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OUR POLICY BOOK 2016

Beehive KINDY 15 PIKETT STREET CLONTARF. Q 4019

Phone : 3883 2668 Email: [email protected] Web: www.beehivekindy.com.au

Reviewed March 2016 2

TABLE OF CONTENTS

POLICY PAGE POLICY PAGE ALL ABOUT BEEHIVE HEALTH AND SAFETY CONTINUED … ABOUT OUR CENTRE 2 MAJOR EXTERNAL EMISSIONS/SPILL 35 AGR GROUPINGS 2 INTERNAL EMISSIONS/SPILL 35 EDUCATOR/CHILD RATIOS 2 EARTHQUALKE 35,36 OUR EDUCATORS & SUPERVISORS 3 LOCKDOWN PROCEDURE 36,37 ENROLMENTS 3 MEDICAL EMERGENCY 37 ENROLMENT PROCEDURES 3 INTRUDER/PERSONAL THREAT 37 INFO FOR PARENTS AND GUARDIANS 4 EMERGENCY SERVICES CONTACT POLICY 37,38 ACCEPTANCE AND REFUSAL OF AUTHORISATIONS 4 DEATH OF AN EDUCATOR POLICY 46 INCLUSION/CULTURAL DIVERSITY 4,5 DEATH OF A CHILD POLICY 46,47 ARRIVALS AND DEPARTURES 6 COMMUNICATION WITH FAMILIES 6,7 OUR PROGRAMS AND CURRICULUMS FEEDBACK FROM FAMILIES 7 NATIONAL QUALITY FRAMEWORK POLICY 39 ORIENTATION FOR CHILDREN 8,9 EDUCATION, CURRICULUM AND LEARNING POLICY 39,40,41 CODE OF CONDUCT: EDUCATORS 9,10 PROGRAMMING AND CURRICULUM DEVELOPMENT 41,42 CODE OF CONDUCT POLICY: PARENTS, GUARDIANS, 11 INTERACTIONS WITH CHILDREN 42 VOLUNTEERS DETERMINING RESPONSIBLE PERSON 12 BEHAVIOUR MANAGEMENT 43,44,45 FEES 13 POLICIES FOR OUR VISITORS VOLUNTEERS, STUDENTS, WORK EXPERIENCE PLACEMENTS 48 ALL ABOUT HEALTH AND SAFETY VISITORS POLICY 48,49 INCIDENTS, INJURY, ILLNESS AND TRAUMA POLICY 13,14 SUSPECTED ILLNESS POLICY 14,15 EVERYDAY ROUTINE POLICIES AND PROCEDURES INFECTIOUS DISEASES 15 EXCURSION POLICY 49,50 IMMUNISATION AND CHILDREN 15,16 RECORD KEEPING 51 IMMUNISATION AND EDUCATORS 16 GOVERNANCE AND MANAGEMENT OF CONFIDENTIAL RECORDS 51 IMMUNISATION DOCUMENTATION 16 PROFESSIONAL DEVELOPMENT 51 ADMINISTRATION OF AUTHORISED MEDICATION 17 STAFFING ARRANGEMENTS POLICY 52-55 ANAPHYLAXIS POLICY 17,18,1 ROUTINES 56 9 FIRST AID 19,20 CONTINUITY OF CARE POLICY 56,57 HAND WASHING & HYGIENIC TOILETING PROCEDURE 21 REST PERIODS 57 CLEANING PROGRAM 22 TOILETING 58 FOOD HANDLING AND HYGIENE 22 CLOTHING POLICY 58 NUTRITION/MEAL PLANNING 22,23 DENTAL CARE 58 FOOD SERVES 23,24 SUN PROTECTION 58 FOOD PREPARATION 24 APPLYING SUNSCREEN POLICY 59 FOOD AND CHILDREN UNDER 2 YEARS 24 NAPPY CHANGE PROCEDURE 59 RISK MANAGEMENT 25,26 TOILET TRAINING POLICY 59 INFECTION CONTROL 26 MEDIA AND TECHNOLOGY 64,65 CHILD PROTECTION 27 PHOTOGRAPHY POLICY 65,66 NOTIFICATION OF SUSPECTED ABUSE 27 SOCIAL MEDIA POLICY 66,67 WORKPLACE HEALTH AND SAFETY 28,29 ANIMAL AND PET POLICY 76 FIRE AND EVACUATION PLAN 30 EMERGENCIES – GENERAL 30-31 PHYSICAL ENVIRONMENT POLICIES EMERGENCY MANAGEMENT AND EVACUATION POLICY 31-34 PHYSICAL ACTIVITY PROMOTION POLICY 59,60 FIRE POLICY 34 SUPERVISION POLICY 60,61 SEVER WEATHER/STORMS AND FLOODING 34 MAINTENANCE OF BUILDINGS AND OUTDOOR AREAS 61 PANDEMIC 34 ENVIRONMENTAL SUSTAINABILITY 62 BOMB/CHEMICAL THREAT 34,35 HANDLING AND STORAGE OF CHEMICALS 62,63 TOBACCO, DRUGS AND ALCOHOL POLICY 63 TRANSPORTATION OF CHILDREN 63 ROAD SAFETY EDUCATION 64

