Guidelines - For - Student Care Center (R)

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
ENVIRONMENT
The physical environment in a Student Care
Centre (SCC) consists of the indoor and
outdoor spaces, and includes furniture,
equipment and resource materials within
these spaces.
It is important that the physical environment is
clean and safe. In addition, the physical
environment should encourage learning
participation,
and
foster
constructive
relationships among students and between
students and staff.
This chapter on SCCs physical environment
provides pointers to consider in the following
areas:
Use of Space (Indoor and Outdoor areas);

Furnishings/Fittings and Equipment;
General Maintenance and Cleanliness;
Learning Environment.
The recommended usable floor area :

student ratio is 3 square metres to 1
student. For example, a usable floor area
of 180 square metres is able to
accommodate up to 60 students at any
point in time. This usable floor area
excludes the sick bay, staff room and
ancillary area for kitchen, store, bathrooms
and toilets.
ii. Activity areas/Interest corners
It would also be desirable to have
activity/interest areas for rest and
relaxation. These could include:
Book shelves and the adjoining space

can be a reading corner.
Shelves with art & craft materials and
the adjoining space can be a crafts
corner.
Reading Corner
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
include the size of the rooms as well as
the number of students catered for, their
age, abilities, needs and interests.
Crafts Display Corner
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.

ii. Activity areas/Interest corners
A cosy area with some cushions can

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.
Other possible activity areas/interest

corners are illustrated as follows:
Interaction and Hobby Corner
IT Corner
Games Corner

iii. Arrangement
Space
should
be
arranged
and
demarcated for students to either work
individually, in large or small groups, or in
active/passive, noisy/quiet and messy/tidy
activities. Clear pathways should be
provided to guide students movement with
minimal disruptions or distractions to other
students/activities.
In the event of adverse weather
condition, indoor space should be
large enough to enable gross motor
play activities to be conducted. A
mixed use of indoor space is
encouraged. For example, in schoolbased SCCs, part of the school hall or
canteen can serve as an indoor game
play area and study area. Sliding
partitions and dividers can offer
flexibility to separate and adjoin areas
according to the changing function of
the place.
Equipment, furniture and activities

could be arranged so as to allow a
clear line of sight for staff to supervise
student activities at all times.
iv. Ventilation
Good ventilation helps to maintain the
indoor environment at a comfortable level
and can contribute positively to the
students learning.
All rooms should be well-ventilated by

means of windows that can be
opened, working air-conditioning
system/coolers or fans.
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.

v. Light
The quality and quantity of light influences
the mood and feeling of students and staff
within the environment.
Sufficient windows with blinds/curtains

should be installed to allow sufficient
light into the activity rooms.
The lighting effect can be enhanced

with the use of pastel-coloured paints
on walls.
Having a variety of lighting forms (for

example, fluorescent and incandescent
lights) will create different effects for
various play areas and activities.
b. Outdoor area
Students need the freedom to explore,
especially after a day in their classrooms.
This can be done within the compound of
the SCC or through outdoor lessons to
promote gross motor activities. The SCC
could consider conducting outdoor activities
at void decks, outdoor playground area, ball
courts and soccer fields.
The outdoor area is more than a place
where students can exercise their muscles.
Outdoor spaces offer students the
opportunity for teamwork, active play,
problem-solving and creative experiences
which are fundamental to their learning and
development. However, the outdoor
environment should not only be used for
sports and active games; indoor activities
could also be brought outside if the weather
permits.
1.2 FURNISHINGS/FITTINGS
AND EQUIPMENT
1.3 GENERAL MAINTENANCE

AND CLEANLINESS
Ensuring a clean and safe environment

should be a top priority in SCCs. It is
important to allow students to play and learn
without the risk of injury, especially when
there are a lot of furnishings and equipment
within the premises. (Refer to Annex A for a
suggested list of furniture and equipment).
The floor, windows, doors, furniture and

equipment should be kept clean and dust-free
through the following daily and regular
maintenance activities:
Floors should be swept/vacuumed and

mopped daily; and should be free from dirt
and sand, and kept dry.
Non-slip mats (if any) should be free from

grime and dirt.
Carpeted floor is not encouraged. If used, it

has to be vacuumed daily.
Furniture, fittings and fixtures should be

cleaned with disinfectant regularly.
Filters in the air-conditioners should be

replaced or cleaned regularly according to
the instruction manual.
All litter bins should be lined, properly

covered and emptied at least once daily.
PVC mattresses and mattress covers

should be wiped after every use. They
should also be sunned/ wiped with
disinfectant and washed at least once a
week.
Spring cleaning sessions

conducted regularly.
Key Considerations
All fixtures, fittings, furniture, gross motor

equipment and toilets should be wellmaintained and in good working
condition. The use of lamination made of
non-toxic materials is preferred for
shelves and cabinets for ease of
cleaning. Replacement of such items
should be done when necessary.
Furniture should be sufficient, functional

and sturdy.
Tables, chairs and cubby holes should be
suitably sized for students use. Shelves
used for toys, books and materials should
be made easily accessible to the
students.
There should be designated storage
spaces for play/reading materials,
equipment, toiletries, general stores and
personal belongings.
A personal storage space (e.g. cubby
holes, storage bins and containers)
should be assigned to each student to
store his/her belongings. These storage
spaces should be labelled with names,
symbols or words to show students
where different items belong. A sense of
ownership and responsibility towards
ones own belongings can be inculcated
this way.
Games,
learning
materials
and
equipment should be maintained in ways
that are not harmful to the students. For
example, chemicals that are toxic to the
students should not be used for the
disinfection of materials.

Published by MSF, Singapore. All rights reserved
should
be
Prompt action should be taken to maintain an

environment that is free from mosquito breeding
and other pests. Useful tips on dengue
prevention are available at the National
Environment
Agency
website
(http://www.nea.gov.sg).
Special attention has to be paid to the hygiene of
the centre. Should there be an outbreak of
communicable disease, SCCs should follow the
recommended hygiene practices outlined in the
Infection Control Guidelines for Schools and
Childcare Centres as provided by the Ministry of
Health (MOH). This can be found under
Publications of the Research tab on MOHs
website.
1.4 LEARNING ENVIRONMENT

SCC should provide a conducive learning
environment which supports the students
developmental needs and interests as they
interact with the materials, peers and adults in
the centre.
Language games which enhance

language proficiency, catering to
different age groups and abilities; and
Reasoning
games
which
allow
students to explore and understand the
links between everyday life and the
concepts they learn in class. Games
related
to
the
application
of
mathematical/scientific concepts, IT
based simulation and role playing
activities can be used for this purpose.
Key Considerations
A variety of age-appropriate materials and
equipment should be made available to
support the different learning activities and
needs in the centre. Equipment and materials
should be added or changed periodically to
stimulate students curiosity, and extend their
interest by providing elements of surprise,
novelty, success and satisfaction.
The learning environment should be planned
in a manner that facilitates positive
interactions between the students and the
teachers, as well as to engage them in
constructive activities. This is done by
encouraging students to make choices whilst
participating in both learning and play.
Providing students with choices involves
providing them with an environment that is
rich in the variety of learning resources and
materials. This would enable them to choose
from that pool of resources and match them
to their level of competency.
Students need to be able to initiate their own
learning experience by using the materials,
which they can access independently. An
environment that offers plenty of choices
would allow students to develop important life
skills such as decision-making. Some useful
ideas of equipment and learning resources
are provided below.
b. Partitions, walls and floors
Encourage the students to be involved

in
decorating
the
environment
individually or in groups. These may
include notes of encouragements,
writings, model essays and photos
which are initiated and expressed by
the students themselves.
Personal artwork, photos, as well as

work done or chosen by the students
add personality to the space.
Moreover, a sense of belonging and

ownership over the environment could
be cultivated by encouraging the
students to contribute towards the
aesthetic appearance of the SCC.
In conclusion, the SCCs physical

environment should be one in which the
students feel at home. While it provides the
students with a sense of security, it should
also offer an environment that is suitable
for them to develop, learn and grow.
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;

CHAPTER 2: SAFETY / HEALTH / HYGIENE / NUTRITION
SAFETY / HEALTH /
HYGIENE / NUTRITION
2.1 SAFETY
a. Indoor precautions
One of the most basic and important elements

in caring for students in SCCs is to ensure
their safety and well-being, as a large part of
their day is spent in the centre. It is the SCCs
responsibility to provide a safe environment to
prevent and reduce injuries.
Staff must be alert and be equipped with the
relevant skills and knowledge to prevent
accidents and injuries. They should be able to
manage emergencies, accidents and injuries
appropriately when necessary.
Safety procedures must be in place and
practised (e.g. clear labelling of external/oral
medication, display of simple warning signs
where potentially dangerous products are
stored, as well as putting in place safety rules
and practices).
SCCs should also observe good health
practices and hygiene. Students in SCCs are
in close contact with one another, making
them more vulnerable to communicable
diseases. Prompt attention must be given to
students who fall sick and appropriate
precautionary measures must be taken to
minimise the outbreak.
Dietary habits are cultivated at an early age,
and educating the young to eat wisely reaps
benefits for life. Eating wisely would mean
providing a balanced diet which is moderate in
calories, low in fat, cholesterol, sugar and salt,
and adequate in protein, vitamins, minerals
and dietary fibre. SCCs play an important role
in promoting good nutrition and healthy
eating. Staff should act as role model and
inculcate healthy eating habits in students.
i.
All
indoor
equipment,
materials,
furnishings and play areas should be
sturdy, safe, and in good condition. They
are to be maintained in ways that are not
harmful to students. They should not have
toxic paints coated on them, sharp edges
or loose and rusty parts.
ii. All chemical, cleaning products and other

dangerous substances must be properly
stored away in closed cabinets or stored in
areas which students have no access to.
iii. No electrical device or apparatus plugged
into an electrical outlet should be located
near a water source, such as a sink.
iv. Centres using extension cords for the
power supply must ensure that they do not
pose as a potential safety hazard.
Extension cords must not run under
carpets, through doorways or across water
source. Both the extension and the
appliance of the electrical cord must not be
frayed or overloaded at any time.
v. All bathing facilities should have a
conveniently located grab bar that is
mounted at a height appropriate for a
student to use. Non-skid surfaces should
also be provided in all showers.
vi. Placement of furnishings and equipment
should help prevent collision and injuries
while permitting the freedom of movement
of students. Furniture placement can play
a significant role in the way space is used.
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.
b. Outdoor precautions
Before students are permitted to use the
outdoor play area, a check needs to be
conducted to ensure that the playground/play
area is free from any potential hazard.
Examples of potential hazards are:
i.
Lack of maintenance
The
designated
outdoor
area
is
adequately
maintained
and
all
play/learning equipments are in safe
working condition. For example, should a
playground be used for outdoor activities,
there should not be any broken, missing or
worn out components in the playground
equipment. All parts should be stable with
no apparent sign of loosening. A
systematic inspection and maintenance
plan should be in place to ensure that the
playground is safe.
ii. Lack of supervision

Supervision by staff members is an
important factor in ensuring outdoor
safety. Staff should have a clear view of
sight of any outdoor activity area at all
times. In supervising play, the staff on duty
must ensure that the students use all
equipment safely and all outdoor games
are conducted in a safe manner.
iii. Trip hazards
Trip hazards are created by play
equipment or items on the ground. Abrupt
changes in surface elevations, exposed
concrete footings, tree roots, tree stumps
and rocks are all common trip hazards that
are often found in outdoor environment.
iv. Overcrowding
Play area should not be overcrowded with
students as serious injuries can result
from collision.

v. Age appropriate activities

In order to provide a challenging yet safe
play environment for all ages, it is
important that the outdoor activity area
and equipment are appropriate for the age
of the respective students at play.
vi. Pinch points and sharp edges
Equipment should be checked regularly to
make sure that there are no sharp edges.
Outdoor equipment should also not have
any rusty parts, loose joints, sharp edges,
unsteady stands or sharp protruding ends
that are potentially hazardous.
vii. Sports related injuries
Added precautions should be taken when
students engage in outdoor sporting
activities. It is essential that warm up and
cool down exercises are conducted when
playing sports. Students need to be
adequately hydrated before and when the
sport is played. In addition, a sick or
injured student should not be allowed to
participate in any outdoor activities. The
Singapore
Sports
Council
website
(http://www.ssc.gov.sg) has useful tips for
centres to refer to.
c. Supervision of students
Proper supervision should be provided upon
the arrival of students and throughout the day.
Activity areas (indoors/outdoors) have to be
arranged such that the students are within the
visual range and accessibility of supervising
adults. Maintaining a visual view helps to
prevent injury and abuse.
During departure, there should be a system to
ensure that the students return home with
only authorised personnel. Should the parent/
authorised person fail to make it on time to
fetch the student home, the centre should
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.
7
d. Fire / Emergency /
Precautionary measures
i. The fire evacuation plan is clear and
comprehensive in its instructions. The fire
evacuation sketch map must show the
escape routes and assembly point clearly.
The emergency phone numbers (e.g. the
numbers of the registered medical
practitioner, police, hospitals, civil defence,
fire station/ambulance), fire evacuation
plan and sketch map must be displayed at
prominent places in the centre and near a
telephone. For centres located within a
school, the SCC should establish an
emergency contact list with the schools
management so that the school can notify
them in times of drills and emergency.
ii. Fire evacuation drills should be conducted
at least once every 6 months. The centre
has to ensure that all staff and students
are briefed regularly and are familiar with
the emergency evacuation procedure and
route. Fire evacuation drills are to take
place at different times of the day and the
fire is to be started at different places.
The centre should also participate in the
fire drills conducted by the school, when
the school conducts one.
iii. All students and staff, including the cook
and cleaner, must be briefed on the
evacuation procedure. Staff should also be
trained to use the fire-fighting equipment.
iv. The SCC should maintain detailed
documentary record of each fire drill
conducted. This record should include the
date and time of the fire drill, the duration
of the evacuation and the area where the
incident started. SCCs can refer to Annex
B-2 for a sample format for recording fire
evacuation drills.
v. Fire exit doors are to be kept locked and
must be easily opened in times of
emergency. Passageways leading to
emergency exits should be kept clear of
obstructions (furnishing, books, etc.) at all
times. It is also recommended that smoke
detectors and fire alarms are to be
installed in larger SCCs.
vi. Fire-extinguishers or hose reels should be

placed at prominent places within the
centre and made readily accessible and
functional.
Portable
dry
powder
extinguishers can be used for most fires,
e.g. paper, textile and wood, cooking oil,
flammable liquids and even electrical fires.
The indicator on the extinguisher should
be in the green zone at all times and the
servicing label should reflect a valid date.
Lack of maintenance will result in the fire
extinguisher
not
discharging
when
required and rupturing when pressurised.
vii. In the event when a bomb threat is received,
centres
should
follow
the
detailed
emergency
bomb
threat
procedures
provided by the Ministry. SCCs can refer to
Annex C for these procedures.
viii. Operators/Supervisors of student care

centres have the responsibility of reporting
to the Ministry incidents relating to safety,
health, hygiene, illness and serious
accidents that have happened in the
centre. Details for incident reporting are
provided in Annex D.
ix. To prevent centres from being easy
targets for break-in, it is strongly
recommended that the following crime
prevention measures are adopted:
Anti-burglar alarm system

An
effective
alarm
system
supplements the physical security of
the premises. It provides an early
warning (by means of siren, indicator,
etc) to any unauthorised entry or
attempt to enter any premises.
Strong locks and grilles

