• 沒有找到結果。

The person(s) in charge of the first aid boxes should ensure that:

在文檔中 Table of Content (頁 117-149)

Recommended List of First Aid Items 1 1. Items recommended

3. The person(s) in charge of the first aid boxes should ensure that:

a. the first aid box content list is included;

b. all the medicines are labeled properly;

c. the contents are checked regularly to see if any refill is needed; and

d. the expiry dates of medicine are checked so that replacements can be made accordingly.

Report on Physical Examination 體格檢查報告

Name of Institution 機構名稱

Date of Examination

體格檢查日期:____________

Name of child 兒童姓名

Sex 性別

Date of Birth 出生日期 No. of Birth Certificate

出世紙編號

Name of Parents/Guardian 家長/監護人姓名

H.K. Identity Card No.:

香港身分證號碼 Home Address

地址

Tel. No.

電話 Physical Examination

體格檢查 General Physique 普通情形

Lungs Fontanelles & Head

頭及顋

Abdomen Nutrition

營養

Umbilicus

Skin 皮膚

Genitals 生殖器官 Eyes & Vision

眼與視覺

General Intelligence 智力

Ears & Hearing 耳與聽覺

Extremities & Spine 四肢及脊骨

Nose

Special Notes, such as history of allergy, deformities, etc.

特別紀錄,例如敏感、畸形等

Mouth 口腔

Teeth/Tonsils 牙齒/扁桃腺 Speech

言語 Glands Heart 心臟

Fit for admission to the above Institution

Yes 是 Physician’s Signature

適合入讀上述機構 No 否 醫生簽名

Physician’s

Name/Chop:

醫生姓名/印鑑

Appendix 10

Healt h R ecord 健 康 紀 錄

Nam e of Chil d:

兒 童 姓 名

Date 日 期

Weight in kg 體 重 (千 克)

Height in cm 高 度 (厘 米)

Special Notes 特 別 紀 錄 Health Condition:

健 康 情 況

History of illness / infectious disease (before and after admission to child care centre / kindergarten):

疾 病 /傳 染 病 病 歷 (包 括 入 幼 兒 中 心 /幼 稚 園 前 及 入 幼 兒 中 心 /幼 稚 園 後 ):

Date Illness/Infectious Disease

日 期 疾 病 /傳 染 病

Appendix 11

Updated schedule of the Hong Kong Childhood Immunisation Programme (HKCIP) recommended by the Scientific Committee on Vaccine Preventable Diseases of the Centre for Health Protection, Department of Health (as of 2 April 2020)

Age Immunisation recommended Newborn  B.C.G. Vaccine

 Hepatitis B Vaccine - First dose 1 month  Hepatitis B Vaccine - Second dose

2 months

 Diphtheria, Tetanus, acellular Pertussis & Inactivated Poliovirus Vaccine (DTaP-IPV Vaccine) - First dose

 13-valent Pneumococcal Conjugate Vaccine (PCV13) - First dose 4 months  DTaP-IPV Vaccine - Second dose

 PCV13 - Second dose

6 months^  DTaP-IPV Vaccine - Third dose

 Hepatitis B Vaccine - Third dose

12 months

 MMR Vaccine (Measles, Mumps & Rubella) - First dose

 PCV13 - Booster dose

 Varicella Vaccine - First dose

18 months

 DTaP-IPV Vaccine - Booster Dose

 Measles, Mumps, Rubella & Varicella (MMRV) Vaccine – Second dose#

Primary 1  DTaP-IPV Vaccine - Booster dose

Primary 5  9-valent Human Papillomavirus (HPV) Vaccine - First dose+

Primary 6

 Diphtheria (reduced dose), Tetanus, acellular Pertussis (reduced dose)

& Inactivated Poliovirus Vaccine - Booster dose

 9-valent HPV Vaccine - Second dose+

^ The schedule of PCV13 has been changed from a schedule of ‘3 primary doses at 2, 4 and 6 months plus a boost dose at 12 months’ to a schedule of ‘2 primary doses at 2 and 4 months plus a boost dose at 12 months’. After the change, the third dose of PCV13 given at 6 months previously is no longer required.