SERVICE MANAGEMENT POLICIES RECORD KEEPING AND RETENTION POLICY 67-71 PRIVACY AND CONFIDENTIALITY 71-74 UNENROLLED CHILD POLICY 76 POLICY REVIEW POLICY 76 COMPLAINTS 75 GOVERNANCE POLICY 77-79

POLICY REVIEW DUE: MARCH 2017 3 4

ABOUT OUR CENTRE – OUR SERVICE PHILOSOPHY

At Beehive Kindy we all value the early childhood years. We believe these years are an important and magical part of the total life experience. Our centre is small and family owned. We believe the children who attend our centre thrive through quality and personalised care. Many of our staff have worked at our service for years now. The staff see families expand, as well as children growing from toddlers through to the Kindy group, and then onto our out of school hours care program. Our staff believe in lifelong learning and study. Educators attend conferences and seminars pertaining to Early Childhood Education, to keep them up to date with new trends and research in the childcare industry. We are continually learning about the National Quality Standards and the Early Years Learning Framework [Belonging, Being, Becoming]. We work side by side with The Office of Early Childhood being our guide in striving for best practice. We reflect individually and as a team on our work and children’s learning. We use each child’s knowledge, ideas, culture, abilities, and interests to build the curriculum. We promote learning at every opportunity, including through our daily routines, relationships with families, as well as encouraging lifelong learning and independence. We strive to support children across all areas of their development. We understand and acknowledge that young children learn through their play experiences. We offer a variety of self-initiated and planned play experiences, which children will benefit from. We believe that communication with families is vital in building strong relationships and achieving the best outcomes for their children’s learning and wellbeing. We encourage input from parents on a day to day basis; we can then use that information to individualise learning experiences spontaneously. We endeavour to build connections with our local community at every opportunity [It takes a village to raise a child]. We strive for our curriculum to be inclusive, sustainable and respectful of the diversity in our local community.

AGE GROUPINGS

Children are grouped in our centre according to the following:

 The ‘Teddy Bears’ Room - 15 months – 3 years

 The ‘Wombats’ Room - 3 years – 5 years

 The ‘Schoolies’ (Before and After School Care + Vacation Care) - Prep – Year

EDUCATOR / CHILD AND RATIOS

Beehive Kindy caters for 44 children per long daycare day, and 50 children from 2:30 – 4:30pm for our Out of School Hours Care program. The current centre-based ratios are as follows:

Age Group Educator/Child ratio 0-24 months 1:4 >24 – 35 months 1:5 36 months – School age 1:11 5

School age 1:15

OUR EDUCATORS & SUPERVISORS

Here at Beehive, all our wonderful staff are referred to as ‘Educators’. We have clearly defined structures to assist us in our day-to-day management.

Our Nominated Supervisor and Approved Provider is Rachael O’Carroll. Our Key Responsible Person (Job-share Director role) is Chrissy Foreman Cranitch Our Educational Leader is: Chrissy Foreman Cranitch Our Certified Supervisors are: Billy White, Rebecca James, Sandra McAliece, Kayla Napier, Samantha Harrington Our Room Leaders are: Sandra McAliece and Elizabeth Stuczyk Our Educators are: Please see our foyer entrance for all our educators’ photos, centre placement and qualifications.