Use closed-shackled locks and
window grilles that are strong and of
good quality. Locks should have deadbolting features which are more
resistant to tampering.
Safekeeping of cash and expensive

equipment.
2.2 HEALTH
a. Procedures for handling sick students
Deposit fees collected on the same day

at the bank so as not to leave cash
overnight in the premises. Expensive
equipment such as PCs and audio
visual equipment should be stored in
properly secured rooms and cabinets.
Investing in locking devices such as

cable locks for your computers and
laptops would deter perpetrators from
stealing these assets.
SCCs are strongly urged to implement the
above measures to prevent their centres
from falling prey to break-in. Centres may
contact the various Crime Prevention
Officers (CPOs) from any of the police
division headquarters to find out other
specific measures that can be adopted to
thwart any break-in attempts. The contact
numbers of the various divisions of the
crime prevention unit are given in Annex E.
e. First aid supplies

The SCC needs to maintain at least 1 First
Aid box at a convenient location which all
staff can have ready access to. The First
Aid box should contain all the items listed
in the First Aid Kit as required by the
Ministry. The items should be within the
manufacturers stated use date, and should
be replaced/replenished when necessary.
SCCs can refer to Annex F for the list of
essential First Aid items.

i.
The SCC should conduct daily visual health

checks for students upon arrival at the
premises for the following symptoms:
Fever;
Severe cough;
Difficulty in breathing;
Redness of eyes;
Skin rashes or unusual spots;
Yellowish skin or eyes;
Unusual behaviour; and
Frequent scratching of scalp or body.
ii. The outcome of the health checks on the

students should be documented and
maintained.
iii. Additional observations should be made
throughout the day to look out for other
signs:
Vomiting and/or diarrhoea;

Difficulty in swallowing;
Loss of appetite; and
Headache or stiff neck.
iv. Parents must be notified immediately when

their children fall sick in the centre. There
should be a separate enclosed area
designated for the rest and care of sick
students. An adult should be present to
monitor the sick student, and to ensure
his/her safety and comfort until his/her
parents arrive. Centre should also record
the observation and steps taken in the
centres incident logbook.
v. Centres should immediately notify the

Ministry of Social and Family Development
(MSF) and the Ministry of Health (MOH) of
any outbreak of any infectious diseases.
School-based SCC operators should also
inform the school of any student who is
diagnosed to be suffering from an
infectious disease. Any student who is
suffering from an infectious disease has to
be excluded from the SCC until the expiry
of the medical certification and the student
shows no symptoms of the illness.
For more information, SCCs can refer to:
Infection Control Guidelines for

Schools and Childcare Centres under
Publications
(found
under
the
Research tab) on MOH website at
http://www.moh.gov.sg,
Annex G for a Checklist on Health

and Hygiene Inspection of Student
Care Centres, and
Annex H on the procedures

reporting an outbreak of disease.
of
2.4 HYGIENE
a. Personal effects
i.
Utensils such as cups, forks, plates, bowls

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.
b. Hygiene practices
i.
Staff should encourage students to observe

good hygiene habits. Below are some good
habits that can be instilled into the students:
Washing hands before and after meals/

toileting/outdoor and art activities;
Providing separate toilet cubicles for boys
and girls;
Changing of clothes when they are dirtied;
and
Developing self-help skills in managing
health practices when students are ready.
ii. SCCs should consider installing at least one

washing basin so that students can observe
good hygiene habits in the centre. Liquid
soap dispensers are to be mounted next to
the sinks in the toilets (1 soap dispenser to 2
sinks). Toilet rolls, liquid soap and hand
drying facilities must be made easily
accessible to the students.
iii. SCCs should have a designated space for the
preparation of food and snacks, and the
space should be rendered inaccessible to
students. Feeding equipment and all surfaces
used for food preparation (e.g. utensils,
bottles) should be sterilised after each use.
Food preparation utensils and equipment
should not be used for any other purposes.
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.

10
iv. Staff should practise good hygiene

procedures (e.g. washing hands before
and after each meal preparation) during
food preparation. If food is prepared in the
SCC, it is recommended that the food
handlers undergo the Workforce Skills
Qualification (WSQ) Food Hygiene
Course (WFHC) conducted by Workforce
Development Agency (WDA), which has
accredited training organisations to
conduct the courses and issue the
qualification. SCCs can refer to Annex I for
a list of some organisations accredited by
WDA to conduct the WSQ Food Hygiene
Course.
2.4 NUTRITION
a. Menu planning and serving of food
i. The centre should plan and write down its
meals in advance in a menu. The meals
provided should be varied, balanced and
nutritious, and have sufficient protein,
carbohydrates,
vitamins
and
fiber.
Changes made to the menu are to be
recorded into the logbook. The menu
served should be prominently displayed
for parents information. Centre can refer
to www.hpb.gov.sg for guidelines on
healthy eating.
ii. All raw and uncooked food must be kept
fresh at all times. Cooked food has to be
covered and served in dishes at all times.
Sufficient portions of food are to be
provided appropriately to each student.
The food served should correspond to the
written menu. Attractive and appealing
food served can stimulate students
appetite and interest to try the different
types of food. Centre should respect the
dietary requirements of different religious
group and individual students food allergy.
Provisions should be made for the various
dietary requirements of the students in the
centre. Parents and centres can have
mutual agreement on food arrangement.

iii. Food handlers should wear clean, tidy

clothes and aprons when handling food.
Food handlers with sores or cuts on their
hands should wear disposable waterproof
gloves. Staff with diarrhoea or any other
symptoms of food-borne diseases should
not be allowed to handle the food.
iv. Catered food should only be obtained
from the school canteen or any licensed
caterer who hold a valid catering licence
issued by the National Environment
Agency. If the food preparation area is
located outside the main building or where
the kitchen is detached from the centre,
food must be covered and transported in a
hygienic manner. Centres should ensure
that the food provided is consistent with
the food menu posted on the Centres
notice board. Please refer to guideline on
Preparation and Handling of Halal food,
which can be obtained from MUIS website
(http://www.muis.gov.sg/). Should there be
any changes in the food provision, centres
should provide at least 1 month notice to
the parents.
v. Students should be discouraged from
bringing home-cooked food to the centre
as the prolonged storage of food
increases the risk of food poisoning. If
storage is required for longer periods,
cooked food should be kept at below 10C
or above 60C to reduce the growth of
bacteria.
vi. Staff members should wash their hands
before and after serving food. The serving
surfaces should also be cleaned before
and after meals. Staff members are
encouraged to sit with the students during
meal times. A positive and relaxed
atmosphere is encouraged through
informal conversations among students
and adults.
11
CHAPTER 3: STAFFING
STAFFING
The staffing of a SCC is crucial. Research has
shown that having suitably qualified and
trained student care programme staff would
often determine the quality of student care
programmes. It is recommended that all SCC
staff should meet the basic qualifications and
be suitable in terms of age, health,
personality, knowledge and experience in a
SCC setting. SCCs may refer to Annex J for a
list of courses conducted by training agency in
student care and guidance.
c. Assistant programme staff

Assistant programme staff help the
programme staff in conducting activities and
the supervision of children. They should have
at least completed Secondary 4 education.
d. Volunteers
a. Supervisors
Volunteers could be enlisted to assist

programme staff in the supervision of students
during their revision, excursions and ad hoc
activities. However, they should be given the
appropriate training and be guided in
conducting activities in the centre. Volunteers
should be carefully selected to ensure proper
match of personality and character, so as to
act as role models to the students.
Supervisors oversee the day-to-day running of

the centre and are responsible for programme
planning, curriculum development and staff
supervision. Every SCC should have a
supervisor to ensure continuous and effective
management, as well as supervision and
operation of the centre, staff and children.
The National Volunteer and Philanthropy

Centre
website
(http://www.nvpc.org.sg)
contains useful reference on volunteering.
SCC can refer to this website for its one-stop
information and reference service, cross
sector partnership and grants to build people
sector capacities.
SCC supervisors should possess at least 5

GCE O level credits including English
Language, a valid first aid certificate, and
have received training in childrens services or
training related to school-age children from
training agencies.
3.2 STAFFING-TO-CHILD RATIO/STAFF

REQUIREMENT
3.1 STAFFING NEEDS OF A SCC
It is strongly recommended that a staff-to-child

ratio of 1:25 is maintained at all times. Please
refer to Table 1 for the estimated minimum
staff requirement.
b. Programme staff
Programme staff play multiple roles in the
lives of the students under their care. In order
to perform these roles effectively, they need to
have the necessary knowledge, experience,
personality and skills in student care
development as well as in programme
planning and implementation.
Programme staff should possess at least 5
GCE O level credits and preferably have
received training related to school-age
children. In the absence of the supervisor, an
experienced programme staff would have to
oversee the smooth running of the SCC in the
capacity of an assistant supervisor.
Table 1:
Estimated Minimum Staff Requirement
Capacity: 60
(60 students at any
point in time)
1 Supervisor/Asst.
Supervisor
3 Programme Staff
1 Cleaner cum Cook
Capacity: 100
(100 students at any
point in time)
1 Supervisor
1 Asst. Supervisor
4 Programme Staff
1 Cleaner cum Cook
There should be at least 2 staff members in

the SCC at all times. This is to ensure that in
the event of an emergency, the students are
not left unattended while one of the staff
responds to the emergency.
12
CHAPTER 3: STAFFING
3.3 STAFF RECORDS

All staff members should be medically cleared
and certified as medically fit for employment
by a registered general practitioner. (Please
refer to Annex K for the Pre-Employment
Medical Form for SCC staff).
It is recommended that all staff members
should complete and submit a Declaration of
Offences Form to the SCC. (Please refer to
Annex L). These records should be kept by
the SCC for future references.
3.6 PARTNERSHIP WITH

SCHOOLS
SCC supervisors should work closely and
engage in active networking with the
professionals in the schools which they
collaborate with. Examples of such
professionals
are
Learning
Support
Coordinators, school counsellors and
pastoral care supervisors. A closely knitted
relationship between the SCC and the
schools staff can help in developing quality
and relevant programmes that would better
meet each students 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 nonprogramme 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 SCCs
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.
Published by MSF, Singapore. All Rights Reserved
13
CHAPTER 4: PROGRAMME
PROGRAMME
4.1 STUDENT MANAGEMENT

Student management refers to what the
staff do to guide and keep students
constructively engaged in activities that
are developmentally and educationally
appropriate. It covers the various aspects
of the setting of the physical environment,
daily routines and teaching strategies.
A good SCC programme facilitates the

students needs and development as well as
supports learning. The programme should be
child-focused and aims to provide quality
learning, leisure and recreational care for
students in a warm, safe and caring
environment. Activities planned should meet
the students individual needs, while focusing
on their holistic development.
The programme should be reviewed
constantly to ensure that it is inclusive and
diverse in supporting and meeting the needs
of the students and their families. It should be
challenging and fun. There should be
opportunities to develop the students selfconfidence, self worth and foster positive
relationships. Centres should also share the
programme with the parents. One good way is
to include such information in the parents
handbook.
It is important that the SCCs programme
addresses a broad range of ages and
development. A wide variety of school-aged
appropriate activities and materials that
encourage
hands-on
learning
through
experimentation,
self-exploration/discovery
and play, should be provided. It is
recommended that students are grouped into
either their primary school levels or age
groups (i.e. 7-9 years and 10-12 years).
A time-table displaying the programmes for
the day should be posted on the SCCs notice
board. This would allow both students and
parents to have a clear idea of activities for
the day. However, the time-table planned
should be flexible enough to allow changes to
be made to the daily programme. A sample
timetable is provided in Annex N.
Positive management strategies are

usually
effective
in
promoting
a
constructive learning environment. All
staff should be aware that corporal
punishment
is
not
permissible.
Programme staff who manage the
students well will find little need for the
imposition of disciplinary actions on the
students.
Some good management skills are:
i.
Set rules and make them clear to the

students:
Help students understand the behaviours

expected of them.
Be consistent in the enforcement of these

rules.
Make rules simple for the students to

follow. They should be implemented
sensitively. For example, a student with a
small appetite should not be expected to
finish a large plate of food. Instead, the
student should be given a smaller helping
and encouraged to go for a second
helping.
Review the rules regularly so that they are

always appropriate to a students growing
needs.
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.

14
Brief all staff and obtain their agreement

on the rules of the SCC, as well as the
appropriate management of behaviour if
these rules are broken.
Document clearly and in detail any
incident of misbehaviour in the staff
logbook so that all staff can be clear on
any follow-up. Please refer to Annex O for
a sample of the Incident Record Form.
vi. Students should be told what is expected

of them in a positive way:
Instead of telling the students, Dont

run, the staff can say, Please walk to
the toilet.
When a student does something wrong,

the staff should talk to him/her calmly
about the rule he/she has broken. Ask
the student to tell you the correct
expected behaviour and let him/her know
your expectations. Finally, tell the student
the
consequences
of
his/her
misbehaviour.
For incidents relating to safety, health and

hygiene, it is the responsibility of the SCC
to report the incident to MSF.
ii. Be specific in pointing out behaviour that is
not acceptable:
This helps the students to understand

what actions are unacceptable, as well as
their consequences.
vii. Every operator should ensure that staff do

not carry out the following:
Any form of corporal punishment such

as striking a student directly or with any
physical object; shaking, shoving,
spanking or other forms of aggressive
contact; or requiring or forcing a student
to repeat physical movements.
Any harsh, humiliating, belittling or

degrading responses of any kind,
whether verbal, emotional or physical.
iii. Deal with the behaviour, not the student:
Avoid comments that belittle the student,

for example, by saying, You are stupid.
iv. Create an environment in which the

students will respect and understand the
rules and regulations:
This helps the students to understand the

needs of others in the social world they
live in, so that they can also appreciate
the rules and abide by them.
Withholding meals; or physical isolation

and restriction of movements.
viii. Finally, it is important for the staff to act
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
behaviour.
Rewards reinforce positive behaviour and
boost self-esteem. However, do not let
them assume that they should be
materially rewarded for their good
behaviour.

There may be occasions when staff of SCC

may notice bruises or behavioural changes
in the students, or the students report they
have been abused. When this happens, the
staff should:
a. Treat the matter seriously and the child
with respect.
b. Stay calm and find out more about the
nature and frequency of the abuse (need
not probe in depth)
c. Assure confidentiality.
15
4.2 STAFF-STUDENT INTERACTION

d.
Allow the student to disclose at his/her

own pace and record the actual words of
the child.
e.
Inform the supervisor or designated staff

member to report the matter to Child
Protection and Welfare services, MSF at
toll free line: 1800-7770000 or the Police
Divisional
HQ
or
the
nearest
Neighbourhood Police Post.
f.
Record in logbook.
More information on child abuse and its

prevention is downloadable from MSFs
website at:
http://app1.mcys.gov.sg/portals/0/Summary/p
ublication/Resource_Materials_Prevent_Child
_Abuse.pdf
If the child is abused by the staff in the
Centre, the operator should immediately make
a report to the nearest Neighbourhood Police
Post or the Police Divisional Headquarters.
The Children and Young Person Act
(CYPA), Chapter 38 protects children and
young persons welfare. Under this Act, a
person shall be guilty of an offence if,
being a person who has the custody,
charge or care of a child or young person,
he ill-treats the child or young person or
causes, procures or knowingly permits the
child or young person to be ill-treated by
any other person.
The person who is guilty of an offence
under this Act shall be liable on
conviction.
Interactions between staff and the students

provide opportunities for the student to
develop an understanding of self and others,
and are characterised by warmth, personal
respect, individuality, positive support and
responsiveness. Staff should facilitate
interactions among students to provide
opportunities
for
self-esteem,
social
competence and intellectual growth.
Through these interactions, students
discover the processes of learning how to
deal with something new, organise their
thinking and solve problems. They also
learn to function as a member of a group,
how to get along with others; share and
cooperate, and take turns through positive
staff-student interactions.
Staff could create a warm atmosphere by
being cheerful, friendly, and helping the
students to relax. Staff could also be
supportive of the independent behaviour in
students, for example when they take the
lead in selecting and initiating activities.
Staff should also be more proactive in
monitoring the students progression and
behaviour. Whenever possible, such
information could be shared with the
students primary caregivers during the
arrival or departure of the students.
Staff show appreciation of students efforts
and accomplishments.
Mutual respect between staff and students
could be promoted by staff being
consistently responsive, fair and nondiscriminating 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.

