Welcome! We would like to thank you for choosing Galaxy International School Uganda and ensure you that we have a commitment to all parents and children enrolled in our School. Our commitment is that the children will receive quality and loving care. We will also build up the children’s self-confidence and self-esteem with praise and positive redirections.
It is our goal to provide a variety of exciting, stimulating activities each day so that your child can develop socially, emotionally, physically and mentally to the very best of his/her ability. This handbook has been prepared especially for you, the parent of the child enrolled in our Program.
You will find many of our policies and operating procedures explained here. By reading this handbook you will feel more confident in your family’s adjustment into our program. We suggest that you keep this handbook for reference throughout the year. Whenever you have questions, please feel free to call or stop by the office. My staff and I look forward to working with you and your child.
Thank you, Bresenna Johnson Early Years Coordinator
We believe that children should be allowed to grow at their own pace and to learn in ways that help them become confident in themselves as learners. Our goal is to provide all of the children with a clean, safe, comfortable, and nurturing environment. Respect toward self, others and the environment will be emphasized. We believe in the value of both structured and non-structured activities.
Structured activities will include the use of a preschool curriculum, regular reading times, circle times, arts and crafts, and musical activities. Outdoor play and center times are some of the more flexible activities we have. It is our goal to create an environment and program where the child’s natural desire to learn is stimulated through meaningful, appropriate, and playful learning experiences, one that meets the needs of each child as an individual.
Learning Centers – These are areas set up by teachers and students and are changed monthly to fit the theme for the month. Learning centers have activities that are suggested either by written or verbal cues from the teacher or can be developed daily by the children. Materials and equipment in each area are displayed in a manner that promotes individual and independent play.
Practical Life – All children are encouraged to behave independently according to their individual development level. The staff encourage children to problem solve creatively, to learn to accept and appreciate diversity, and negotiate for what they want when it is in conflict with another’s desires. Staff will assist children in areas of practical life and self-help skill development by providing activities that encourage using undeveloped skills. The goal for children of all ages is to promote positive self-esteem and competence. Whether buttoning, pouring, folding, preparing food, or cleaning a table, children experience real life situations and activities that encourage them to expand their independence.
Monthly Themes – The program has general monthly themes that are established and coordinated center wide from KG2 to Reception, designed to promote developmental skills, and to enrich all children’s understanding of their world. The themes have educational, social, cultural, and emotional value.
Circle Time – Circle time provides the children with the opportunity to interact with each other as a group. During this time, we will learn calendar skills, weather skills, sing songs, play games, read stories and learn about each other. During this time, the teacher will prepare children for the day and review the letter, number, theme, and color of the week.
Arts and Crafts – The majority of our projects are focused around the holidays and theme units. Arts and Crafts projects stimulate a child’s mind to be creative. These activities also assist in the development of fine and gross motor skills. Children also achieve a sense of pride and accomplishment through the development of projects. Our program is filled with hands-on learning activities as well as open-ended art activities. Open-ended art allows the child to explore the use of various materials and processes and enjoy what happens. Craft projects are designed to help the children develop their creativity and the use of specific skills. Uneven or lopsided projects are to be expected from children of this age. The children are in the process of learning. It is the “process not the product” that is important. Please keep this in mind and treat all of your children’s projects as masterpieces!
Letters and Numbers – Children will learn to recognize, identify, and eventually write the numbers and letters. We will concentrate on one letter and number each week. During this time, many of our songs, crafts, and games will focus on the letter and number of the week.
Specials – Specials will include math, science, and star of the week activities. Math skills will focus on number recognition, counting, sequencing, patterns, charts, and addition. Science will consist of simple
science experiments usually focused around the theme of the week. Star of the week activities will include show and tell, ask the star, and learn about the star of the week.
Manipulatives – Manipulatives develop organizational skills like sorting, counting, comparing, classifying, matching, and shape recognition. Children integrate concepts through more physical involvement. By using more senses, children form more associations and learn.
Sensory Experiences – Children will be provided with a wide variety of hands on, concrete, real world sensory experiences appropriate for the child’s age and stage of development. They will learn about all of their senses and how to use them.
Computer Skills appropriate for each child’s age and developmental level will be introduced and reinforced.
Year 1 Readiness – Children will be taught the necessary skills to ensure success in Primary School.
Swimming- Students will be supervised at all times and instructed in water safety .
- Yellow Fever
- Hepatitis A and B
- Bacillus of Calmette and Guerin
1. Fatigue (for any reason), lethargic behavior.
2. A fever (a child should remain at home for 24 hours after the fever is gone and/or prescribed antibiotics administered for 24 hours before a child returns to school).
3. Sore throat,
4. Nausea, vomiting, diarrhea (child should remain home for 24 hours after the last episode).
5. Red, “crusty”, itchy eyes (conjunctivitis or pink eye is very contagious). The child must be kept at home for 48 hours while being treated with antibiotics and should only return to school if there is no discharge from the eyes.
6. A runny nose if there is colored nasal mucous.
A parent or a person on the emergency contact list must always be available by phone during school hours. It is the parent’s responsibility to have someone available who can come to the school for emergencies or for a sick child.
Please call if your child has a communicable illness or infestation, such as chicken pox, conjunctivitis, pin worms, etc., so we can exercise additional control methods and notify other parents. Your child’s identify is protected.
Should any parent or legal guardian request exemption from medical care for their child based on religious grounds,etc. it is imperative that the admissions office be notified of such. The name, phone number and address of a certified practitioner needs to be part of such child’s emergency information, along with specific written guidelines as to how the parent wishes the GISU to handle an emergency. This document will become part of that child’s records.
- Please do not attempt to sneak out without saying goodbye to your child.
- Give your child a good-bye kiss and explain that it is time for you to leave and you will return later.
- As difficult as it may be, make your good-bye short and sweet, even if your child is crying. The longer the goodbye, the longer the child will cry.
- Early Years Teachers are trained to handle these difficult, but normal occurrences. They will comfort your child and involve him/her in an activity. Ninety percent of the time, your child will have stopped crying before you get out of the parking lot of the facility.
- Do not linger around after you have said goodbye, this can confuse your child and prolong the crying.
- Adults often have similar experiences when put in a like situation. Be encouraging. Your smile, eyes and body language communicate a lot. If a child senses any type of apprehension on your part, this enhances their own feeling of uncertainty. Separation is often harder on the parents than the child.
going home with another child to play, or if there is a change in the transportation, please inform your child’s teacher by a written note.
Your child may be ready for toilet training if he/she:
Has a dry diaper for two or more hours and/or after naptime
- Tells you when the diaper needs to be changed.
- Tells you when he/she is going in the diaper.
- Shows an interest in using the toilet.
Some suggestions are as follows:
Choices are offered encouraging children to make appropriate decisions and to take responsibility for their actions. Staff will use positive enforcement while supervising children, encouraging them to cooperate and continue using appropriate behaviors. Children will be redirected to an alternate activity if their behavior continues to be inappropriate. We encourage a joint effort between the family and school if the above form of discipline is not working.
No child shall be subject to physical corporal punishment, humiliated, frightened, verbally abused, or denied food, rest or bathroom facilities. Children will never be disciplined for toileting accidents, sleep habits, or food consumption.