ENROLMENTS

Families are welcome to visit or call Beehive at any time during opening hours to enquire about enrolments at our centre. When a prospective family visits, they are kindly shown around the center and are introduced to the educators who will be caring for their child/children. Families are invited to stay to watch the programme, encouraged to ask any questions, to take home an enrolment package and even to revisit the centre another day for another look to confirm if Beehive is the right place for their family.

Upon enrolment families are given our Enrolment form to complete as well as a Family Information Booklet and other relevant information.

Waiting List Families are invited to visit our centre in person before putting their child’s name on our waiting list, so that they can make an informed choice. For children to be placed on the Beehive waiting list, their parents/custodians are required to return an enrolment form. There is no minimum age for when children’s names can be placed on our waiting list.

Priority of Access The following guidelines are used to determine priority of access by our Nominated on a case by case basis. These decisions may be based on the centre’s resources and limitations and a need for balance within groups. Parents are able to discuss any enrolment issues with the Nominated supervisor. The following are not listed in order.

 Children from Aboriginal / Torres Straight Islander Backgrounds  Working families  Studying parents  Families in crisis  Non-working families 6

 Children with special needs  Siblings of children who have attended the centre in the past

ENROLMENT PROCEDURE

When a position becomes available for a child, his/her family will be contacted by phone. If our offer for care is not accepted within 2 days, the position will be offered to the next child on the waiting list. If families accept a place for their child, the Beehive Kindy Enrolment Form must be completed, including:

 Permission for seeking emergency medical attention  Copies of any relevant court orders if any one parent is restricted in accessing the child  Agreement of the conditions of enrolment regarding sunscreen, photos, headlice checking etc.  Signed permission note permitting the centre to administer Paracetamol  Immunisation records and proof of age  Special dietary requirements  Special needs and illnesses  CRN numbers  Other relevant family details

INFORMATION FOR PARENTS AND GUARDIANS

Upon enrolment, families will have access to the following information about our service:

 We are licensed under the Act and must comply with the Act  The ages of the children in the group  The name, position and qualifications of each of the child’s carers  Provides the content and operation of the program in which the child will be involved  Displays current information about groups and centre staffing

Families can ask for information about the following:

 A general description of the activities and experiences given by the service  The service’s philosophy about learning and child development outcomes and how it is intended the outcomes will be achieved  The goals about knowledge and skills to be developed through the activities and experiences

ACCEPTANCE AND REFUSAL OF AUTHORISATIONS 7

Beehive requires parents and guardians to be over the age of 18 for all authorising records. This includes all permission documentation, signing in and out etc. Younger siblings are not authorised to collect children on behalf of parents at any time, an adult must be present.

Families with court orders must provide written documentation of who is and is not authorised to pick up their children.

When families notify Beehive of a change in authorisation, particularly regarding preference that a family member is not allowed to collect their child prior to court orders being arranged, Beehive is legally not able to refuse collection to the other parent until a legal document has been received, unless it is deemed unsafe or a risk to the child to do so.

INCLUSION/CULTURAL DIVERSITY

Beehive Kindy is committed to providing a learning environment for the children, and a working environment for Educators which is free from discrimination, harassment and bias. All children are included in the programme unless an independent assessor determines that the child cannot participate due to:

 Cognitve functioning which is extremely impaired  Behavioural patterns which place other children or staff at risk of serious injury i.e. an injury which needs a medical consultation.  Extreme physical impairment

Our program and working environment aims to minimize bias and actively promote inclusion by:

 Promoting equality opportunity  Valuing and nurturing the diverse range of abilities, talents and interests  Offering a welcoming environment to all people who enter our Beehive  Developing interest in other people in the environment – young and older  Providing resources that contain positive and non-discriminatory images of a variety of cultures and abilities

Children will be supported to develop positive gender, racial, cultural, and individual identities and to recognise their membership in many different groups.

A willingness to include others and to develop the skills to recognise and resist unfair treatment of others will be fostered by educators; acknowledging that children bring specific knowledge, skills, attitudes, values and language through membership of a particular cultural group.

Our Educators will:

Actively promote cultural acceptance by  Encourage children to be aware of their own and others’ physical characteristics and cultural beliefs and to be comfortable with differences  Enable children to feel pride, about their racial identity

Actively catering for special needs by 8

 Providing an educational environment in which all children can succeed.  Assisting children with special needs to develop autonomy, independence, competency, confidence and pride.  Modeling knowledgeable, comfortable and fair interactions with people with children with special needs  Developing innovative ways to involve children with disabilities is all aspects of the program.