16
4.3 CENTRE-PARENT PARTNERSHIP

Quality student care programmes are those
that recognise the importance of each
students family, and develop strategies to
work closely with these families. Parents are
updated about the programme and they are
welcomed as observers, volunteers or
resource persons to the programme.
Staff should work in partnership with parents
and communicate with them regularly to build
mutual understanding and greater consistency
for the students. Student-related information is
shared with parents verbally and in writing
through formal and informal communication.
Interaction with families is generally respectful
to discuss specific concerns, problems or
issues that need attention.
Periodic conferences between parents and
programme staff should be arranged to focus
on helping the students to grow, to have
mutual exchange of information about their
development and progress at home and in the
centre, and to work towards solving problems
faced by the parents and SCC.
Due to their busy schedules, many parents
may not be able to participate in the centres
programme. For these parents, the centre
should provide them with various options to
get involved in the programme. A good way to
engage them is to find out their areas of
interest. For example, a parent who is good at
origami can be encouraged to conduct an
origami lesson during the school holidays.
It is commendable if a variety of events such
as the celebration of festive occasions, annual
concerts, talks, workshops or seminars are
organised to encourage families to be part of
their childrens learning experiences.
IDEAS FOR PARENT INVOLVEMENT

ACTIVITIES
a. Parent-centre communication
i. Produce a weekly/monthly newsletter
jointly with parents to keep them
informed about the SCCs activities
or programmes.
ii. Make
information
accessible
to
parents to give feedback and ideas for
improvement.
iii. Provide a suggestion box to give
feedback and ideas for improvement.
iv. Organise informal gatherings to give
feedback to parents or invite feedback
from them on programmes and activities
conducted by the centre, as well as on
the progress of the student.
v. Have regular Parent-Staff conferences to
provide an opportunity for in-depth and
personal dialogue.
vi. Form Parent-Staff groups to establish
rapport between parents and the centre
(e.g. Parent Support Group, Parent
Volunteer Group, Parent Committee, etc).
b. Parents involvement
i. Engage parents help to organise
events. Examples of such events are
picnics,
parties,
birthdays,
festive
celebrations, sports day, family outing,
open house, fund-raising activities,
annual concert/graduation ceremony
etc. Parents can help to prepare food,
plan activities, help in displays, etc.
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 centres
activities. For example, they can provide
recipes, conduct cooking or art and craft
lessons.

17
c. Parent Volunteers
4.4 HOURS OF OPERATION
i. Request existing parents to welcome and

orientate new parents by conducting
orientation talks and showing new
parents around.
The schools need to be aware of the opening

and closing hours of their SCC as stipulated
by the Ministry.
ii. Link the SCC and families with other

community resources. Parents can often
make useful contacts for the centre
through
their
work,
community
organisation they belong to and friends.
A SCCs hours of operation should be as

follows:
Monday-Friday
7.30am or earlier to 6.30pm or later;
Saturday
7.30am or earlier to 1.30pm or later;
and
Closed on Sundays and gazetted

public holidays.
iii. Consider parent volunteers to take care

of the students in the SCC during
emergencies.
iv. Allow parents to participate and
contribute in ad hoc sub-committees for a
particular event/purpose.
v. Allow parents to participate in classroom
activities. Examples of possible parents
participations include inviting them to give
talks to students about their occupations,
conduct story-telling, cookery lessons, art
and craft, and demonstrate various
cultural practices such as Japanese tea
ceremony, making Ketupat, making
lanterns during Mid-Autumn Festival, etc.
Centres may observe half-days on the eves

of any 3 public holidays. In addition, centres
may close for a maximum of 5 days in a
calendar year. (Please refer to Annex P for
detailed explanation).
SCCs are encouraged to open at extended
hours to support the needs of working
parents.
vi. Enlist parents help to run or decorate

interest corners, library corner, play
corner, parents corner etc.
School-based SCC providers should also

familiarise themselves with their schools
calendar of events. This is to help them
organise and plan their programme to
complement the school.
vii. Enlist parents help to do some

handyman jobs, for example, painting of
the centre, repairing faulty gates and
discarding bulky equipment.
.
In addition, SCC providers should keep the

parents informed of the planned closure days
through their parents handbook, and alert
them closer to the day of the planned closure
through a circular.

Published by MSF, Singapore. All Rights Reserved.
18
CHAPTER 5: ADMINISTRATION
ADMINISTRATION
All health records such as students

vaccination and immunisation records,
chronic physical problems, injuries,
communicable diseases, special diet,
food/drug allergy and medical reports
(Centres can refer to www.hpb.gov.sg for
the immunisation chart for students).
Running an effective operation requires a

systematic approach to record keeping. The
records should be up-to-date and kept by the
centre supervisor or management. Records
that are descriptive in nature (e.g. records on
individual students development) should
contain sufficiently detailed information and
be regularly updated. Records that require
validation and authorisation must be properly
completed and signed. A Nil return or NA
should be used wherever necessary.
5.2 PARTICULARS OF
PARENTS/GUARDIANS
This systematic approach should be applied

to keep records of:
The personal particulars of parents/guardians

include:
Personal particulars of staff, parents

and students;
Attendance;
Fees;
Health status of students and staff;
Student development and progress;
Administration of medicine;
Feedback from parents; and
Other events and incidents.
SCCs are encouraged to store all information

such as parents particulars and students
particulars in their computer system.
However, a hard copy of the records should
be readily available for viewing when
required.
5.1 STUDENTS PARTICULARS

The personal particulars of a student should
include the following:
x
Name, birth certificate number, date of

birth and home address with a copy of
the students birth certificate attached;
Name of school and class which the

student is attending;
Emergency contact numbers of

parents/guardians as well as persons
authorised to pick the student up at
the end of the programme; and

It is the centres responsibility to ensure that

all information provided by parents/guardians
in the application form is correctly entered.
ii. Names, home address and telephone

numbers;
iii. Parents occupation and office contact
number, if applicable;
iv. Written authorisation
medical care;
v. Administration
medication; and
of
for
emergency
non-prescribed
vi. Indemnity for outdoor trips.

The particulars of the parent and student
should also be kept up-to-date.
5.3 CENTRES RULES

PARENTS HANDBOOK
The SCCs rules should be compiled into a

written manual. Policies and procedures
should not contain jargon, or be too general
such that they convey vague meanings to the
parents.
A copy of the SCCs rules and policies should
be given to parents in a form of a handbook
for reference, and its receipt acknowledged.
19
5.4 ADMINISTRATION
OF MEDICINE
The SCC should only administer medicine
that has been prescribed by a registered
general practitioner. Separate written consent
should be obtained from parents when
administering non-prescribed or non-standard
medicine (for example, Chinese medicine or
controlled medication). Please refer to Annex
Q for a sample of a students medical record.
It is strongly recommended that a proper
written record is maintained in relation to each
student whenever the SCC administers any
medication. The record should include:
5.6 CENTRES LOG BOOK

The centre should maintain a log book. It
should be used to record information on the
following matters:
Name of the student;

Name of the medicine administered;
Dosage administered (e.g. 5ml, 1
teaspoon);
Name of the person who administered
the medicine;
Time and date of the administration;
and
Manner of administration (e.g. oral,
external).
The centre should have separate trays to

keep oral and external medications. They
should be kept safe and out of the students
reach.
5.5 STUDENTS DAILY

ATTENDANCE/SIGN-IN/OUT
Accidents (please refer to Annex O for

an Incident Record Form sample);
Events and incidents;
Programme changes;
Illnesses/outbreak of infectious
diseases;
Health checks;
Visits made by other persons (e.g. MSF
officers, maintenance personnel,
delivery men) and queries from parents;
Investigation of feedback/complaints;
and
Any deviation from the written schedules
or plans, menu, etc.
The log book should be kept up-to-date.
5.7 STAFF RECORDS

A record on staff should be completed and
kept updated accordingly. The following
documents should be available in hard copy:
c. Appointment letters/letters of
acceptance;
d. Academic/professional/first
aid certificates;
e. Medical reports; and
f. Declaration of offences.
The SCC should keep an up-to-date record of

the daily attendance of students in the centre
according
to
their
respective
age
group/school level. The attendance should be
marked daily, including Saturdays. It should at
least reflect the following details:
Due to close contact with the students daily,

all SCC staff (including the cook/relief cook/
cleaner) should be certified as medically fit
for employment by a registered general
practitioner. Newly recruited staff should be
medically cleared before employment.
Actual number of children enrolled in

the SCC;
Full name of each student; and
Date of birth of each student.
Food handlers should also attend the WSQ

Food Hygiene Course (WFHC). Please refer
to Annex I for a list of organisations that
conduct food hygiene training courses
approved by the National Environment
Agency (NEA).
Centres, which administer the Student Care

Fee Assistance (SCFA) scheme, are required
to maintain a certain number of students
receiving SCFA (i.e. 10% of the total
enrolment).
20
All infectious disease cases (for example,

HFMD, Chicken pox, etc.) should be
recorded. Documents such as records of
temperature checks and visual screening
checklist are to be maintained, and
circulars/letters on infectious diseases to
parents are to be recorded.
b. National Council of Social Services

(NCSS)
Online resources such as the e-Case
Management System (eCMS) and service
guides can be found under VWO Corner
in the NCSS website at www.ncss.org.sg.
SCCs are encouraged to embrace good

practices and work towards organisational
excellence.
NCSS also provides funding as well as

administers
grants
and
assistance
schemes. You may refer to the section,
Funding and Resources under the VWO
Corner for more details.
There are a number of organisations which

provide guidance in helping centres work
towards organisational excellence:
c. Singapore Productivity Association

(SPA)
5.8 ORGANISATIONAL EXCELLENCE
a. Standards, Productivity and Innovation

Board (SPRING) Singapore
SCCs may apply for certification to People
Developer (PD) and Singapore Quality Class
(SQC). PD is the certification for the business
excellence niche standard for people.
Certification
is
determined
by
the
organisations performance in the Assessment
of
People
Excellence
(APEX).
The
assessment recognises organisations that
have excelled in managing their people for
their business success by benchmarking their
own people management systems and
practices against the niche standard.
The Pro-Family Mark is administered by

SPA. This is an initiative supported by MSF
to encourage businesses to target families
as customers. Findings from a MSF study
found out that businesses which are profamily make more money as compared to
those that are not. More information on the
ways to enable SCCs to be family oriented
can be found at the Pro-Family website on
https://www.bfc.sg/
SCCs can also apply for certification to SQC.

This is the certification for the overall business
excellence standard. Certification to SQC is
determined by the organisations performance
in the Business Excellence Assessment for
Continuous Improvement (BEACON). The
assessment allows an organisation to
benchmark its own management systems and
practices against the criteria requirements of
the business excellence framework.
A feedback report on strengths and areas for
improvement is given to all organisations
participating in the PD and SQC assessment.
Upon certification, SCCs will be able to use
the certifications logo in their publicity
materials. More details are provided in the
SPRING
Singapore
website
at
www.spring.gov.sg
21
CHAPTER 6: COMMUNITY RESOURCES
COMMUNITY
RESOURCES
Working with the Community
There are several national and community
resources which SCCs can tap on to enhance
their service delivery. Community resources
are also avenues for help when SCCs are
faced with challenges in dealing with their
students. The following can be considered:
6.1 COMCARE CALL

ComCare Call is a call service for people who
do not know who they can approach for help.
1800 222 0000 is an easy-to-remember
number for centres to get in touch with
ComCare Call operators. The operators will
guide callers to the appropriate agency for
assistance. SCCs may also share this number
with their students parents who are facing
difficulties. You may refer to Annex R for a list
of other hotline numbers.
There are five Community Development
Councils (CDCs) in Singapore that provide
assistance to needy families who require
financial
and
employment
assistance.
Families that need help may also call the
ComCare call service and they will be linked
to the relevant CDCs for assistance.
6.2 FAMILY SERVICE CENTRES

One of the agencies which ComCare Call
operators may refer SCCs to is the Family
Service Centre (FSC). The FSC is a
neighbourhood-based focal point of family
resources which anyone with family-related
issues can turn to. These centres are run by
Voluntary Welfare Organisations, and are
supported by MSF and the National Council of
Social Services (NCSS). Among its core
services are Information and Referral,
Casework and Counselling, and various
preventive and developmental programmes
which target family units.

There are 40 FSCs distributed islandwide.

They are located within the community and
are staffed by professional social workers and
counsellors. FSCs have a good network within
the community, and they are able to help you
garner assistance from other social and
community service agencies, if necessary.
Call the FSCs if you would like to refer your
students or their parents for casework or
counselling intervention. You can also
collaborate with the FSCs to bring Family Life
Education workshops and other programmes
to the SCC, where appropriate.
As most FSCs have a service boundary,
collaboration with SCCs may be subjected to
geographical criteria. Please refer to Annex S
for a list of Family Service Centres.
6.3 SCHOOL COUNSELLORS

Schools have in place a tiered referral system,
under which students who exhibit signs of
problems in their psychological or mental wellbeing are referred for help. Teachers form the
first tier of intervention. SCCs, with the
approval of the respective parents, may
discuss any concerns with the students form
teacher especially with regard to school
attendance and homework completion.
Teachers will provide the student with the
necessary support, which includes referring
him or her for further intervention by trained
teacher counsellors (TCs), part-time school
counsellors or full-time school counsellors
(PTSCs or FTSCs), who form the second tier
of support.
Complicated cases are referred to the third
tier of support, which usually involves
intervention from medical professionals from
external agencies, such as the Child
Guidance Clinic.
22
6.4 Enhanced STEP-UP PROGRAMMES

The Enhanced STEP-UP programme stands
for Enhanced ''School Social Work to
Empower Pupils to Utilise their Potential''. It
aims to strengthen students' social and
emotional resilience, as well as help parents
and teachers to better manage and support
the student in need.
Enhanced STEP-UP is a school-based social
work initiative where schools tie up with
Voluntary Welfare Organisations (VWOs) to
run different types of programmes, which
include counselling, family education and lifeskill training. The VWO will work in
partnership with the school, understand the
needs of the students and teachers, and
develop customised programmes. These
programmes are relevant to students who
have socio-emotional issues, as well as those
who are at risk of dropping out of school or
are already out of school.
SCCs with students in their respective
schools Enhanced STEP-UP programmes are
encouraged to link up with the VWO to ensure
proper follow-up on the students progress.
The Enhanced STEP-UP Social Workers may
also be a resource for the SCCs when faced
with students behavioural challenges.
6.5 SCHOOL FAMILY EDUCATION

School Family Education (SFE) adopts a
holistic family learning model equipping
parents with effective parenting skills and
training them to be parent facilitators, helping
school staff to enhance their family life, and
providing students with life skills training.
SCCs that are well connected to their
students schools can assist the schools to
encourage the respective students and
parents to attend the various workshops
provided under SFE.
6.6 RESIDENTS COMMITTEE
Run by residents for residents, the RCs also

work
closely
with
other
Grassroots
Organisations (GROs) like the Citizens
Consultative
Committees
(CCCs)
and
selected government agencies to improve the
physical environment and safety of the local
precinct.
SCCs, which are located within the Housing
Development Board flats estate, can benefit
from the available network and activities
which the RCs provide. SCCs may consider
collaborating with their local RCs when
conducting school holiday programmes, visits
and trips to places of interest or getting
students to do various community work.
6.7 OTHER ASSISTANCE SCHEMES

FOR NEEDY STUDENTS
a.
Singapore Indian Development

Association (SINDA)
SINDA provides financial assistance to

parents who enrol their children in non-profit
SCCs. SINDA will assist with 50% or up to a
maximum of $75 of the remaining fees per
month for each child after SCFA.
Eligibility Criteria
Child must be a Singapore Citizen or
Permanent Resident of Indian Origin;
Child must be aged 7 to 14 years old;

Monthly gross household income must be
$1500 or below.
Must be enrolled in a MSF registered SCC.