# Children born on or after 1.7.2018 receive MMRV vaccine at 18 months old in Maternal and Child Health Centres of the Department of Health (DH). Children born between 1.1.2013 and 30.6.2018 receive MMRV vaccine in Primary 1 by the School Immunisation Teams of DH.

+Starting from the 2019/20 school year, eligible female students will receive the first dose of 9-valent HPV vaccine at Primary 5. They will receive the second dose when they reach Primary 6 in the next school year.

Appendix 12

Guidelines on Prevention of Communicable Diseases in Schools / Kindergartens / Kindergartens-cum-Child Care Centres / Child Care Centres

Appendix 2

Suspected Infectious Disease Outbreak in

School / Kindergarten /KG-cum CCC /Child Care Centre

NOTIFICATION FORM

To: Central Notification Office (CENO), Centre for Health Protection (Fax: 2477 2770)

 School*

 Kindergarten-cum-child care centre

 Kindergarten*

 Child care centre (Code no.: )

(Post: ) Fax:

Type of organization:

(Please tick one) Name of organization Address:

Contact person:

Tel (office hours):

Total no. of students/children:

Tel (outside office hours):

Total no. of staff:

) (No. admitted into hospital :

(No. admitted into hospital : )

Fever

Cough

Diarrhoea

Skin rash

Sore throat Runny nose Vomiting

Blisters on hand/foot Oral ulcers

Others (Please specify: )

No. of sick students/children:

No. of sick staff:

Common symptoms:

(May tick multiple)

Suspected disease:

Reported by: Contact tel.:

Appendix 13

Accid ents / Il lness es Reco rd 意 外 /疾 病 紀 錄

Name of Child:

兒 童 姓 名

Dat e/ Tim e/Pl ace of Occurrence

事 發 日 期 / 時 間 /地 點

In cid ent s and Fol low-u p Action

事 件 及 跟 進 處 理

Signature of Parent /Guardi an 父 母 /監 護 人 簽 名

Signatu re o f Child C are

Work er/

Teach er 幼 兒 工 作 員 /

教 師 簽 名

Appendix 14

Medical Treatment Consent and Authorisation Form

I ______________________________, holder of HKID No. ____________,

*parent / guardian of________________________________________(name of child), do hereby give consent to the *Principal / Child Care Supervisor of

_________________________________________________________________ to arrange my above-named child to seek medical treatment from the following

*Registered Medical Practitioner (name and address:__________________________

___________________________________________________________) / casualty ward of government hospital in the event of acute illness or emergency affecting the child.

Signed:

(*Parent / Guardian) Signature of

Witness :

Name of Witness:

Date:

* Delete as appropriate

Appendix 15

Ref: (1) in EDB/ (KGA2)/FKG/1/1 Pt.1 Government of the HKSAR Education Bureau

23 February 2018 Education Bureau Circular No. 4 /2018

Reporting Mechanism for Absentees in Kindergartens [Note:This circular should be read by -

(a) Supervisors and Heads of Kindergartens, Kindergarten-cum-Child Care Centres and Schools with Kindergarten Classes - for action; and

(b) Heads of Sections - for information.]

Summary

This circular informs all kindergartens, kindergarten-cum-child care centres and schools with kindergarten classes (collectively referred to as “KGs” hereafter) of the new arrangements for reporting to the Education Bureau (EDB) on KG students’ absence without reasons or under doubtful circumstances. Schools are requested to bring the content of this circular to the attention of all school personnel.

Details Purpose

2. The Government attaches great importance to the well-being of children and firmly believes that every child should be protected against harm and abuse. Should a KG suspects any child abuse case, it should immediately seek assistance from the Social Welfare Department (SWD), EDB or other relevant departments. To raise the alertness of school personnel and support KGs in early identification of students in need of support or suspected child abuse cases so that early intervention and appropriate support and services can be timely provided, this circular delineates the new arrangements for KGs to report students’ absence without reasons or under doubtful circumstances.