Actively accepting gender identity by  Modeling a non-stereotypical view of gender roles  Identifying and offering positive alternatives for stereotypes and behaviors  Inclusive programming  Anti-bias employment conditions

Actively accepting children and families, regardless of language differences by  Encouraging and support the participation of all families in the program  Developing tailored methods of communication with parents whose first language is not English and  Developing tailored methods of communication with family members with special needs, using the help of interpreters and inclusion support

Actively integrating an anti-bias curriculum by  Increasing awareness of the Educators attitudes about gender, race, ethnicity, and physical abilities  Offering professional development for Educators  Offering training to support the implementation of the Anti-Bias Curriculum, as required 9

ARRIVALS AND DEPARTURES

Our attendance record is kept at our Sign In area, in the Beehive foyer.

All children attending must be signed in and out by an authorised person each day they attend. Authorised personnel are identified in family enrolment forms upon commencement. Beehive must be notified if any persons other than the authorised parent/guardian will be collecting your child. If authorisation of pick-up drops off changes, families are required to notify changes in writing immediately.

Every effort is made by all educators to ensure that children leave only with authorised personnel. Children will not be released into the care of a sibling - parents are responsible for the collection of the children and must be over the age of 18.

Upon arrival, parents are welcome to stay and communicate with their child’s Educators before leaving children with an educator to help them settle in. We believe it is important for families to advise children when they are leaving, to build a trusting feeling at our centre.

When saying goodbye, families are encouraged to let children know that they will be returning. If children become distressed on parting, an educator can offer a cuddle and an activity of interest, to help children settle in. Parents are welcome to stay at the centre as long as they like but once goodbyes have been said they should leave immediately as repeated farewells are upsetting for children.

It is important for educators to greet parents and children as they arrive and share with parents all the news of what has happened during the day when they collect them.

Safety gates have been provided at the Centre. It is the responsibility of the parents to shut the gates when arriving and departing.

COMMUNICATION WITH FAMILIES

Beehive values the participation of families at all levels. Our philosophy and programs actively encourage such communication. Parents and families are welcome to visit the centre at any time to observe and participate. Educators will communicate with parents and families in a positive and supportive manner and make every effort to chat on a daily basis.

Written Communication with families include:  Daily comments on lunch and sleeping times, other comments if needed  Curriculum programs and child profiles are displayed and available  The planned menu on our menu board  A newsletter, produced monthly  Communication books, as needed  Fee statements, either printed or emailed as per family choice  Notice boards and family pigeon holes for family communication  Parent Information Booklet, upon enrolment  Regular facebook and website updates 10

General Communication Parent enquires of a general nature may be assisted to by our Educators, as appropriate. Relief staff or educators not working directly with the child may forward queries onto an educator involved in the child’s daily routine.

Other Communication Beehive holds several social family functions throughout the year, for example, Mother’s and Father’s Day morning teas, working bees and more. We have a family business area at the office entrance, which all families are encouraged to add to and take from. Our ‘Have Your Say’ area in the front entrance enables families to fill out feedback and family input forms, to help us create inclusive, holistic programs and a sense of belonging.

Children’s Records Learning stories, photographs and artworks are kept to showcase each child’s progress and can be discussed with a staff member at any time. Portfolio recordings and documentation can be sighted by parents/guardians at any time. Please see your Room Educators for more information

Family Communication & Support Resources A collection of information of interest to parents is available and fact sheets are provided regularly with the newsletter and on the door as required, for example, infectious diseases.

Families from non-English speaking backgrounds Beehive will organise an interpreter via the services of Centrelink.

Face to Face Meetings Parents and family members are free to negotiate face-to-face meetings at any time suitable to both parties, in order to discuss issues and celebration regarding children at Beehive. Any important information may be recorded and kept on file for future referral.

Educator to Parent Communication Educators may communicate with parents in a number of ways, including verbally, written, pictorial, via newsletters, fliers, notices on the door and foyer and in-house presentations. Educators provide parents with daily written information including incident/accident reports, if necessary. The daily menu is displayed for all parents and visitors to the centre to read. A parent notice board displays relevant notices and information sheets.

