I have prepared a plan to manage the lunchtime transition/ routine.

Can you please help me rewrite it using the information I have provided so it sounds smooth, more sophisticated and at a diploma level in childcare.

Describe what the children are doing prior to lunch and how you will manage the transition to toilet/hand washing and seating:

Prior to lunch, morning activities have been completed and the children are engaging in outdoor activities, this may include set up experiences and/or free play, depending on their interests.

I will manage the transition to hand washing by announcing to the children that it is time to start packing up as we are heading inside for lunch in 15 minutes. After 5 minutes has passed, I will announce again that we will be going inside in 10 minutes and remind the children to pack away their toys. Once 5 minutes has passed, I will announce that it is time to start lining up at the door to wash our hands for lunch. Whilst the educators are supervising outside and encouraging the children to pack up, I will send one educator inside to set the table with placemats so the children can see their picture and know where they are sitting once they have washed their hands. I will encourage the children to sit on the grass in front of the door when waiting to go and wash their hands, I will send one educator to the sink to assist the children while another educator is standing at the door calling their names to go inside, the other educators will be engaging with the children while they are waiting by singing with them to ensure they stay sitting nicely and their patience is maintained.

Lastly, when there starts to become more children inside than outside, I will send one educator to the tables to guide the younger children when looking for their placemat/ seat.

Describe how you will manage/coordinate the lunch service routine (including, the role of other educators, special considerations such as children on special diets, children with behaviour challenges, children who need additional support):

I will manage and coordinate the lunch routine by assigning each educator with a role. The educator who set the tables with the children's placemats is aware of who has a special diet and has placed them at one table where they can sit together. Children with behaviour challenges and who need additional support usually sit in the high chairs, they have developed a sense of awareness of the routine and understand it is their seat and appear to enjoy sitting their as they are eager to climb in and clip the buckle independently. I will assign two educators to assist the children who need help feeding, I will assign another educator to sit/ engage with the children on special diets to ensure they don't feel left out or different and the other educator will be floating, helping when needed and providing the children with seconds if requested. When the children have settled into the lunchtime routine, the educator floating will begin to hand out everyone's water bottles.

Describe how you will manage/coordinate the transition after lunch:

After lunch, the children are transitioning to nap time and the school children are setting up to do quiet activities. During this time, I will assign the educators a role, this includes helping children to clean their hands and faces, assisting children who need to use the toilet before nap time and guiding children to their beds. When the children have transitioned to their beds, educators will help to settle them by patting their backs, one educator will be sitting with the school children while the others start to take their lunch breaks.

Describe how you will manage/coordinate the clean-up:

Educators refer to the duty roster to see where they are meant to be and what they should be doing during specific times. I have designed the duty roster to be fair towards all staff, however, when the cook is here, she has the duty to clean up after lunch time. I will instruct the staff to make sure the children stay at the table so the cook is able to clean up without disruption.