3. The new arrangements will be implemented with effect from 15 March 2018 under which KGs must report to EDB on students’ absence for seven consecutive school days without reasons or under doubtful circumstances. Details are set out in paragraphs 4 to 10 below. KGs are suggested to make due preparation (for example, explaining the related arrangements to the teaching and non-teaching staff etc.) for the reporting mechanism as

Appendix 16

described in the ensuing paragraphs during the approximately two weeks’ time from the issue of this circular.

Principles

4. The mechanism for reporting absentees in KGs is premised on caring about the safety and health of young children. If there are any suspected child abuse cases (for details, please refer to Chapter 2 of the SWD’s “Procedural Guide for Handling Child Abuse Cases”

(referred to as the “Guide” hereafter), in particular the parts on “Indicators of Possible Child Abuse”, “Checklist for Identifying Possible Child Abuse”, “Guide to Risk Assessment”, etc.), schools should report immediately to EDB, SWD and/or other relevant departments for assistance, which should not be limited by the number of days of absence under the reporting mechanism. On the other hand, as KG students are young, parents apply for leave for their children more often due to various considerations. If the situation is not doubtful, the school may handle in accordance with their prevailing school-based arrangements. Only if the students are absent without reason or under doubtful circumstances, KGs should report to EDB. Besides, KGs should put in place effective mechanism, procedures and contingency plans in advance for handling crisis, so that the mechanism could be activated immediately to facilitate professional judgment and decision, in seeking support as appropriate.

5. Early identification and intervention can effectively prevent problems from deteriorating. Should there be students and/or their parents in need of support (such as inadequate care and improper parenting), even if it is not a case of suspected child abuse, subject to parents’ consent to receive social services, schools may refer the children and their families to the Integrated Family Services Centre (IFSC) or Integrated Services Centre (ISC)1 for assistance and support as appropriate (e.g. training on parenting skills).

Procedures

6. If any KG student is absent (regardless of the days of absence) without any form of notification from parents/guardians (collectively referred to as “parents”)2, the school should take initiative to contact the parents on the same day to express concern about the students, understand the reasons of absence, and handle according to EDB circulars/guidelines and SWD’s Guide, including first considering whether the family is in need of services from

7. Even if a student is absent for less than seven school days, or even attending school as usual, or absent intermittently, should the school personnel notice any wounds or any signs of child abuse, it should immediately refer to the SWD’s Guide and, complete the “Report Form of Student Absentee in Kindergarten” (Appendix 1) (hereafter “Report Form”) as appropriate for reporting to the respective School Development Section / Joint Office for KGs and Child Care Centres (Joint Office), and in parallel report to SWD and/or the Hong Kong Police (the Police) for assistance. In this connection, KGs are requested to note the following:

(a) If the student and/or the family is receiving case services from SWD or service unit of a non-governmental organisation (NGO), the KG should report the case immediately to the responsible social worker for follow-up. In case of doubt or failing to reach the social worker, the KG may contact Supervisor of the service unit or the Family and Child Protective Services Unit (FCPSU) of SWD.

(b) If the student and/or the family is not receiving case services from SWD or service unit of NGO, the KG should report the case immediately to FCPSU of SWD.

8. If a student is absent for seven consecutive school days without reason or under doubtful circumstances, the school should complete the Report Form on the 7th day of the student’s absence, and send it to the respective School Development Section /Joint Office for reporting.

9. When completing the Report Form, schools should make reference to the student’s daily behaviour and performance, as well as the situation of teachers’ daily contact with the parents. Upon receiving the Report Form, the respective School Development Section/Joint Office will contact the school for details and, taking into account the situation of individual student and family, remind the school to handle the case according to the EDB circular (or guidelines) and SWD’s Guide, and discuss with the school how to handle the case, including approaching FCPSU for professional advice or support.

10. KGs should continue to liaise with relevant departments after submitting the Report Form, and follow up on the latest development. The school is required to report the progress of follow-up by completing Appendix 2 in seven working days after submission of the Report Form.