Special Situations Parents are welcome to provide written information regarding special information about their child or family situation. Written documentation may be submitted to your child’s room educator, or to our Nominated Supervisors in the office. If any further action is required, it may take place either in person or by phone, depending on the individual circumstances. Enquires regarding matters of a more serious or specific nature should be directed to the Nominated Supervisor in charge of the centre at the time.

Any concern regarding the care received by a child, the actions of an educator, or the management of the Beehive should be discussed directly with our Nominated Supervisors, in the office. If our Nominated Supervisor is not present at the time when the parent expresses a concern or a complaint, the Responsible Person in charge should take brief details of the complaint and arrange for the Nominated Supervisor to contact the parent as soon as possible.

FEEDBACK FROM FAMILIES

We have an open door policy at Beehive and families are welcome to chat with us at any time regarding the care of their child. Families are welcome to provide feedback about our service in the following ways:

1. Face to face informal chat 11

2. Formal meeting with Educators or Nominated Supervisor 3. Written letter, addressed to 15 Pikett Street, Clontarf 4019 4. Notes in our Parent Suggestion Box 5. Notes in our ‘Have Your Say’ folder 6. Via email [email protected] 12

ORIENTATION FOR CHILDREN POLICY

To provide children and families with an orientation procedure that allows the child and family to transition to their child being in care, transition to a new room within the service or transitioning to school.

Implementation We believe orientation is an important process where educators are able to get important information about the new child’s needs and those of the family. This process helps to make the transition from home to care as smooth as possible with the aim to maintain continuity between home and the service, which helps the child adjust to the new setting.

The Nominated Supervisor will arrange for the new child to attend the service (together with parents/s) to visit and meet the staff, and familiarise with the environment. The children may participate in the activities if they so desire. A number of young children prefer to just watch, rather than do. Positive interactions at this time (between parents, educators and the child) are important for the children to build positive attitudes to the service environment. Educators are aware that some children respond to new experiences faster than others and will adapt to the situation.

At this time, the program will be discussed, as well as routines and any special requirements for the child that may need to be accommodated. Parent/s will also be encouraged to send any special comfort items (teddy etc) to help the child in the initial settling in period. Parents will also be invited to ring and check on their child at any time if there are any concerns.

Part of this orientation visit is also to explain/collect the required documentation for the child (enrolment form, immunisation record, CRN numbers and medicare number etc). Our Nominated or Certified Supervisor will also explain modes of fee payment and communication (newsletters, pockets, facebook, website, suggestion box etc), what the child will need, the importance of labelling personal items and also show the parent library where they can access the service’s policies and other resources. This will be accompanied by a Family Handbook.

Educators will also discuss how best to tailor the child’s settling in period – with some parents choosing to gradually build up to a full day so the child is reassured that the parents will return to collect them. Educators will encourage parents to say goodbye when dropping off – and reassured that if the child remains distressed over a period of time, that educators will contact them. Parents are able to stay as long as needed to reassure their child, but sometimes it’s easier for the educator to settle the child if the parents come earlier on collection to spend time with their child – rather than do this at drop off time. Parents will be kept informed about how their child is settling in on collection and are welcome to discuss any aspects with the Nominated Supervisor at a convenient time. Information on the service’s child orientation policy will be available in different languages when required.

Transition

The service aims to arrange for room transitions when a vacancy occurs or at the beginning of a new year. As each room has different challenges and expectations, children will only be transitioned when they are ready in all aspects of their development. The opportunity to transition between groups / rooms at the service is based on many factors other than just age. When the child becomes of the age to attend school, the service The service will work with the parents and the school to prepare the child for school entry.

Transition from one room to another Change is harder for some children than others, however by making this transition as smooth as possible for children and families, we are helping build the child’s success. Separation can evoke children’s deep feelings which can trigger restlessness, frustration etc.

Implementation 13

As to minimise any distress that the transfer may cause;  Think about the transition ahead of time. Lay the groundwork for a new teacher to get to know their child by sharing information and insights you have gained.  Talk to families about how their child handles change and the strategies they use to help their child cope with change  Plan to have the child and family visit the new group more than once if possible.  Invite the new teacher to visit the child in their room numerous times  Talk about change, starting from 2 weeks before the transition  Don’t talk about the transition in terms of concern or sorrow  Talk about their new teacher everyday in general conversation  Celebrate the child’s last day in the room with a special snack or by signing a special song you have made together  Be sure to say goodbye.