Child must be receiving Student Care Fee
Assistance (SCFA) before applying for
SINDAs BASC Subsidy.
For more information, please visit SINDA
website at http://www.sinda.org.sg/beforeand-after-school-care-basc/ or contact 1800
295 4554 or email to basc@sinda.org.sg.
The Residents' Committees (RCs) in public

housing estates promote neighbourliness,
racial harmony and community cohesiveness
among the residents within their RC zones.
23
b.
The Strait Times- School Pocket Money

Fund
The Straits Times School Pocket Money Fund

was initiated to provide pocket money to
children from low-income families so as to
help them through school. The money can be
used for any school-related expenses, such
as purchasing a meal during recess or paying
for the bus fare to school. The aim is to
alleviate the financial burden faced by parents
in providing for their childrens education.
The beneficiary will receive $55 per month for
primary level and $90 per month for
secondary level.
This scheme is administered by NCSS. The
fund is disbursed through FSC, Special
Homes, Disability Homes and Childrens
Homes to benefit eligible clients. Interested
applicants may phone the ComCare helpline
on 1800-222-0000 to locate the nearest FSC.
All applicants will be assessed by a social
worker who may do face-to-face interview or
home visit.
c.
Chinese Development Assistance

Council (CDAC)
The
CDAC
administers
the
SFCCA
BURSARY for needy Chinese students with
financial assistance to purchase textbooks,
workbooks and uniforms before the start of an
academic year. This is to encourage them to
continue with their education, and to motivate
them to strive for greater achievements.
For application form and more information on
the scheme, please visit CDAC website at
http://www.cdac.org.sg/
d.
Yayasan Mendaki Edu Trust Fund

(YM-ETF)
The YM-ETF provides financial assistance for

educational purposes to Malay/Muslims in
cases in which existing financial assistance
schemes are unable to provide. The ETF
provides financial assistance to low-income
families for pre-school education so as to
encourage parents to send their children to
childcare centres and kindergartens.
The ETF School Assistance Scheme (SAS)

assists primary or secondary students from
low income families by disbursing book
vouchers to help pay for their textbooks,
assessment books and stationeries.
e.
The Eurasian Association (EA)
The EA provides educational financial

assistance to deserving Eurasian students
from lower-income families. The Eurasian
Community Fund (ECF) Education Awards is
an annual event, awarding bursary to students
from Primary, Secondary, JC and Tertiary
levels who have achieved good results in their
academic endeavour.
For more information or assistance, you may
contact The Eurasian Association at Tel:
64471578 or email jacqueline@eurasians.org.
6.8 SUPPORT FOR STUDENTS WITH

SPECIAL NEEDS
a.
SG Enable
SG Enable supports the needs of persons with

disabilities.
To find out more about the schemes and
services provided by SG Enable, please visit
www.sgenable.sg or call Infoline at 1800-8585
885.
b.
Teachers trained in Special Needs
MOE also supports students with mild special

needs such as dyslexia and Mild Autism
Spectrum Disorder.
Since 2005, some teachers are trained in
special needs to provide individual or small
group support to the students with mild special
needs in their class. They share strategies and
resources with other teachers and parents,
assist with the transitions of students with mild
special needs from one grade level to the next
and also monitor the progress of these students.
24
Centres should check on the MOE website for

the list of schools which have been resourced
to support students with special needs. This
will allow the centre to work with the school on
helping the special needs child while he/she
attends the centre.
d.
c.
Smoothing the way- a practical guide for

administrators and caregivers of young
children with special needs is published in
2009 by NCSS and Presbyterian
Community Resources. Please email
info@pcs.org.sg or kanniga@pcs.org.sg if
you wish to have more information.
Disability
Resource
Handbook
for
Teachers is made available to all
mainstream schools to guide teachers
and other educators on how to integrate
and include students with disabilities in
the classroom.
Hospitals and Polyclinics
There are several resources developed by

VWOs which can serve as useful resources
for centres to draw up guidelines in caring for
students with special needs:
Proper diagnosis and intervention can help

students with special needs to realise their
potential.
Polyclinics provide the first point of reference
where the student can be first assessed on
developmental milestones and be referred to
restructured hospitals and other medical
facilities for future diagnosis.
There are in-house Medical Social Workers
(MSWs) in polyclinics and restructured
hospitals.
Centres can refer parents of students who are
observed to have special needs to MSWs for
further financial assistance in diagnosis,
therapy, follow-up care and medication.
MSWs also help assess your students
eligibility for Medifund. Medifund can be
tapped on to defray cost of diagnosis and
follow-up treatment. To qualify for help from
Medifund, the student must fulfill ALL of the
following criteria:
1. Be a Singapore Citizen
Other Voluntary Welfare Organisations

(VWOs)
The Disability Resource Handbook is

produced by Society for the Physically
Disabled (SPD). This handbook provides
information on the different disability types,
tips on how to interact with the students and
the challenges which these students and their
families face because of their special needs. It
also contains information on how the
curriculum and environment can be modified
to integrate disabled students in a mainstream
classroom.
Centres can go to the SPD website,
http://www.spd.org.sg to download a softcopy
of the handbook.
2. Is a subsidized patient
3. Have received treatment from a Medifundapproved institution
4. Patient and family have difficulties affording
the medical bill despite heavy government
subsidies, MediShield and Medisave.

25
6.4 FUNDING FOR ELIGIBLE VWOs

b. Singapore Tote Board
a. National Council of Social Service
(NCSS) - VCF
The VWOs-Charities Capability Fund (VCF)
aims to grow stronger players in the social
sector, nurture a more productive and
innovative sector and develop and retain
quality manpower for the sector.
The Singapore Tote Board Social Service

Fund provides grants for critical and strategic
social service programmes, new start-ups and
capital funding for the social service sector.
This aims to alleviate the funding concerns of
VWOs and enable them to focus on service
delivery, service standards, and the outcomes
for
the
clients
served.
The Professional Capability Grant (PCG)

provides capability support through (i) Local
Training Grant, (ii) Overseas Training Grant,
(iii) Scholarships/ Study Awards and (iv)
Clinical Supervision Consultancy Grant. PCG
helps to attract and retain quality manpower
for key professions in the sector, build staff
competency and improve management and
governance capability of VWOs.
The Innovation and Productivity Grant
(IPG) supports project that will bring about (i)
innovation in social services, (ii) service
quality improvements and (iii) productivity
enhancements. Projects can be of Pilot,
Research, IT or Consultancy in nature, as well
as a combination of these.
The Organisational Development Grant
(ODG) supports projects that bring about
organisational effectiveness which could
include review and improvements of internal
work processes and practices as well as
attainment of certification for good practices.
All NCSS member VWOs and MSF-funded
VWOs can apply for the above VCF grants.
More information can be obtained from
http://www.ncss.org.sg/VWOcorner/vcf.asp.
All
exempt,
registered
charities
and
Institutions of a Public Character (IPCs) can
apply for the VCF to enhance the governance
and
management
capabilities.
More
information
can
be
obtained
from
https://www.charities.gov.sg/charity/index.do.

26
CHAPTER 7: SCHOOL-BASED SCC

Pending Update
CHAPTER 8: COMCARE STUDENT CARE FEE ASSISTANCE
COMCARE STUDENT
CARE FEE ASSISTANCE
ComCare Student Care Subsidies, also
known as Student Care Fee Assistance
(SCFA), is available for students who require
assistance to pay for their Student Care fees.
The amount of subsidies is dependent on the
household income, household size, and the
fees charged by the Student Care Centre
(SCC). ComCare Student Care Subsidies can
be applied for at registered SCCs. The
subsidies are disbursed by MSF.
8.1 COMCARE STUDENT CARE

SUBSIDIES
Registered SCCs can apply for ComCare
Student Care Subsidies for children from
lower-income families. This ensures that
Student Care is made affordable for families
who need to place their children in SCCs.
a. Application to be an Administrator of
ComCare Student Care Subsidies
ComCare Student Care Subsidies can only
be provided to SCCs that are registered
ComCare Student Care Administrators. To
register to be an Administrator of ComCare
Student Care Subsidies, SCCs must submit
Forms 1A and 1B to MSFs ComCare and
Social Support Division. Please visit the Child
Care
Link
web
portal
(www.childcarelink.gov.sg) to obtain the
SCFA Forms. These forms can be found
under the News tab of the web portal.
Upon submission of these forms, MSF will
acknowledge receipt, and a letter confirming
your centres status as administrator of
ComCare Student Care Subsidies will be
subsequently sent to you.

i. Minimum requirements to be met by

ComCare Student Care Administrators
If the application to become ComCare
Student Care Administrator is approved,
the SCC will be required to:
x Verify and confirm that applicant meets
the eligibility criteria for ComCare Student
Care subsidies and submit the required
documents to the corresponding CDCs
based on the postal code of the
applicants family. (Please see District
Detector at http://www.cdc.org.sg/ to
determine which CDC district the family
lives within);
x
Abide by the prevailing minimum

standards outlined in Annex A1 of Forms
1A and 1B. Please refer to Annex T for
the
Minimum
Requirements
for
Administrators of Student Care Subsidies;
x Provide regular 6-monthly updates (in the

required format) on the Centres capacity,
enrolment and vacancies, number of
existing children receiving ComCare
Student Care Subsidies, programme staff
to child ratio, fees and the attainment of
other minimum standards as specified by
MSF, as well as other information as
required for planning and research
purposes;
x Participate in the renewal exercise if the
SCC wishes to continue to administer
ComCare Student Care Subsidies;
x Agree to participate in regular audits
carried out by appointed auditors and/or
officers from MSF; and
x Allow access to any officer authorised by
MSF to inspect the SCC and examine
relevant documents relating to the
administration of the ComCare Student
Care Subsidies during such visits.
27
b. Application for ComCare Student Care

Subsidies
ii. Student Care Subsidy Rates
Applications for ComCare Student Care

Subsidies can be submitted at any SCC that is
a registered ComCare Student Care
Administrator (i.e. SCFA Administrator).
The amount of subsidy provided depends on

the gross monthly household income,
household size and fees charged by the SCC
(see table below).
i. Eligibility Criteria
Applicants for ComCare Student Care
subsidies must meet the following eligibility
criteria:
x The child is a Singapore Citizen or
Permanent Resident of Singapore (PR). If
the child is a PR, then at least one
immediate family member of the child
must be a Singapore citizen;
x The child is between 7 and 14 years of
age in the year of application/renewal of
the subsidies and is attending a
registered SCC. If the child is attending a
special SCC, he/she must be aged
between 7 and 18 years of age in the year
of application/renewal of the subsidies;
x The parents of the child are both working
full-time (equivalent to 56 hours or more
per month); and
x The gross monthly household income of
the family does not exceed $3,500, or the
per capita income is $875 and below.
Before applying for the subsidies, applicants
will first need to secure a position in a
registered SCC. Applications must be
accompanied by the application form and the
following supporting documents:
x Childs Birth Certificate;
x NRIC of both parents; and
x Income documents of both parents
Application forms can be downloaded from the
Child Care Link web portal, under the News
tab.

Gross
monthly
Household
Income
(HHI)
(Family
members
= 4 or
fewer)
Gross Per
Capita
Income
(PCI)
(Family
members
= 5 or
more)
For Regular
SCCs with
fees $260 or
For Regular
SCCs with
fees $260
or
Special
SCCs with
fees $550
Special
SCCs with
fees $550
(Actual
Subsidy
Amount)
(Subsidy
Amount =
SCC fees x
% subsidy)
$1,500
$375
$255
$540
98%
$1,501 $2,000
$376-500
$250
$525
95%
$2,001 $2,200
$501-550
$235
$500
90%
$2,201 $2,400
$551-600
$210
$445
80%
$2,401 $2,600
$601-650
$185
$390
70%
$2,601 $2,800
$651-700
$160
$335
60%
$2,801 $3,000
$701-750
$130
$280
50%
$3,001 $3,200
$751-800
$105
$220
40%
$3,201 $3,400
$801-850
$80
$165
30%
$3,401 $3,500
$851-875
$55
$110
20%
28
iii. Start Up Grant

New applicants who are receiving the
ComCare Student Care Subsidies for the first
time from July 2012 onwards will be eligible to
receive the Start Up Grant (SUG).
The SUG of up to $400 is a one-off grant to
help parents pay for the initial costs of
enrolling their child in the SCC. This is to
cover the registration fee, deposit, insurance
and uniform, where applicable. The deposit
under the SUG will be paid to the SCC only if
the parent does not provide 1-months notice
of the childs withdrawal in advance.
The relevant CDC contact details are in the
following table for SCCs reference.
CDC
Contact
E-mail
6370 9901 (T)

6370 9928 (F)
feedback@cen
tralsingapore.o
rg.sg
6424 4000 (T)

6424 4066 (F)
ask@northeas
t.org.sg
North West CDC

900 South
Woodlands Drive,
#06-07, Woodlands
Civic Centre,
Singapore 730900
6767 2288 (T)

6219 1176 (F)
northwest_cdc
@pa.gov.sg
South East CDC

10 Eunos Road 8,
#02-01, Singapore
Post Centre,
Singapore 408600
6243 8753 (T)

6243 3130 (F)
southeast_cdc
@pa.gov.sg
6316 1616 (T)

6316 7251 (F)
southwest_cdc
@pa.gov.sg
Central Singapore
CDC
HDB Hub Bizthree,
490, Lorong 6 Toa
Payoh,
#04-10, Singapore
310490
North East CDC

300 Tampines Ave
5,
#06-01, NTUC
Income Tampines
Junction,
Singapore 529653
South West CDC

SWCDC Corporate
HQ,
The JTC Summit,
8 Jurong Town Hall
Road,
#26-06, Singapore
609434

29
CHAPTER 9: LAYOUT AND FITTING
LAYOUT AND FITTING

The capacity of school-based SCC depends
on the floor area allocated for the student care
programme. Schools may wish to open up
facilities such as school field, school hall,
basketball court, gymnastic room, art room
and library to ensure that the SCC space
would be able to accommodate the maximum
number of students during normal school days
as well as during school holidays. However,
this is subjected to approval by MOE as the
rooms may be earmarked for future school
use. Please obtain the clearance from MOE
before offering the rooms for use to operators
via GeBiz.
A typical classroom with a usable floor area of
90 square metres can take in approximately
30 students at any point in time. The
computation of the Centres capacity is based
on the ratio of 3 square metres (of the usable
floor area) is to 1 student.
Exterior can be decorated with the artwork of

children.
Layout of a dedicated SCC premises
Examples of the maximum capacity of a SCC

together with its usable floor area are as
follow:
Capacity of 30 students at any point in

time (90 square metres)
Capacity of 60 students at any point in
time (180 square metres)
The capacity is likely to be smaller for

modular-type premises due to the inclusion of
the activity room and ancillary areas for
kitchen, store, sick bay, bathrooms and toilets.
There are different SCC layouts adopted by
the service providers.
9.1 CONVERTING CLASSROOMS INTO

DEDICATED SCC PREMISES
Classrooms or CCA rooms can be converted
for use as a designated site for student care
services.