Training

11. The key to early identification and early intervention of child abuse cases is to

enhance the awareness of the school personnel in identifying child abuse, their ability in crisis assessment, and multi-disciplinary collaboration. In this connection, EDB will continue to collaborate with SWD and the Police in organising talks and seminars to support school personnel in early identification, intervention and support students suspected to be suffering from child abuse. In late January and early February this year, EDB jointly organised four seminars with SWD and the Police, introducing how to identify and make referrals for suspected child abuse cases, strengthening teachers’ ability and sensitivity in identifying the symptoms of child abuse, and enhancing their understanding of the procedures in handling child abuse cases. In March and April this year, EDB will continue to jointly organise seminars with SWD and the Police to introduce early identification, mechanism for reporting absentees in KGs, and support provided by relevant departments. Schedules of the seminar sessions are at Appendix 3. Please visit EDB’s Training Calendar System for course details and enrolment (Course code: KGE020180051).

12. As regards the mechanism of reporting students’ absence for an entire month by KGs joining the new kindergarten education scheme and staying in the Pre-primary Education Voucher Scheme during the transitional period, its function is different from the above-mentioned mechanism for reporting KG students’ absence without reasons or under doubtful circumstances. The former serves to confirm whether subsidy for the students concerned should be released for that month, while the latter serves to help KGs identify students in need of support or suspected cases of child abuse. Therefore, after the implementation of the above-mentioned reporting mechanism, KGs should continue with the prevailing practice of reporting students’ absence for an entire month.

Enquiries

13. For enquiries, please contact the respective Senior School Development Officers/Senior Services Officers.

Mrs CHAN SIU Suk-fan for Permanent Secretary for Education

To: Education Bureau (EDB) (Fax no. : )

[Attn:Joint Office for Kindergartens and Child Care Centres (Joint Office) / ______________District School Development Section]

[Note: As this document contains personal data, please contact the respective School Development Section/ Joint Office by telephone before sending the document to the responsible officer by fax.]

Report Form of Student Absentee in Kindergarten School Name: __________________________________________________

Name of student: Class:

Date of birth: ____/____/_____ (dd/mm/yyyy) Gender: (boy/girl)

Period of absence: from_____/____/_____ to ____/____/_____(day/month/year)

(a total of _____ school days) Any siblings attending the same

school (or same organisation if known):

(please specify if yes)

Reasons for absence given by parents/guardians

As far as the school understands, the student and/or the family is currently not receiving case service from Social Welfare Department (SWD) or service unit of non-governmental-organisation (NGO) (see Note 1)

Areas in doubt or areas of concern (Note 2):

(please put a  in the appropriate box(es), and/or specify)

Action taken by school:

(please put a  in the appropriate box(es), and/or specify)

parent has NOT notified the school about the student’s leave

Concern about:

student’s body

student’s behaviour

student’s emotion

parent’s behaviour

parent’s attitude/emotion

student’s interaction with parent

home environment

(please specify the observations)

unable to reach the parent/ contact person(s) assigned by the parent

has reached the parent /contact person(s), but their responses are unusual (Please

specify: )

has sent the student for medical examination /treatment

has consulted SWD/NGO (Service unit &

contact point: ) for professional support

has reported to the Police

Others :

Note 1: If the student is a known case currently handled by Family and Child Protective Services Unit of Social Welfare Department (SWD) or Integrated Family Services Centre / Integrated Services Centre under SWD or NGO (e.g. bearing a case number under SWD/NGO and is followed up by designated professionals), it is not necessary to report the absence to EDB.

Note 2: please refer to Chapter 2 of the SWD’s “Procedural Guide for Handling Child Abuse Cases”, in particular parts on

“Indicators of Possible Child Abuse”, “Checklist for Identifying Possible Child Abuse”, “Guide to Risk Assessment”, etc.

