completed and
external). kept updated accordingly. The following
documents should be available in hard copy:
The centre should have separate trays to
keep oral and external medications. They
c. Appointment letters/letters of
should be kept safe and out of the students’
acceptance;
reach.
d. Academic/professional/first
aid certificates;
5.5 STUDENTS’ DAILY e. Medical reports; and
ATTENDANCE/SIGN-IN/OUT f. Declaration of offences.
The SCC should keep an up-to-date record of Due to close contact with the students daily,
the daily attendance of students in the centre all SCC staff (including the cook/relief cook/
according to their respective age cleaner) should be certified as ‘medically fit
group/school level. The attendance should be for employment’ by a registered general
marked daily, including Saturdays. It should at practitioner. Newly recruited staff should be
least reflect the following details: medically cleared before employment.
• Actual number of children enrolled in Food handlers should also attend the ‘WSQ
the SCC; Food Hygiene Course (WFHC)’. Please refer
• Full name of each student; and to Annex I for a list of organisations that
• Date of birth of each student. conduct food hygiene training courses
approved by the National Environment
Centres, which administer the Student Care Agency (NEA).
Fee Assistance (SCFA) scheme, are required
to maintain a certain number of students
receiving SCFA (i.e. 10% of the total
enrolment).
Guidelines for Student Care Centres (2013) 20
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