Transition to school When a child first attends school, there is a great change for that child and for their family. We believe that the child’s parents are the most important link in this transition.

 The better the transition between home and school, the better the education: that’s the message of recent research.  The Service will always talk about starting school in a positive manner that will reinforce a healthy attitude toward the transition.  Toward the end of each year an excursion is arranged to visit the local school so as to familiarise the children with the school environment.  Parents with children who are of eligible age to commence school in the following year will be given a school readiness report in December.

CODE OF CONDUCT FOR EDUCATORS

Confidentiality Information concerning the Centre, children and seducators is strictly confidential.

Dress Beehive Kindy is a professional educational setting and our educators will have a neat and clean appearance. Broad brimmed hats will be worn outside and sunscreen as required.

Communicating with Children All educators make a point of using positive behavioural guidance with the children on a day-to-day basis. A happy and healthy attitude by educators will reflect a happy and healthy response from the children. Every child deserves to be treated with respect at all times, even in times of conflict.

Communicating with Families Educators will at all times be courteous and understanding towards parents and children. We encourage parents to participate in the daily programme and provide feedback about their children and family occurrences, each day, 14

even if it is a minute of two at pick-up and drop-off times. These valuable moments feed into the programme to make a holistic care experience for the children while providing a lovely framework for trust and open communication with families. Educators concentrate on sharing positive moments about the children’s day, being mindful that it is very discouraging to parents to hear only negatives of their child’s early childhood experiences.

Professional Conduct Educators will conduct themselves in a professional manner at all times. Educators will be admirable role models, share good manners and adopt a professional attitude at all times with the children.

Safe practices Educators will model safe behaviour patterns eg. wearing hats, using disposable gloves when changing soiled clothes, using correct lifting procedures, applying sun cream etc.

Supervision – both indoors and outdoors – is of utmost importance for the safety of our children each day. Staff will position yourself accordingly to ensure all areas of the play areas are visible.

Qualifications Every educator requires a Current Blue Card for working with children. Educators are either qualified or working towards an Early Childhood qualification to support the role they are working in. First Aid, Asthma and Anaphylaxis and CPR qualifications are upheld at all times by at least one Educator per group on shift at any time. For educators who are currently enrolled in Early Childhood studies, at least one subject must be completed every three months to continue employment at Beehive and be deemed as valid. Professional development workshop and courses will be offered via Beehive or outside businesses and should be attended as required by Educators. Educators will participate in yearly Staff Appraisals and during this time, any additional training may be discussed if requested. 15

CODE OF CONDUCT POLICY (PARENTS, GUARDIANS & VOLUNTEERS)

This code of conduct outlines the type of practice we require all adults at our centre to follow. It will assist in ensuring the safety and wellbeing of children, families and staff; and it applies to all adults, including parents/guardians, volunteers, extended family, visitors and other association members while involved in any activities related to Beehive Kindy:

Beehive Kindy is a family run centre and we aim to provide a nurturing and safe atmosphere for all our families, children and educators. Everyone has a right to feel safe, cared for and relaxed and which encourages co-operation and positive interactions between all persons.

Beehive Kindy is a place of learning for young children and therefore the rights of the child will be considered first and foremost. Beehive Kindy is committed to:

• The wellbeing of each child having fundamental importance. • The provision, as far as practicable, of a safe and secure environment. • Providing an open and welcoming environment where everyone’s contribution is valued and respected. • Encouraging parents/guardians, volunteers and community members to support and participate in our centre’s program.

Unacceptable Conduct (resulting in suspension)

• Causing distress to the children and families in the centre. • Being consistently uncooperative with Educators and Centre Management.

Offensive Conduct (resulting in expulsion)

• When a parent or guardian exhibits behaviour prohibited by law. • When a parent or guardian threatens physical or intimidating actions towards any child or adult at the centre. • When a parent or guardian swears, yells, argues or uses inappropriate language to any child, educators or family member in the centre or centre surrounds. • When a parent or guardian exhibits bullying behaviour or is verbally abusive towards staff or any child at the centre. • When a parent or guardian acts in any way that could be deemed by management as unsafe for any child, family or educator at our centre.