Signature of Principal:

Name of Principal:

Telephone Number:

Appendix 1

School chop

To: Education Bureau (Fax no. : )

[Attn:Joint Office for Kindergartens and Child Care Centres (Joint Office) / ______________District School Development Section]

Follow-up to

the Reported Case of Student Absentee in Kindergarten

Subsequent to our reporting of the absence of (name of student) of (class) of (name of school) without reason or under doubtful circumstances to the Education Bureau on (Date) :

I would like to report our school’s follow-up to the absentee case as follows:

The case has been followed up by Integrated Family Services Centre / Integrated Services Centre / Family and Child Protective Services Unit* of the Social Welfare Department/(for non-government-organisation, please provide the name: )

The Social Welfare Department has given advice, and our school will continue to follow up.

The student has already resumed schooling, nothing unusual is found.

Others (please specify)

_________________________________________________________________

_________________________________________________________________

(*Please delete as appropriate)

Signature of Principal:

Name of Principal:

Appendix 2

Seminars on Prevention of Child Abuse

1. To enhance the alertness of kindergarten principals and teachers continuously in handling suspected cases of child abuse, Education Bureau (EDB), Social Welfare Department (SWD) and the Hong Kong Police (the Police) will jointly organise 5 seminars as tabulated below. For details, please visit EDB’s Training Calendar System (Course Code: KGE020180051).

Session Region Date

AA Kowloon East 20 March 2018 (Tuesday) P.M.

AB* Hong Kong Island 22 March 2018 (Thursday) P.M.

AC* Kowloon West 11 April 2018 (Wednesday) P.M.

AD New Territories North 13 April 2018 (Friday) P.M.

AE New Territories South 21 April 2018 (Saturday) P.M.

* With English interpretation

2. The contents of the seminars include the introduction of the new arrangements of the reporting mechanism for absentees in kindergartens by EDB, the procedures of handling child abuse cases by the Police; early identification of and handling suspected child abuse cases by SWD; and sharing on the signs of child abuse and sharing on follow-up to the trauma by pediatricians and educational psychologists etc.. There will be Q&A session for each seminar.

3. As the regional Police School Liaison Officers will be present in the seminar, your school is strongly advised to take part in the seminar to be held in the respective region of your school. Please submit the online enrolment through EDB’s Training Calendar System starting from March 2018 (Course Code: KGE020180051).

4. In case of Black Rainstorm Warning Signal or Tropical Cyclone Warning Signal No.8 (Signals) on the event date, the seminar will be cancelled. It will only resume as scheduled when the Signal(s) is cancelled two hours prior to the start of the seminar.

5. For enquiries, please contact Kindergarten Administration 2 Section at 2892 6424.

Appendix 3

Ref.: EDB(GD)/20/5/3/O Pt. 13 Government of the HKSAR Education Bureau 8 May 2020

Education Bureau Circular No. 1/2020

Handling Suspected Cases of Child Maltreatment and Domestic Violence

[Note: This circular should be read by:

(a) Supervisors/Heads of all primary, secondary and special schools, and

kindergartens and kindergarten-cum-child care centres – for necessary action;

(b) Heads of sections – for information; and

(c) Officers of the Regional Education Offices and Joint Office for Kindergartens and Child Care Centres – for information and necessary action]

Summary

This circular informs schools of the procedures and points to note for handling suspected cases of child maltreatment and domestic violence. Schools are appealed to pay attention to students’ conditions from time to time for early identification and intervention. They are also reminded to take appropriate measures to provide the children concerned and their families with necessary assistance in accordance with the “Protecting Children from Maltreatment – Procedural Guide for Multi-disciplinary Co-operation” (revised in 2020) (“Child Protection Guide” hereafter) and the “Procedural Guide for Handling Intimate Partner Violence Cases” (revised in 2011) jointly drawn up by the Social Welfare Department (SWD) and related professionals. This circular supersedes the Education Bureau Circular No. 5/2018 issued on 20 August 2018, and should be brought to the attention of all school personnel.