30
9.2 USE OF EXISTING CLASSROOMS

FOR SCC PROGRAMMES
Schools with space constraints may use
available classrooms or CCA rooms in the
afternoon to house SCC activities and
programmes. This model will require the
service provider to work closely with the
school, exercise flexibility and be innovative in
its programme planning.
A view of a SCCs interior when the wooden

partition is drawn aside to combine two
classrooms.
Below is an exterior view of a classroom,

which serves as a classroom in the morning
and a SCC in the afternoon.
Interior view with library corner shelves
Interior view of a classroom used as a SCC

31
9.3 MODULAR STANDALONE

STRUCTURE
The SCC premise can be developed in the
school void deck space, on part of a school
field or any other vacant spaces within the
school compound. However, this is subjected
to approval by MOE as the space may be
earmarked for future school use. Please
obtain the clearance from MOE before offering
the space for use to operators via GeBiz.
Interior view of a modular SCC:

Classroom
Exterior view of a modular SCC
Part of the school field may also be used to

construct a modular-type classroom
Interior view of a modular SCC:

SCC office

32
Annexes
Contents
Suggested List of Furniture and

Equipment
Pre-Employment Medical Form
Fire Emergency Information
Declaration of Offences Form
Bomb
Threat
Information
Recommended List of First Aid

Training Agencies
Incident Reporting
Sample Daily Time-Table
Divisional
Phone
Incident
Logbook
Essential Items for First Aid Kit
Guidelines on Closure Days
Health Inspection Checklist
Sample of Students Medical

Record
Procedures for Reporting an

Outbreak of Disease
List of Hotline Numbers
List of Family Service Centres
Minimum Requirements for

Administrators of Student Care
Subsidies
Crime
List
Emergency
Prevention
Organisations conducting the

WSQ Food Hygiene Course
List of certificate courses

conducted by training agency
for SCC staff

Record
Form
for
Annex A
SUGGESTED LIST OF FURNITURE AND EQUIPMENT
Office Equipment
1. Office tables and chairs
2. Filing cabinets
3. Wall shelves/Cabinets
4. Computers/Printers
5. Notice boards
6. Photocopier
7. Clock
8. Telephone
9. Facsimile machine
10. Stationeries
Kitchen Equipment/Utensils
1.
2.
3.
4.
5.
6.
7.
8.
9.
Gas/ Induction cooker

Oven
Electric boiler
Rice cooker
Refrigerator
Cooking utensils
Microwave oven
Kettle
Air pot
Study Corner/Activity Equipment

1. Tables and chairs
2. White board
3. Notice board
4. Display shelves/Cupboards
5. Educational/Resource books
6. Stationeries
7. CD player/Radio
8. Floor mats
9. PVC sleeping materials (as needed)
10. Television/Video Recorder
11. Educational/Games software
12. Educational board games
13. Computer(s) (as needed)

Outdoor Play Equipment

Stationary
1. Swings
2. Slides
3. Climbing structures
Portable
1.
2.
3.
4.
5.
Balls
Sports equipment
Bean bags
Skipping ropes
Hula Hoops
Sick Bay
1. Clock
2. PVC mattress/Sofa bed
3. First Aid Kit
Others
1.
2.
3.
4.
5.
6.
Cubby holes/Lockers
Hinged shelves
Storage bins
Shoe rack
Clothes hangers
Fire extinguisher with fire escape
plans
7. Exit signage
Annex B
FIRE EMERGENCY INFORMATION

Each operator shall ensure that:
1. There is a fire emergency plan and written procedure which are to be displayed on a
notice board (Please refer to Annex B-1 for the general procedures for conducting fire
drills);
2. Every staff is familiar with the method of using fire-fighting equipment;
3. Fire-fighting equipment is installed and regularly inspected;
4. The following list of emergency telephone numbers is made available at all times:
i.
The police force, civil defence force, ambulance, nearest clinic/hospital;
ii.
Home and work addresses and telephone numbers of each students parents or
guardian;
5. Up-to-date information on any special needs or medical information of the students as
specified by their parents or doctors;
6. Fire evacuation drills are conducted at least once every 6 months so that the staff and
students are aware of what to do in an emergency, and
7. Records are kept of fire drills conducted. A sample format for recording fire drills is
provided in Annex B-2.

Annex B-1
SCC FIRE EVACUATION DRILL PROCEDURES
1. AIMS
The aim of a fire drill routine should be:
a) To prevent panic and ensure safe, orderly and efficient evacuation of all occupants in
case of a fire or other emergency within the premises.
b) To get members of the staff and occupants attuned to react rationally when
confronted with a fire or other emergency within the premises.
2. GENERAL PROCEDURES
a. Sound the Alarm
All staff members and occupants should know how to operate the alarm sounder
(bell/improvised gong/buzzer) and should be instructed to sound it immediately upon
discovering an outbreak of fire. The alarm must be audible throughout the building
and sounded until the building is completely evacuated.
b. Evacuation of the Premises
When the alarm sounder (bell/improvised gong/ buzzer) sounds, all staff/teachers
should lead the children to evacuate the premises immediately in a calm and orderly
manner using the nearest exit staircase. Should a specific staircase be used, class
registers in the classroom should be taken out by the teacher/staff. Re-entry should
be forbidden until permitted by a Civil Defence Officer, or in the case of a fire-drill by
the person-in-charge.
c. Calling the Civil Defence
The Singapore Civil Defence should immediately be notified of the outbreak of a fire
at all times. The emergency number of the Civil Defence is 995.
d. Assembly Points
All occupants should proceed to a pre-determined assembly point on an open ground
of the building, e.g. car park, field, etc. The assembly point(s) is/are to be indicated in
the site layout plan of the building.
e. Roll Call
At the assembly area, a roll call (for both students and staff members) must be
carried out to account for everyone. Any person who cannot be accounted for must
be reported at once to the person-in-charge, together with his/her last known
whereabouts in the building. The importance of ensuring that the list is always
complete and updated cannot be overemphasised. Those staff who have no other
specific duties during the drill can be assigned the task of checking the evacuation of
the building at isolated areas such as toilets.

Annex B-1
f.
Fire-fighting
The first few minutes of a fire outbreak are crucial. Hence, it is important for the staff
to extinguish the fire in its early stage by using portable fire extinguishers and/or hose
reels. Where the SCCs have a proportion of disabled students, SCC staff will have to
play a greater role in the evacuation. Students should not be expected to be actively
involved in the fire fighting operations.

Annex B-2
SAMPLE FORMAT FOR RECORDING FIRE EVACUATION DRILLS
Date of
Drill
Time
Fire
Section/Floor

No. of
Participants
Evacuation
Time
Remarks
Name and
Signature of
Person in
charge
Annex C
BOMB THREAT EMERGENCY INFORMATION
When a bomb threat is received:
x
x
Do not panic. Stay calm.

Alert someone to call the police while attempting to keep the caller talking as long as
possible, so that the police can trace the call.
x The officer receiving such calls should treat them seriously and immediately try to
determine:
a) The precise location of the bomb and exactly how it looks,
b) The denotation time and when will it set off,
c) The amount and type of explosives used, and
d) The reason for such act.
x It is also important to take note of the following:
a) The callers voice and vocal characteristics (e.g. pitch, male/female, adult/child),
b) The language used and accent (e.g. local or foreign)
c) Manner of speaking (e.g. rapid, deliberate, emotional, angry),
d) Background noises (e.g. traffic, music, announcement, shouting),
e) The person or authority to whom this message should be conveyed,
f) Do not antagonise or taunt the caller in any way, and
g) Be polite and remain calm.
x Do not spread rumours.
x A copy of the bomb threat call checklist is attached in Annex C-1.
Identification of letter or parcel bombs
The following are some physical characteristics of a letter/parcel bomb:
x
x
x
x
x
x
x
x
x
x
Excessive use of postage, given the weight of the letter or parcel. This is because the
sender of the letter bomb will not want it to be weighed and inspected at a post office so
the sender will usually affix more stamps than necessary.
Excessive use of securing material such as string or adhesive tape.
Use of rigid, oddly-shaped or sized parcel/letter.
Uneven or lopsided weight distribution within the parcel/letter, which is usually due to
the weight of the batteries or explosives.
Oily stains or discoloration on wrapping material. This is because most explosives are
oil-based and tend to leave oily, translucent stains on ordinary paper.
Trace of unusual odour like that of almond or marzipan on the letter or parcel.
Detection of clock-ticking sound. Avoid shaking the parcel/letter; not even a gentle
shake should be made.
Presence of an inner sealed enclosure or container.
Wires or aluminium foil protruding from the parcel/letter which become visible upon
close inspection.
Evidence of pinholes in the envelope containing the letter or wrapping material of the
parcel.

Annex C
Other peculiarities to note:
x
x
x
The letter or parcel is addressed to the recipient by name only, or by title only. There
are also instances in which the name of the addressee and his postal address are
not directly typed or written on the envelope containing the letter or the parcel, but on
a piece of paper, which is then pasted onto the envelope or the wrapping material of
the parcel.
The letter or parcel is addressed to a specific person by name with markings (e.g.
Personal, Private and Confidential or to be Opened by Addressee only) to indicate
that the addressee should be the only one to open it.
There is no return address or name of the sender.
There may be spelling errors in the addressees postal address, name or
designation. These may be written in strange or foreign-looking handwriting.
Advice
If an unexpected or un-requested delivery is received, check with the sender and addressee
what contents are expected in the letter or parcel.
Dealing with situations where letter/parcel bombs are received
x
x
x
x
Most letter/parcel bombs delivered through the mail or regular courier will tolerate a
fair amount of handling. If you received a letter/parcel suspected of containing
explosives, do not attempt to open it. Most bombs are designed to detonate when the
outer wrapping is cut open or torn.
Place the suspected letter/parcel in a corner of the room away from windows.
Call the police immediately.
Evacuate the room and surrounding areas if necessary, and leave all the doors and
windows open. This is to allow the blast, if any, to vent and mitigate the harmful
effects of the shattering glass.
Identification of a suspicious vehicle, which may be laden with explosives

The following are some characteristics of a suspicious vehicle, which may be laden with
explosives:
x
x
x
x
x
x
x
Unmanned.
Haphazardly parked
Overly weighted especially where no indication of bulk is visible.
Presence of suspicious items inside (e.g. boxes/parcels sticking with wires).
Presence of foreign objects attached under the vehicle or beside the wheels.
Signs of being tampered with (e.g. keyhole damaged, windows/doors ajar, drilled
holes in car body).
It has a new vehicle license plate mounted on an old and dirty vehicle.

Annex C-1 (i)

Place this list under your telephone
BOMB THREAT CALL CHECKLIST
Questions to ask:
1.
2.
3.
4.
5.
6.
7.
8.
9.
When is the bomb going to explode?

Where is it right now?
What does it look like?
What kind of bomb is it?
What will cause it to explode?
Did you place/send the bomb to us?
Why?
What is your address?
What is your name?
Exact wording of the threat:

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Annex C-1 (ii)

Sex of Caller: M / F
Race: ___________________
Age: ____________________
Length of Call: ___________________
Number at which call is received: ______________________
Time: _______________
Date: _______________
Callers Voice:
Calm
Stutter
Clearing throat
Angry
Crying
Deep breathing
Excited
Normal
Raspy
Slow
District
Deep
Rapid
Slurred
Ragged
Soft
Whispered
Cracking voice
Loud
Nasal
Disguise
Laughter
Lisp
Accent
Familiar
If the voice is familiar, who did it sound like?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Annex C-1 (iii)

Background Sounds:
Street noises
House noise
Static
Crockery
Motor
Local
Voices
Office machinery
Long distance
PA system
Factory machinery
Animal noises
Music
Clear
Others
Others (Please Specify):

______________________________________________________________
Threat Language:
Well Spoken
(Educated)
Incoherent
Message read by
threat maker
Foul
Taped
Irrational
Remarks:
Report call immediately
to:
Telephone number:
Date/Time:
Name of person
reporting:
Position in SCC:

(Name of authority)
Annex C-2
FREQUENTLY ASKED QUESTIONS
1. If a letter/parcel I receive only partially fits the description of the physical
characteristics of a bomb, do I treat it as a bomb?
Answer:
If you are not sure and there are reasons to suspect that it is a bomb, treat it as a bomb and
alert the Police.
2.
Do I need to evacuate the staff while waiting for the police to arrive?
Answer:
You are advised to place the letter/parcel at a corner of the room and evacuate the room,
leaving the windows open.
3.
What should I do if parcels received are not requested or ordered?
Answer:
If an unexpected or un-requested parcel is received, check with the sender and addressee
on what contents are expected in the letter or parcel.
4.
Where should I place the parcel if I suspect that it is a bomb?
Answer:
You should place the suspected parcel in a corner of the room away from the windows.
5.
What sounds would give away a parcel as a possible bomb?
Answer:
You should try to listen for clock ticking sounds coming from the letter/parcel.
6.
What smell would indicate that a letter/parcel is a possible bomb?
Answer:
The letter/parcel would give off an unusual odour like that of almond or marzipan.
7.
What do I do when I receive information of a bomb threat?
Answer:
Stay calm and try to confirm with the source of the information if it is actually a bomb. If you
encounter difficulty in checking with the source, call the police emergency line at 999. Do not
spread rumours.

Annex C-2
8.
What do I do when I discover a vehicle that may be laden with explosives?
Answer:
Call the police at emergency number 999. Meanwhile, keep other people away from the
vehicle.
9.
Do I need to personally conduct a check on a vehicle that may be laden with

explosives?
Answer:
You are advised not to do so. If you suspect a vehicle to be laden with a bomb from your
initial observation of the vehicles external features, do not conduct any further inspection
that will cause you to make physical contact with the vehicle. You should keep people away
from it and call the Police immediately.
10.
What do I do when I notice a suspicious vehicle being driven away?
Answer:
Take down the vehicle number, vehicle model, description of the driver, and the direction in
which it is heading and call the Police. Do not attempt to follow the car.
11.
What do I look out for inside a suspicious vehicle?
Answer:
Without coming into contact with or entering the vehicle, you should try to look out for
suspicious looking objects under the dashboard, on the floor, under the seats for partially
hidden parcels.