Dealing with breeches to this code of conduct:

• The parent/guardian will be given a copy of this code of conduct and will agree to abide by all points in future. Consequent breeches will ensure that suspension or expulsion will occur immediately. • The parent/guardian will be given adequate support by being referred to other agencies where necessary. • Parent/guardian will receive notice of suspension and for how long verbally and in writing. 16

• If this occurs, a meeting will be called with the parent/guardian and Nominated Supervisors to discuss the behavioural changes expected from the parent in order to return to the centre, after a suspension period. Every effort will be made to rectify the situation and cause the least distress to the child/children. • Parents and guardians will be advised verbally and in writing of expulsion depending on risk of the child’s welfare. If this occurs, the parent/guardian will be asked to leave the grounds immediately. A meeting with the parent and Nominated Supervisor to discuss expelling both the parent and the child after every effort has been made to rectify the situation and cause the least distress to the child.

Background and legislation may include, but is not limited to: Children’s Services Act 1996 ; Children, Youth and Families Act 2005 ; Child Wellbeing and Safety Act 2005 ; Disability Discrimination Act 1992 ; Equal Opportunity Act 1995 ; Human Rights and Equal Opportunity Commission Act 1986 ; Occupational Health and Safety Act 2005 ; Sex Discrimination Act 1984 ; Workplace Relations Act 1996

DETERMINING THE RESPONSIBLE PERSON

Under the national law, a responsible person must be physically present at a centre at all times that the approved service operates.

In order of responsibility, a responsible person can be the ‘Approved Provider’, ‘Nominated Supervisor’ or ‘Certified Supervisor’.

The Nominated Supervisors are responsible for the day to day running of the centre and the Certified Supervisor takes their place in their absence. An educator is an employee who works with children.

Furthermore, the ‘Educational Leader’ is responsible to lead the development and implementation of the educational program.

All educators are either studying or qualified for the position they are working in. Every second staff member must be Diploma qualified. At all times, all educators are responsible for their own conduct. 17

FEES

Fees can be paid to the Beehive Office using cash, EFTPOS or electronically via Direct Deposit. Fees should be paid regularly, either weekly or fortnightly and accounts should be paid two weeks in advance upon enrolment and throughout the duration of enrolment.

Exclusion policies may apply on enrolments when accounts are more than two weeks in arrears. In instances when enrolments are cancelled before fees are settled to a nil balance, the due amount will be forwarded to our debt collection agency for the full monies owing.

INCIDENTS, INJURY, TRAUMA & ILLNESS POLICY

This policy and related policies and procedures at the service will be followed by nominated supervisors, staff members and volunteers in the event that a child - (a) is injured; or (b) becomes ill; or (c) suffers a trauma.

The approved provider of the service will ensure that a parent of a child is notified as soon as practicably possible and without undue delay. Parents will be notified no later than 24 hours after the involvement of their child in the abovementioned experiences. The service will also ensure that an Incident, Injury, Trauma and Illness Record is completed in full and without delay. First aid kits will be readily available where children are present at the service and during excursions. First aid kits must be suitably equipped and easily recognised with regard to the design of the service.

Notification of serious incidents and complaints: The Approved Provider will notify the regulatory authority within 24 hours of any serious incident at our service (s. 174). This includes any serious injury or trauma to, or illness of a child which a reasonable person would consider required urgent medical attention from a medical practitioner or for which the child attended, or ought reasonably to have attended, a hospital.

Serious injuries, traumas and illnesses include:  head injuries  epileptic seizures  broken limbs  bronchiolitis  burns  whooping cough  removal of fingers  measles  meningococcal infection  diarrhoea requiring urgent medical attention  anaphylactic reaction requiring urgent medical  asthma requiring urgent medical attention attention  sexual assault  witnessing violence or a frightening event

A serious incident also includes:  The death of a child at the service or following an incident at the Service  An incident at the service where the emergency services attended or ought reasonably to have attended  A child is missing  A child has been taken from the service without the authorisations required under the regulations 18

 A child is mistakenly locked in or out of the service.