Background

Appendix 17

together with the Labour and Welfare Bureau, Education Bureau (EDB), Department of Health, Hong Kong Police Force (Police), Hospital Authority, The Hong Kong Council of Social Service, related non-governmental organisations (NGOs) and relevant professionals, may serve as reference for different professionals and those in close contact with children because of job nature (including school personnel) in carrying out initial assessments, investigations, multi-disciplinary case conferences and follow-up plans etc. when they come across children suspected to be maltreated or having been maltreated. In drafting the handling procedures and points to note set out in the Child Protection Guide, references have been made to the “Declaration of the Rights of the Child” and the “Convention on the Rights of the Child” of the United Nations. The personnel are reminded that they should take into consideration of the child’s need for growth and development and his/her vested rights when helping a child who is being harmed/has possibly been harmed.

3. In the “Procedural Guide for Handling Intimate Partner Violence Cases”, SWD specifically draws the attention of relevant personnel by stressing that children who have been exposed to or witnessed domestic violence may be at risk or being so traumatized that the children will display maladaptive behavioural or emotional problems. Therefore, at the time of intervention, immediate safety of the victims and their children should be given top priority. Apart from rendering timely assistance and support, the personnel should also stay sensitive and alert to the needs of the subjects and be fully aware of the assistance available from other professionals. Where necessary, other government departments or agencies should be notified as soon as practicable or case referrals should be made promptly for follow-up actions.

Details

4. To protect the safety and best interests of children (students), all kindergartens (KGs), kindergarten-cum-child care centres (KG-cum-CCCs), primary schools, secondary schools and special schools should observe the Child Protection Guide and the relevant guidelines/circulars/codes of practice issued by EDB/SWD from time to time in establishing or enhancing schools’ internal mechanism, procedures and measures, so as to prevent child maltreatment incidents, handle suspected child maltreatment cases properly and provide appropriate assistance to the children and their families in need. Schools should ensure that the mechanism and procedures are transparent and recognised, and are implemented effectively.

5. In handling cases of child maltreatment and domestic violence, the school should place foremost importance on the safety and best interests of children. To prevent the likelihood of further

harm or even loss of life, school personnel (including principals, teachers, Student Guidance Officers/Personnel, School Social Workers, etc.) should be constantly alert to and watch out for possible indicators of students having been maltreated or affected by domestic violence for early identification and immediate intervention. During or after investigation, school personnel should pay attention to students’ safety in school and their emotional needs and render appropriate support to help the student concerned resume normal school life. School personnel may refer to Chapter 2

“Definition and Types of Child Maltreatment” and “Possible Indicators of Child Maltreatment” in Chapter 4 of the Child Protection Guide to identify children who may have been maltreated. KGs and KG-cum-CCCs participating in the SWD Pilot Scheme on Social Work Service for Pre-primary Institutions should also refer to the relevant procedures set out in the “Reference Guide on Operational Matters related to the Pilot Scheme on Social Work Service for Pre-primary Institutions” issued by SWD on the Scheme.

6. Since children and their family might have different understandings of the definition of

“maltreatment” adopted by school and other personnel, school personnel may, depending on the impacts of the incident on the children, consider using the term “harm” instead of “maltreatment” in communicating their concern to the children and their family. When explaining their concerns and categories of the case to the children and their family, school personnel should point out particularly whether the child requires protection and is being harmed (i.e. the impacts of the incident on the child) but not whether the behaviour constitutes to “child maltreatment”. This is to avoid another party’s misunderstanding or miscommunication resulting from insistence of possible different understanding of the term “maltreatment” (especially in relation to the intention or seriousness of the behaviour).

Handling Suspected Child Maltreatment Cases

7. School personnel have direct and frequent contact with children during teaching or school activities. If they detect any indicators of child maltreatment through observations of the physical well-being, behaviour or emotions of students (please see “Possible Indicators of Child Maltreatment”

at Appendix 1), they should promptly take appropriate actions set out below, irrespective of whether the student is attending school as usual, absent from school continuously or absent from school intermittently.

在文檔中 Table of Content (頁 117-149)