Annex D
INCIDENT REPORTING
The SCC operators/supervisors have the responsibilities of reporting to the Ministry incidents
relating to the safety of the students, health and hygiene, illness and serious incidents that
happen during the operation of the centre.
In order to maintain parents and public confidence, centres should demonstrate good
governance and accountability by reporting the significant incident/accident to MSF as soon
as possible or at least within 12 hours of the occurrence. The detailed report should reach
MSF within 3 working days.
Please email your report to MSF_Student_Care@msf.gov.sg or fax: 6251 3675.
Alternatively, operators/supervisors may call the information services at 1800 222 0000 for
reporting on all working days during office hours.
If the incident happens on Sunday or a Public Holiday, please report on the following
working day. Centres affiliated to the National Council of Social Services (NCSS) will have to
report directly to NCSS and forward a copy to MSF. A sample of the Incident Report Format
is in Annex D-1.
Sample List of Significant Incidents
Incidents that require incident reports to be submitted to MSF are those that are lifethreatening or have a serious impact on the safety and security in a facility. These may
include (but not confined to) the following:
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Student missing from centre,

Serious crimes committed in the premises (e.g. suspected murder or suicide),
Unnatural or sudden death of person under custody or protection or visitors to the
premises,
Unnatural or sudden death of an employee,
Terrorist activity: actual, attempted or planned terrorist activity, sabotage or other
hostile acts against persons or property,
Death or life-threatening injury by accident or use of force,
Conflicts between two or more parties from different racial or religious groups, with
racial or religious connotations where communal discord might result,
Mass outbreak of contagious or infectious diseases and mass food poisoning
(involving 2 or more people),
Any fire of deliberate or suspicious origin,
Serious damage to property including malicious destruction,
Major natural or man-made civil emergencies which cause significant injuries or
property damage,
Bomb threat, anthrax scare or other potential life-threatening related incident,
Arrest or detention of any employee,
Confirmed missing persons where foul play is suspected,
Other incidents of a serious nature which, by reason of the personalities involved or
the surrounding circumstances, are likely to attract public or media interest,
Lodging police report (e.g. lodged by parents against the staff or SCC operators).

Annex D-1
INCIDENT REPORT FORMAT
Date: ________________________
Time: ________________________
To: Director, ComCare and Social Support Division/MSF
Fax: 6251 3675
Email: MSF_Student_Care@msf.gov.sg
Report of Incident in: _________________________________________________________

(Name of Centre)
_________________________________________________________
(Address of Centre)
Prepared by: ________________________________________________________________

(Name and Designation)
Approved by: ________________________________________________________________

(Name and Designation)
Details to be included in the report

1.
Nature of incident
2.
Date and time of incident
3.
Location of incident
Address, identity of the premises e.g. office building, service centre, which part of the
property (if within building) or exact location (if outside building).

Annex D-1
4.
Details of Incident:
a. First information report (how it was discovered/who reported)
b. Briefly summarise the incident:
x
x
x
x
Chronology of events
Persons involved- name, age, race etc.
Staff reaction and immediate action taken
How situation was brought under control
c. State number and extent of injuries and death. Identify the victims.
d. Describe damage to property (if any).
5.
Current status of situation:

a.
b.
c.
d.
6.
Situation in the facility at the time of reporting;

What is being done and/or will be done next to contain the situation;
Measures taken to inform family and relatives of victim(s);
The need to put up a daily situation report (if necessary).
Findings of preliminary investigation conducted:

Report progressively on findings into causes of the incident, and the extent and duration
of investigation process.
7.
Police report:
a. Were the police called in or any police report made?
b. Name of police station and name of police officer taking the report.
c. Date of police report.
8.
Media: Level of media interest and involvement.
9.
Any other comments: include other recommendations, requests or comments.
10. Contact: Name and 24-hour contact number of person whom MSF can contact for
additional information.

Annex E
DIVISIONAL CRIME PREVENTION PHONE LIST

Police Division
Divisional HQ Tel
Central
1800 - 224 0000
Clementi
1800 - 774 0000
Tanglin
1800 - 391 0000
Ang Mo Kio
1800 - 218 0000
Bedok
1800 - 244 0000
Jurong
1800 - 791 0000
For updates, please refer to http://www.spf.gov.sg/ under contact info.

Annex F
ESSENTIAL ITEMS FOR THE FIRST AID KIT
S/N
ITEMS
QUANTITY
REMARKS
1.
Sterile cotton wool balls
3 packets
2.
Sterile gauze
1 dozen
3.
Triangular bandages
3 -6 pieces
4.
First aid dressings
Different sizes
5.
Crepe bandages
Size suitable
for children
6.
Cotton roller bandages
2.5, 5 & 7 cm, 2 rolls

each
- do -
7.
Adhesive dressings (first aid plasters)
- do -
Size suitable
for children
8.
Safety pins
1 dozen
9.
Viscose/adhesive tape (12mm)
1 roll
10.
Dressing scissors
1 pair
11.
Dressing forceps
2 pairs
12.
Antiseptic lotion (Eg. centrimide)

*No iodine or flavine lotion
1 bottle
13.
Normal saline
5 X 10 cc vials or 1 bottle
14.
Thermometer
1 set
15.
Disposable gloves
2 pairs
16.
Eye shield
2 pieces
17.
Face shield
1 set
18.
Ziploc bags
2pieces

For cleaning,
not for
treatment
Annex G
INSPECTION CHECKLIST ON HEALTH AND HYGIENE

OF STUDENT CARE CENTRES
Name/Address of Centre: ____________________________________________________
Date/Time of Visit: ________________________
MSF Officer: ____________________________
Please indicate with a tick or N.A if item is not applicable.
1. INDOOR ENVIRONMENT
Yes
No
Yes
No
Yes
No
Spring cleaning sessions are carried out regularly.

Daily maintenance of centre is evident (e.g. clean floors; swept/mopped).
Toys and other objects handled by the students are washed and cleaned
2-3 times per week if there is no outbreak, and daily if there is an
outbreak.
Furniture, fittings and fixtures are cleaned with disinfectant.
Rooms fitted with air-conditioners are aired.
Filters in the air-conditioners are cleaned.
All litter bins are lined, properly covered and emptied regularly.
PVC mattresses are wiped with disinfectant after use everyday.
2. OUTDOOR ENVIRONMENT
Outdoor space is well-maintained and cleaned (e.g. corridor is clean).
Outdoor equipment and materials are well-maintained and cleaned (e.g.
sports equipment, if any).
3. REPORTING & RECEPTION AREA
A proper reporting area has been set up for screening students and staff.
Temperature and visual screening checklists for students are available.
Emergency number and useful contact list are promptly displayed.
HFMD poster and notice on HFMD outbreak, if any, are prominently
displayed.
Update on HFMD cases are displayed prominently (if any).

Annex G
4. SICK BAY/ISOLATION ROOM
Yes
No
A separate and fully enclosed room (e.g. sick bay) for the isolation of sick
students.
Room is well-maintained and clean.
Room should be fully enclosed with window facing outwards and with good
ventilation.
Room does not share an air-conditioning unit with any other facility.
Room is situated away from students activity areas.
PVC mattress for the child to rest on.
*Note: Centre has to ensure that the PVC mattresses and room are disinfected immediately after
the sick child/staff leaves.
5. FIRST AID KIT

Yes
No
It should contain all items listed in the First Aid Kit as required by the
Ministry.
Disposable gloves, masks and thermometers are available.
The items should be within the manufacturers stated use date, replaced and
replenished when necessary.
*Note: Items required in the First Aid Kit can be found in Annex G in the Student Care Centre
Information Kit 2013.
6. TOILETS
Toilets are kept clean and dry at all times. (No foul smell is generated from
the toilets)
Toilets are flushed after use.
Disposable/Single used paper towels/hand dryers are available for drying
hands.
Toilet roll is within easy reach and mounted on the wall next to each toilet
bowl.
Liquid soap dispensers are mounted to the wall next to hand washing basins
at a ratio of 1 dispenser to every 2 hand washing basins. They are also
within the reach of the students.
Non-slip mats (if any) are free from grime and dirt.
Toilets and hand washing basins are in good working condition.
Yes
No
7. KITCHEN/PANTRY
Floor, counters, cabinets and appliances are kept clean and dry at all times.
Surfaces for preparation of food are clean.
Floor is washed and kept dry.
Utensils are washed after use and sterilised regularly.
No evidence of household pest.
Each student has his/her own utensils (no sharing).
Cooked food are covered and served in dishes at all times.
*Note: Encourage centre to send cook for Basic Food Hygiene Course
Yes
No

Annex G
8. STUDENTS PERSONAL EFFECT
Each student has his/her personal set of toiletries and they are stored
individually.
Yes
No
Toothbrushes, mugs and combs are well-maintained and clean.
9. HEALTH CHECKS
Yes
No
Health checks are conducted for all students upon their arrival at the
centre.
Temperature is monitored for all students at least once daily and during
activity time.
10. HEALTH/HYGIENE PRACTICES
Yes
No
Yes
No
Students and staff wash their hands when they arrive at the centre.
Students and staff wash their hands before & after meals, after using the
washroom and outdoor play.
Staff wash their hands before and after the preparation and serving of
food.
Eating surfaces are cleaned before serving food.
Staff wash their hands after attending to a sick child.
Disposable tissues are used to wipe students mucus/saliva/tears.
11. ADMINISTRATION
Keep proper record of infectious diseases cases (HFMD, chicken pox,
etc).
Records of temperature checks and visual screen checklist are
maintained.
Records of circular/letter to parents on infectious diseases.
Records of medical certificate and certification by medical practitioner
from parent for the return of the recovered child are maintained.
Parents emergency contact numbers are made readily available.
Officers Comments (If any):

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
HEALTH INSPECTION CHECKLIST/ UPDATED NOV 2012

Annex H
MSF ______________________
PROCEDURES FOR REPORTING AN OUTBREAK OF DISEASE
Name of centre: _____________________________________Present Enrolment: _________
Name / Designation of Informant: ________________________________________________
Date informed: ________________
Type of Disease: ___________________________________________________________
Centre has taken/is taking the following measures:

Yes
No
1. Conduct frequent health checks to detect early symptoms.

2. Notified Communicable Diseases Division (CDD), Ministry of
Health if there are 2 or more cases of HFMD in your centre. You
may email to moh_ens@moh.gov.sg or call 1800-3258451.
3. Notified other parents of the outbreak and distributed pamphlets
on the disease if available.
4. Ensure that affected students are isolated immediately and
parents of all suspected cases are informed to bring the children for
medical treatment.
5. Ensure that there is no sharing of all personal items among
students. (E.g. towels, water tumblers etc.)
6. Ensure that the centre is kept scrupulously clean through daily
washing of premises and disinfecting of all materials, toys, eating
utensils and objects.
7. Ensure that no high-risk activities such as sand play/ water play
are carried out.
ADVICE TO SCC:
1. Ensure proper recording of development of the outbreak and submit the details to
CDD and provide updates of any new cases daily.
2. To keep MSF updated weekly till the outbreak is over (10 days after the discovery of
the last case).
3. To notify the school where the affected student is attending.

Annex H
Other action(s)/measure(s) taken by the centre:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
Submitted by: _____________________________ Date: ____________________

(Name of Supervisor)
FOLLOW-UP
Outbreak over on:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Remarks (if any):

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________

Annex H-1 (i)

PRECAUTIONS TO PREVENT THE SPREAD OF HAND, FOOT AND MOUTH DISEASE
(HFMD) STANDARD OPERATING PROCEDURES FOR STUDENT CARE CENTRES
START
Visual screening and temperature

taking upon arrival.
Does the staff/child show

symptoms of HFMD?
No
Staff/Child resumes
activities at centre.
Yes
x Staff/Child is sent home immediately.
x Isolate sick child in the sick bay prior to the
parents arrival.
x Staff/Parents to seek immediate medical
attention for child.
Yes
Does the staff/child

show symptoms of
HFMD?
Staff/Parent to inform centre immediately if

staff/child is diagnosed with HFMD.
x Centre to notify MSF and MOH immediately

(within the same day) if there are 2 or more
cases.
x Centre to notify parents immediately (verbal
and written).
x Centre to display outbreak of HFMD on notice
board.
x Centre to comply with MOHs guidelines.
x Centre to brief staff and children on the
importance of good health & hygiene practices.
Is recommendation for
closure issued?
Yes
Z
No
Centre continues with

hygiene measures until
outbreak is over.
Annex H-1 (ii)
x Centre receives recommendation for closure from MSF.

x Centre works closely with MSF to prepare parents for
closure.
x Centre informs parents of closure and reopening dates.
x Centre may send parents materials/activities for
children at home.
x Centre to settle parents queries on monetary matters.
During closure
x Centre disinfects premises, equipment and toys.
x Centre keeps in close contact with parents on childrens
health and updates MOH/MSF should there be new
cases during the closure.
x Centre to ensure that staff do not transfer or work at
other centres during the closure.
After 10 day-closure
Is the centre ready to

open?
Yes
MSF issues recommendation to centre to re-open.
Re-opening
x Centre to inform parents of re-opening.
x Centre ensures staff/children with HFMD are well (i.e.
no symptoms of illness) upon return.
Centre to continue with maintenance of hygiene

standards.
END

Annex I
LIST OF ORGANISATIONS ACCREDITED BY WDA TO CONDUCT WSQ FOOD
HYGIENE COURSE (AS OF JAN 13)
1. A&A Consulting and Services LLP
57 Ubi Avenue 1 #07-01 (Unit C) Ubi Centre Singapore 408936
Tel: 6841 3925 Fax: 6841 3926 HP: 9673 6416 (Angela Tan)/ 9636 4662 (George Tan)
Website: www.consultingaa.com
Email: consultingaa@yahoo.com.sg / angela@consultingaa.com / george@consultingaa.com
2. Arise services Pte Ltd
45 Jalan Pemimpin #09-00, Foo Wah Industrial Building Singapore 577197
Tel : 62555373 Fax: 62555483 HP: 90215906 (Edmund Yang)
Website: www.arise.com.sg
Email: admin@arise.com.sg / sales@arise.com.sg
3. Ascendo Consulting
9 Little Road, #02-01 (Upper Paya Lebar Road) Singapore 536985
Tel: 6398 0067 Fax: 6398 0503
Website: http://www.ascendo.sg/cms/
Email: info@ascendo.sg
4. Dimensions International College Pte Ltd
58 Lowland Road
Singapore 547453
Tel: 6334 0600 Fax: 6334 6066
Website: www.dimensions.edu.sg
Email: dcsdlc@singnet.com.sg
5. Eduquest
International Pte Ltd

1 Sophia Road
#07-13, Peace Centre Singapore 228149
Tel: 6338 7151 HP: 9722 9169
Website: www.eduquest.com.sg
Email: info@eduquest.com.sg
6. Envirohealth (S) Pte Ltd

319B Orchard Road, #13-09, Ngee Ann City,Tower B Singapore 238874
Tel: 6345 9116 Fax: 6733 8022 HP 9129 3575
Website: www.envirohealths.com
Email: cecilia@envirohealths.com
7. Guilford Training Centre Pte Ltd
100 Beach Road
#02-19 Shaw Towers Singapore 189702
Tel: 6423 1703 Fax: 6392 1662
Website: www.guilford.com.sg
Email: info@guilford.com.sg

Annex I
LIST OF ORGANISATIONS ACCREDITED BY WDA TO CONDUCT WSQ FOOD
HYGIENE COURSE (AS OF JAN 13)
8. SHATEC Institutes
No. 21 Bukit Batok Street 22
Tel: 6415 3588 Fax: 6415 3530
Website: http://www.shatec.sg/
Email: ptcourses@shatec.sg /enquiries@shatec.sg
9. Singapore Polytechnic
PACE Academy
500 Dover Road
Singapore 139651
Tel: 6772 1288 Fax: 6772 1957
Email: cec@sp.edu.sg
10. Skillmaster Training Centre Pte Ltd
21 Bukit Batok Crescent #10-82, WCEGA TOWER Singapore 658065
Tel: 6564 6181 Fax:6564 6065
Website: www.skillmastertc.com
Email:info@skillmastertc.com
11. Setsco Services Pte Ltd
18 Teban Gardens Crescent
Singapore 608925
Tel: 6895 0616 / 9177 6928 (Lee Ming) 6895 2224 / 9828 2320 (Connie)
Fax: 6566 7718
Website: www.setsco.com
Email: leeming@setsco.com / tengss@setsco.com
12. Xprienz Pte Ltd
46, Upper Serangoon Road
Singapore 347645
476 Tampines Street 44 #01-169
Singapore 520476
531 Bedok North Street 3 #01-704
Singapore 460531
84 Redhill Lane #01-1374
Singapore 150084
Tel: 6787 7151 Fax: 6789 6993
Website: www.xprienz.com
Email: enquiries@xprienz.com

Annex J
LIST OF CERTIFICATE COURSES FOR SCC STAFF (as of Jan 13)
1.
Level 2- WSQ- Higher Certificate in Community and Social Services (Student

Care)
BOX HILL INSTITUTE SINGAPORE PTE LTD
Finexis Building, Level 10,108 Robinson Road
Singapore 068900
Tel: 6227 7606 Fax: 6227 6870
Email: info.bhis@boxhill.edu.au
Website: http://www.boxhill.sg/
2.
Level 3- WSQ- Advanced Certificate in Community and Social Services (Student

Care)
Finexis Building, Level 10,108 Robinson Road
Singapore 068900
Tel: 6227 7606 Fax: 6227 6870
3.
Level 4- WSQ- Diploma in Community and Social Services (Student Care)

Finexis Building, Level 10, 108 Robinson Road
Singapore 068900
Tel: 6227 7606 Fax: 6227 6870
4.
Level 5- WSQ- Specialist Diploma in Community and Social Services (Student

Care)
Finexis Building, Level 10, 108 Robinson Road
Singapore 068900
Tel: 6227 7606 Fax: 6227 6870
We are not accrediting training courses. Please visit the agency to assess if their
programmes are to your expectation.

Annex K
CONFIDENTIAL
PRE-EMPLOYMENT MEDICAL REPORT FORM FOR
STUDENT CARE CENTRE STAFF
I. NOTES TO EMPLOYER
All Student Care Centres (SCCs) registered by the Ministry of Social and Family
Development (MSF) as administrators of student care subsidies, must ensure that their staff
undergo medical checks to determine they are fit for employment in a SCC. Please arrange
for new staff to undergo the medical examination as outlined below and keep a copy of this
report as well as other necessary documents for verification purposes.
II. NECESSARY MEDICAL TESTS:

a) Physical examination
b) Chest X-ray. Please attach a copy of the chest X-ray report to this form.
III. CERTIFICATION BY EXAMINING DOCTOR

Candidates must be examined by a doctor and certified:a) Not to have any medical conditions that will adversely impact their ability to carry out
his/her job scope and
b) Fit for employment based on the physical examination, chest x-ray and the doctors
assessment.
IV. STAFFS PARTICULARS

Name (as in NRIC/UIN):____________________________ NRIC No. /UIN: __________________
Date of Birth: _____________________
Occupation: _________________________
Expected Start
Date of Employment: _____________________ Contact No: _____________________________
Centres Name (State Branch): _____________________________________________________
Centres Address: _______________________________________________________________
_______________________________________________________________

Annex K
CONFIDENTIAL
V. MEDICAL HISTORY (TO BE COMPLETED BY THE SCC STAFF)
Have you EVER SUFFERED FROM OR BEEN TREATED for any of the conditions below?
Please tick the appropriate box. If Yes, please include details
Yes
No
Details
1. Psychiatric disorders or nervous

breakdown (includes anxiety and
depression)
2. Epilepsy
3. Tuberculosis
4. Others (to specify):

_______________________________
DECLARATION:
I declare that all the information provided in this form are true and correct, and that I
have not withheld any information of medical concerns of a similar nature, that will affect
my ability to carry out my job at the Student Care Centre.
_________________________________
Name and Signature of SCC staff

________________
Date
Annex K
CONFIDENTIAL
VI. CERTIFICATION BY EXAMINING DOCTOR
I certify that I have examined ____________________________________________ (Name

and NRIC/UIN) and assessed him/her * FIT / UNFIT for employment in the Student Care
Centre, based on his/her mental and physical health and public health risk.
Name of Doctor: ___________________________________________________________
Name and Address of Clinic: ________________________________________________

_________________________________________________________________________
_________________________________________________________________________
Tel No.: __________________________
Signature: _______________________
Date: ____________________________
* Delete accordingly

Stamp of Clinic:
Annex L (i)
DECLARATION OF OFFENCES
PLEASE SIGN AND ACKNOWLEDGE
The applicant _________________________________ (NRIC______________________)

(Name as in NRIC)
has / has not* (delete where necessary)

(a) Committed any offence under section 5, 6, 7, 11, 12 or 13 of the Children and Young
Persons Act (Cap 38), or any other offence involving child abuse or child neglect;
(b) Committed any offence under Part XI of the Womens Charter (Cap 353);
(c) Committed any offence under Section 354, 354A, 372, 373, 373A, 375, 376, 376A,
376B, 376C, 376D, 376E, 376F, 376G, 377, 377A, 377B or 509 of the Penal Code
(Cap 224).
(d) Been convicted in any court of law. If (d) has been selected, please fill up details of
conviction.
(e) Been issued with a warning letter by the Ministry of Social and Family Development.
I declare that the information provided in this application by me to the Ministry of Social and
Family Development is true and I furnish it knowing that I may be liable to legal action if I
have wilfully stated any information which I know to be false or do not believe to be true. I
also understand that any part of this application improperly completed may lead to the
rejection of the application.
________________________
Name of Applicant

_____________________
Signature
_____________
Date
Annex L (ii)
DECLARATION OF OFFENCES
Details of conviction
(1) I have been convicted of the following offence(s):
Name of applicant: _______________________________

NRIC No.: ______________________
(i) Nature of Offence: ____________________________________

(ii) The court: ___________________________________________
(iii) Date of conviction: ____________________________________
(iv) Sentence/ Fine imposed: _______________________________
_________________________
Name of Applicant

____________________
Signature
____________
Date
Annex L-1 (iii)

BRIEF DESCRIPTION OF OFFENCES
A. Womens Charter Cap. 353
SECTION
140.
141.
142.
143.
144.
145.
146.
147.
148.
149.
150.
151.
152.
153.
154.
155.
156.
157.
158.
159.
160.
161.
162.
163.
164.
165.
166.
167.
168.
169.
170.
171.
172.
173.
174.
175.
167.
177.
178.
179.
DESCRIPTION
Offences relating to prostitution.
Traffic in women and girls.
Importation of woman or girl by false pretences.
Permitting girl below the age of 16 to use premises for sexual penetration.
Permitting mental defective to use premises for sexual penetration.
Causing or encouraging prostitution of, sexual penetration with, or indecent assault
on, girl below the age of 16.
Persons living on or trading in prostitution.
Suppression of places of assignation.
Suppression of brothels.
Notice to owner and occupier.
Determination of tenancy of places in conviction for permitting use as brothel, etc.
Demolition of structural contrivances for facilitating the running of a place of
assignation or of a brothel.
Authority of courts to issue arrest and search warrants.
Trials in camera in certain cases.
Trial of offences.
Detention pending judicial proceedings.
Director may examine women or girls and person in charge of them.
Inspection.
Security on departure of women or girl from Singapore
Woman or girls below the age of 21 used or trained for immoral purposes, etc.
Director may order detention of woman or girl in certain cases.
Period of detention of women or girl in place of safety.
Marriage not to be contracted without the consent of Director.
Women and girls in urgent need of refuge.
Transfer of women or girls from one place of safety to another place of safety
within Singapore.
Removal of women or girls to Malaysia, Brunei Darussalam or Hong Kong by order
of Minister.
Appeal.
Women and girls may be received into and detained in Singapore.
Women and girls so received to be subject to local law.
Women and girls detained to be subject to rules.
Director may cause persons to be photographed.
Power to summon and examine persons in certain circumstances.
Record of evidence.
Power of search.
Power of arrest and seizure.
Presumptions arising out of warrants.
Appointment of officers.
Minister may establish places of safety.
Boards of Visitors
Discharge of Committees

Annex L-2 (iv)

B. Penal Code Cap. 224
DESCRIPTION
375.
Rape
376A.
Sexual Penetration of minor under 16

Annex M
RECOMMENDED LIST OF FIRST AID TRAINING AGENCIES
1.
ACADEMIC CENTRE & CLINIC PTE LTD

18 Jalan Masjid #02-04
Kembangan Plaza
Singapore 418944
Tel: 67474101 / 67474102
Fax: 67474286
Attn: Dr. Sean Chong
Email: customerservice@academiclinic.com
2.
EMERGENCIES FIRST AID & RESCUE PTE. LTD.

2 Jurong East St. 21
#04-32D IMM Building
Singapore 609601
Tel: 65606060
Attn : Ms Doris Cheng
Email: emergencies@pacific.net.sg
3.
ER AMBULANCE & SERVICES PTE. LTD.

Block 1093 Lower Delta Rd
#05-01/02 Mapletree Industrial Building
Singapore 169204
Tel: 62222995
Attn : Ms Nisha Meulin Babu
Email: admin@er.com.sg/training@er.com.sg
4.
LIFE SAVING TRAINING CENTRE

Block 102 Yishun Avenue 5
#02-113
Singapore 760102
Tel: 67585504
Attn : Mr V Krishnan
Email: admin@lstc.com.sg
5.
MHI TRAINING MASTER

7 Lorong Paya Lebar
Singapore 536305
Tel: 6440 8422
Email : enquiry@mhitraining.com
6.
PRATIQUE TRAINING CONSULTANCY

2D Hong San Walk
#13-03
Singapore 689050
Hp: 97708005
Attn : Mr Philip Loh
Email: philip@pratique.com.sg

Annex M
RECOMMENDED LIST OF FIRST AID TRAINING AGENCIES
7.
SINGAPORE FIRST AID TRAINING CENTRE

142 Neil Road
Singapore 088871
Attn: Ms. Priya Subramanian
Email: sfatc@firstaidtraining.com.sg
8.
SINGAPORE RED CROSS SOCIETY

15 Penang Lane
Red Cross House
Singapore 238486
Tel: 63360269
Attn: Ms. Faiszah bte Abdul Hamid
Email: training.admin@redcross.org.sg
9.
ST. JOHN AMBULANCE SINGAPORE

420 Beach Road
Singapore 199582
Tel: 62980300
Attn: Mr Joseph Ng
Email: firstaid@sjas.org.sg/hussain@sjas.org.sg

Annex N
SAMPLE DAILY TIME TABLE
TIME
ACTIVITY
1.00PM-1.15PM
Arrival of Students
1.15PM- 2.30PM
Bath & Lunch Time & Interactive Time
2.30PM-4.00PM
Homework
4.00PM-4.30PM
Rest/Tea-break
4.30PM-5.15PM
Revision Time or Enrichment Classes (IT/ Art & Craft etc.)
5.15PM-6.00PM
Fun and Games (Indoor/Outdoor)
6.00PM-6.15PM
Pack Up
6.15PM-6.30PM
Departure of Students

Annex O
INCIDENT RECORD FORM

Date/Time:
Venue:
Class:
Persons Involved:
Teacher-in-Charge:
Supervisor:
Description:

Annex O
INCIDENT REPORT FORM
Actions Taken:
Signature of
teacher/date:

Signature of
supervisor/date:
Annex P
GUIDELINES ON CLOSURE DAYS
Prior to selecting the dates for closure, SCCs are to be familiar with the Ministrys
Guidelines on Closure Days.
Student care centres should be open throughout the year, except Sundays and gazetted
public holidays. Centres may observe half-days on the eves of any 3 public holidays. In
addition, centres may close for a maximum 5 days in a calendar year for staff
development, maintenance and other purposes.
Centres should note that these additional 5 days of closure is not mandatory and feedback
may be obtained from parents on the proposed days of closure. Should centres plan to
utilise the 5 days of closure, the closure days are to be included in the Parents Handbook
and highlighted to parents during orientation/registration. Parents must also be informed at
least two months in advance of any changes to the original planned days of closure so that
alternative care arrangements can be made during such closures.
In addition, these guidelines should also be adhered to:
(a) At least 2 days out of the 5 closure days are to be used for staff training and
curriculum planning.
(b) If Saturdays are being used for staff training, these Saturday closures will be considered
as half day closures and not full day closures.
Centres may close for a maximum of 5 Saturdays (ie, 2 days) a year for staff training.
However, this is limited to a maximum of 2 Saturdays for per quarter within a calendar year.
Centres are discouraged from closing on consecutive Saturdays so as not to inconvenient
parents who require student care services on Saturdays.
(c) Should the centre decide to close on Saturdays due to purposes other than staff
training, only 1 Saturday closure is to be considered as a day closure and the
subsequent Saturday closure will be considered as a full day closure.
(d) Centres are allowed to close at 2pm on the eves of any 3 public holidays. However, any
closure on these days will be considered as a full day closure.
(e) Parents should also be reminded at least 1 month prior to the confirmed closure days via
circulars. Notice of closure days should also be displayed on the notice board for parents
information.
(f) Unused closure days cannot be forwarded to the next calendar year.
(g) According to the centres commencement date of operation, the number of closure days
allowed for that year will be subjected to pro-rating.

Annex Q
SAMPLE OF STUDENTS MEDICAL RECORD
CONFIDENTIAL
1.
Type of immunisation
DATE OF VACCINATION
BCG
Diptheria, Pertussis & Titanus
Polio Vaccine
Hepatitis B Vaccine
Measles /Mumps/Rubella Vaccine
Others (Specify): ________________________________________________________
2.
Physical disabilities
Yes
i.
Speech
ii.
Sight
iii.
Hearing
iv.
Movement
No
Others (Specify): ________________________________________________________

Annex Q
CONFIDENTIAL
3.
Did/Does your child have any of the following medical conditions?

Yes
i.
Frequent colds
ii.
Tonsilitis
iii.
Ear Aches
iv.
Stomach Aches
v.
Fits Due to High Fever
vi.
Bronchial Asthma
vii.
Epilepsy
viii.
Kidney Disease
ix.
Heart Disease
x.
Diabetes Mellitus
xi.
Congenital Heart Disease
xii.
Operations
(Please specify if any:
No
Others (Specify): ___________________________________________________________
4.
Has your child had any serious accident?
Yes / No
If Yes, please specify: ____________________________________________________
5.
Is your child allergic to anything?
Yes / No
If Yes, please specify: ____________________________________________________

Annex Q
CONFIDENTIAL
6.
Do you know what his/her allergy is caused by?
Yes / No
If yes, how does it manifest itself?

Yes
i.
Asthma
ii.
Hay fever
iii.
Hives
No
Others (specify): ____________________________________________________________
7.
Special diet required?
Yes / No
If Yes, please specify: ___________________________________________________
8.
Has your child attended/or still attending any

Hospital/OPD/Private Doctor/Specialist?
Yes / No
Name of Hospital/Clinic: _______________________________________________

Name of Doctor: _____________________________________________________
Date of Next Appointment: _____________________________________________
Hospital Clinic Reg. No.: _______________________________________________
Reason for Attendance:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Annex Q
CONFIDENTIAL
9.
Is your child taking any medicine regularly?
Yes / No
If Yes, please write down the name and if possible, the dosage of the medicine:
Drug Allergy: ___________________________________________________________
In case of emergency, contact: ________________________________________________

Doctors Name: ____________________________________________________________
Tel No.: __________________________________________________________________
Address of Clinic/Hospital: ____________________________________________________
Name of Parent/Guardian: ____________________________________________________

Tel No.: _________________ (Home) ________________ (Office) _______________ (HP)
Signature of Parent/Guardian: _________________________________________________
Please note that teachers should be informed of any special precautionary

measures that have to be taken in SCC for the safety and health of your child.

Annex R
LIST OF HOTLINE NUMBERS
HOTLINES
NUMBERS
1. Child Care Information Line
6258 5812
2. Tinkle Friend
1800-274 4788
3. SOS
1800-221 4444
4. Parentline
6289 8811
5. Child Guidance Clinic
6389 2200
6. Child Protection and Welfare Services
1800-777 0000
7. PAVE (Promoting Alternatives to Violence) 6555 0390

8. TRANS Safe
6449 9088
9. Touch Community Services
6377 0122
10. ComCare Call Hotline
1800-222 0000

Annex S (i)
List of Family Service Centres (FSCs)
Agency Name
Address
Website / E-mail
Tel. / Fax No.
@27 Family Service

Centre
Blk 27 Telok Blangah Way,

#01-1018, Spore 090027
Ang Mo Kio Family

Service Centres (Ang Mo
Kio)
Blk 230 Ang Mo Kio Ave 3,

#01-1264, Spore 560230
http://www.amkfsc.org.sg/
amkfsc230@amkfsc.org.sg
6453-5349 / 64556183
Ang Mo Kio Family

Service Centres (Cheng
San)
Blk 445 Ang Mo Kio Ave 10,

#01-1647,Spore 560445
amkcsfsc@starhub.net.sg
6454-6678 / 64547995
Ang Mo Kio Family

Service Centres
(Sengkang/Punggol)
223D Compassvale Walk,

#01-673, Spore 544223
sengkang@amkfsc.org.sg
6312-8100 / 63125631
AWWA Family Service

Centre
Blk 107 Towner Rd,

#01-356, Spore 321107
http://www.awwa.org.sg
awwafsc@awwa.org.sg
6291-1712 / 62916639
Bukit Ho Swee Family

Service Centre
Blk 5 Delta Avenue, #01-09,

Spore 160005
http://www.beyond.org.sg/
mail@beyond.org.sg
6274-2646 / 62721923
Care Corner Family

Service Centre
(Admiralty)
Blk 718 Woodlands Ave 6,

#01-658, Spore 730718
http://www.carecorner.org.sg/
am.fsc@carecorner.org.sg
6365-8751 / 63656267
Care Corner Family

Service Centre
(Queenstown)
Blk 88, Tanglin Halt Road,

#05-01, Spore 141088
qt.fsc@carecorner.org.sg
6476-1481 / 64761483
Care Corner Family

Service Centre (Toa
Payoh)
Blk 158 Lor 1 Toa Payoh,

#01-1522, Spore 310158
tp.fsc@carecorner.org.sg
6356-1622 / 63561623
Care Corner Family

Service Centre
(Woodlands)
Blk 345 Woodlands St 32,

#01-198, Spore 730345
wl.fsc@carecorner.org.sg
6362-2481 / 63624824
Care Corner Family

Service Centre
(Tampines)
Block 299B Tampines Street

22
#01-670 Singapore 522299
tm.fsc@carecorner.org.sg
6786-6225/
6786-6077
Covenant Family Service

Centre
Blk 613 Hougang Ave 8, #01432, Spore 530613
http://www.covenantfsc.mws.org.s
g/
admin@covenant.mws.org.sg
6282-8558
Daybreak Family Service

Centre
Blk 855 Yishun Ring Road,

#01-3539, Spore 760855
http://www.mws.org.sg/
admin@daybreak.mws.org.sg
6756-4995 / 67524709
Fei Yue Family Service

Centre (Bt Batok)
Blk 185 Bt Batok West Ave 6,

#01-187, Spore 650185
http://www.fycs.org/
6569-0381 / 65695868

Centre (Choa Chu Kang)
Blk 280 Choa Chu Kang Ave

3, #01-360, Spore 680280
6762-5215 / 67628120

Centre (Yew Tee)
Blk 604 Choa Chu Kang St

62, #01-53, Spore 680604
6416-2162 / 64162182

-/ contact@27fsc.org.sg
6270-8327
Annex S (ii)
Agency Name
Address
Fei Yue @ Champions

Way
Blk 569B Champions Way,

#01-380, Spore 732569
Hougang Sheng Hong

Family Service Centre
Blk 237 Hougang Street 21,

#01-406, Spore 530237
Kampong Kapor Family

Service Centre
Blk 2 Kitchener Road, #03-89,

Spore 200002
Lakeside Family Centre

(Jurong East)
Website / E-mail
Tel. / Fax
No.
6690-1000/
6570-0797
http://www.shenghong.org.sg/familyservices
fsc@shenghong.org.sg
6289-5022 /
6289-8242
--
6299-7662 /
6294-2116
Blk 302 Jurong East St 32,

#01-22, Spore 600302
http://www.lakeside.org.sg/
lfcje@lakeside.org.sg
6564-9722 /
6564-9422
Lakeside Family Centre

(Jurong West)
Blk 516 Jurong West St 52,

#01-73, Spore 640516
http://www.lakeside.org.sg/
lfcjw@lakeside.org.sg
6567-1908 /
6565-6435
Marine Parade Family

Service Centre
Blk 53 Marine Terrace , #01227 Singapore 440053
http://www.mpfsc.org.sg/
contact@mpfsc.org.sg
64450100
THK Family Service

Centre @ MacPherson
Blk 91 Paya Lebar Way, #013023, Spore 370091
macfsc@thkmc.org.sg
6741-4255 /
6741-6989
THK Family Service

Centre @ Bedok North
Blk 534 Bedok North St. 3,

#01-814, Spore 460534
bnfsc@thkmc.org.sg
6449-1440 /
6242-2040
THK Family Service

Centre @ Bt Panjang
Blk 139 Petir Road, #01-448,

Spore 670139
bpfsc@thkmc.org.sg
6767-1740 /
6767-2771
Pasir Ris Family Service

Centre
Blk 256 Pasir Ris St 21, #01289, Spore 510256
http://www.goodnews.org.sg/prfsc/
prfsc@goodnews.org.sg
6581-2159
PPIS- Family Service

Centre (West)
Blk 301 Bukit Batok St 31,

#01-01, Spore 650301
http://web.ppis.sg/
fscwest@ppis.sg
6561-3462 /
6561-6420
PPIS- Family Service

Centre (East)
Blk 41 Chai Chee St. #01-16

Spore (461041)
http://web.ppis.sg/
REACH Family Service

Centre
Blk 187 Bishan St 13, #01-475,

Spore 570187
Rotary Family Service

Centre
http://www.reach.org.sg/
contact@reach.org.sg
6252-2566 /
6252-2445
Blk 346 Clementi Ave 5, #0110, Spore 120346
http://rotarysingaporefoundation.org/
frcsg@rotarysingaporefoundation.org
6779-9488 /
6776-2673
SBL Vision Family

Service Centre
Blk 946 Tampines Ave 4, #01338, Spore 520946
http://www.sblvisionfsc.org.sg/
sbl@sblvisionfsc.org.sg
6544-2263 /
6544-2253
Sembawang Family
Service Centre
Blk 326 Sembawang Crescent,

#01-52, Spore 750326
http://sfsc.org.sg/
admin@sfsc.org.sg
6754-7050 /
6754-0112
Serangoon Moral Family

Service Centre
Blk 238 Serangoon Ave 2,

#01-47, Spore 550238
http://www.chkmps.org.sg/
6284-7123 /
6284-5221
SINDA Family Service

Centre
1 Beatty Road, Spore 209943
http://www.sinda.org.sg/parents/familyservice-centre/
1800 295
4554

Annex S (iii)
Agency Name
Address
Website / E-mail
Tel. / Fax No.
Singapore Children's
Society Family Service
Centre (Yishun)
Blk 107 Yishun Ring Road,

#01-233, Spore 760107
http://www.childrensociety.org.sg
info@childrensociety.org.sg
6753-7331 /
6753-2697
Tampines Family
Service Centre
Blk 470 Tampines St 44,

#01-194, Spore 520470
http://www.tampinesfsc.mws.org.sg/
admin@tampines.mws.org.sg
6787-2001 /
6787-4459
THK Family Service

Centre @ Tanjong
Pagar
Blk 18 Jalan Membina,

#04-01, Spore 164018
http://www.thkmc.org.sg/thk-family-servicecentre-tanjong-pagar/
tpfsc@thkmc.org.sg
6270-6711 /
6270-9663
TRANS Family Service

Centre (Bedok)
Blk 411 Bedok North Ave 2,

#01-106, Spore 460411
http://www.transfamilyservices.org.sg/
transbd@trans.org.sg
6449-0762 /
6449-8135
TRANS Family Service

Centre (Bukit Timah)
Blk 1 Toh Yi Drive, #01143, Spore 591501
http://www.transfamilyservices.org.sg/
transbt@trans.org.sg
6466-2287 /
6469-2790
Whispering Hearts
Family Service Centre
Blk 646 Jurong West St 61,

#01-142, Spore 640646
http://www.viriya.org.sg/WHFSC/index.html
whfsc@viriya.org.sg
6795-1008 /
6795-8970

Annex T
MINIMUM REQUIREMENTS FOR ADMINISTRATORS OF STUDENT CARE SUBSIDIES
1. To receive student care subsidies, SCCs shall meet the following service requirements:
a)
b)
c)
d)
e)
f)
Accept all students regardless of their race, language or religion;

Be located at approved premises to cater and accept students living in the vicinity;
Ensure that at least 10% of the centres enrolment are children receiving SCFA
subsidies;
Ensure proper documentation of applicants and beneficiaries details, attendance and
health records, student care subsidies applications, renewal, appeals, withdrawal
forms and supporting documents. Records must be kept for a period of 3 years from
the date of the childs withdrawal from centre. Centres should also comply with any
legislative requirement of keeping financial records for a period of 5 years; Provide a
minimum of 3 months notice to existing SCFA beneficiaries in the event of closure by
the Centre or if the Centre does not meet the requirements for renewal of its
registration to receive student care subsidies;
Provide a minimum of 3 months notice to enrolled students and to MSF if the Centre
intends to raise its fees; to time increases for the beginning of the calendar year and
to avoid increases in the middle of the year.
Meet the following provisions as outlined below:
i)
Conduct a structured programme which enables children to optimize their
physical, intellectual and social development;
ii)
Be open for the stipulated hours and during school holidays;
iii)
Provide adequate supervision according to the specified programme staffchild ratio;
iv)
Provide a conducive environment which meets the stipulated space norms
and facilities; and
v)
Meet the required safety, health and hygiene standards.
2. Structured Programme
SCCs are required to provide the following basic student care services. A structured daily
time-table for the children shall be displayed in the centre which outlines the following:
x Daily Meals (breakfast, lunch and tea)
x Homework supervision
3. Operating Hours
SCCs are expected to open during the following hours to support the needs of
working parents / guardians:
x Mondays to Fridays, 7.30 am or earlier to 6.30 pm or later;
x Saturdays, 7.30 am or earlier to 1.30 pm or later; and
x Closed on Sundays and gazetted public holidays.
SCCs are expected to offer a full-day programme during school holidays.
4. Adequate Supervision
The SCCs are required to meet a programme staff-child ratio of at least 1:25 to ensure
adequate child supervision is provided.

Annex T
5. Conducive Environment
SCCs are expected to provide a conducive care environment which meets the
recommended ratio of indoor floor space to children per session. The recommended floor
area of 90 square metres can take in approximately 25 students per session.
SCC should have allocated spaces set aside for a study area, activity area, bathroom, and
toilet facilities. There should be sufficient and suitable lighting, furniture, equipment, and
common communication boards within the Centre.
The centre shall be properly maintained regularly to ensure cleanliness and hygiene at all
times.
6. Health and Safety
SCCs are required to adhere to the relevant health advisories issued by MSF, Ministry of
Health and National Environment Agency and be familiar with the operating procedures and
guidelines in managing health conditions e.g. Hand, Foot and Mouth Disease, haze, flu
epidemic and etc.
An emergency evacuation plan, safety kits and a list of emergency telephone numbers
should be made accessible to centres staff, volunteers and children.
SCCs are required to ensure the safety of children who are enrolled in their centres. SCCs
shall notify the relevant authorities and refer the child to help agencies if there are signs that
the child is subjected to physical, emotional, psychological, sexual abuse, neglect, child
exploitation or other stressors at home.


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GUIDELINES FOR

Guidelines for Student Care Centres

The Physical Environment

ComCare Student Care Fee Assistance

Layout and Fitting

Guidelines for Student Care Centres (2013)

CHAPTER 1: THE PHYSICAL ENVIRONMENT

Use of Space (Indoor and Outdoor areas);

The recommended usable floor area :

Book shelves and the adjoining space

1.1 USE OF SPACE

Crafts Display Corner

The SCC operators would need to ensure

Guidelines for Student Care Centres (2013)

CHAPTER 1: THE PHYSICAL ENVIRONMENT

ii. Activity areas/Interest corners

A cosy area with some cushions can

Other possible activity areas/interest

Interaction and Hobby Corner

Guidelines for Student Care Centres (2013)

CHAPTER 1: THE PHYSICAL ENVIRONMENT

Equipment, furniture and activities

All rooms should be well-ventilated by

Exhaust fans should be used to

Guidelines for Student Care Centres (2013)

Sufficient windows with blinds/curtains

The lighting effect can be enhanced

Having a variety of lighting forms (for

CHAPTER 1: THE PHYSICAL ENVIRONMENT

1.3 GENERAL MAINTENANCE

Ensuring a clean and safe environment

The floor, windows, doors, furniture and

Floors should be swept/vacuumed and

Non-slip mats (if any) should be free from

Carpeted floor is not encouraged. If used, it

Furniture, fittings and fixtures should be

Filters in the air-conditioners should be

All litter bins should be lined, properly

PVC mattresses and mattress covers

Spring cleaning sessions

All fixtures, fittings, furniture, gross motor

Furniture should be sufficient, functional

Guidelines for Student Care Centres (2013)

Prompt action should be taken to maintain an

CHAPTER 1: THE PHYSICAL ENVIRONMENT

1.4 LEARNING ENVIRONMENT

Language games which enhance

b. Partitions, walls and floors

Encourage the students to be involved

Personal artwork, photos, as well as

Moreover, a sense of belonging and

In conclusion, the SCCs physical

a. Equipment and learning resources

Portable equipment like balls, sports

Guidelines for Student Care Centres (2013)

CHAPTER 2: SAFETY / HEALTH / HYGIENE / NUTRITION

One of the most basic and important elements

ii. All chemical, cleaning products and other

SCCs are encouraged to follow the Infection