If our service only becomes aware that the incident was serious afterwards, we will notify the regulatory authority within 24 hours of becoming aware that the incident was serious. We will notify the regulator using form SI01 Notification of Serious Incident at http://acecqa.gov.au/educators-and-providers1/applications

The Approved Provider will also notify the regulatory authority in writing:  within 24 hours of any complaints alleging that the safety, health or wellbeing of a child is being compromised at the service or  within 7 days of any circumstances arising at the Service that pose a risk to the health, safety and wellbeing of a child.  within 24 hours of the attendance of any children being educated and care for in an emergency. This includes where the child needs protection under a child protection order or the parent of the child needs urgent health care. The emergency care can be for no more than two consecutive days the service operates.

Recording incidents, injuries, trauma and illnesses:  Any accident which requires treatment must be recorded on an Incidents, Accidents, Illness and Trauma report form. The information recorded includes the date, time, child or staff members name, incident or symptoms, first aid applied and names of witnesses to the incident.  If the incident is of a serious nature which may cause distress to the parents, the accident report should be photocopied and given to the parent for perusal later when they are more able to absorb the contents. For less serious incidents, parents should be shown the accident report and given a verbal account of the happenings.  In the case of a staff member, it may be necessary to fill out a worker’s compensation claim, depending on the severity of the accident. It is advisable to refer the staff member to a doctor immediately.

Illness exclusion policy:  If a child appears to be unwell while at the Beehive, parents will be advised by phone and asked to collect their child.  Exclusion periods for common ailments and an extensive range of diseases are available at through Beehive’s copy of ‘Staying Healthy in Child Care’. Unless already covered in this policy book, we use this book for our recommended exclusion periods.  If a child develops a temperature while at the Beehive, every effort will be made to bring the temperature down by sponging down the child, cool air and giving frequent cool drinks. Parents will be advised if this is not immediately effective.  If a child has a notable accident or illness at the Beehive, the parent/guardian will be called and informed of what has occurred. The parent will be prepared and when the child is picked up from the centre and it gives staff members who witnessed and attended to the accident the opportunity to give the parent a first-hand account of what happened.  In the event that a child is unwell and unfit for attendance at Beehive, our Nominated Supervisor ensures Incident, Injury, Trauma and Illness Record is completed in full and without delay and parent or authorised nominee is notified as soon as possible and within 24 hours of the injury, illness or trauma.  It is part of policy at Beehive Kindy to ensure the safety and wellbeing of all children, families, educators and visitors at our centre. This means if your child is unwell with any colds, viruses, tummy bugs or 19

infectious illnesses, they will need to be excluded until 24 hours after the last symptom subsides, before returning to care.

SUSPECTED ILLNESS POLICY

Educators need to be aware of symptoms of illness throughout the day. The most common signs to look for include:  severe, persistent or prolonged coughing (child goes red or blue in the face and makes a high pitched croupy or whooping sound after coughing)  breathing trouble  yellowish skin or eyes  conjunctivitis (tears, eyelid lining is red, irritated eyes followed by swelling and yellow discharge from eyes)  unusual spots or rashes  patch of infected skin (crusty skin or discharging yellow area of skin)  feverish appearance  unusual behaviour (child is cranky or less active than usual, cries more than usual, seems uncomfortable or just seems unwell)  frequent scratching of the scalp or skin  grey or very pale faeces  unusually dark or tea coloured urine  sore throat or difficulty in swallowing  headache or stiff neck  vomiting  loss of appetite  diarrhoea  mucous discharge from the nose (thick, green or bloody)

When a child is suspected unwell, our Educators complete an Illness, Accident, Injury and Trauma form. Parents/guardians are notified as required.

INFECTIOUS DISEASES

How Common Diseases Spread:

 Airborne Spread Diseases : Acute Bronchiolitis, Bronchitis, Chickenpox, Common Cold, Hand Foot and Mouth, Hib infection, Influenza, Measles, Mumps, Psittacosis, Rubella, Scarlet Fever, Streptococcal Sore Throat, Tuberculosis, Whooping Cough (Pertussis).  Diseases Spread by Faeces : Campylobacter infection. Giardiasis, Hand Foot and Mouth, Hepatitis A, Rotavirus, Salmonella, Shigella, Viral Gastroenteritis. 20

 Diseases Spread by Skin Contact : Fleas, Head Lice, Ringworm, Scabies, School Sores (Impetigo), Thrush, Warts, Worms.  Diseases Spread by Secretions (e.g blood and body fluids) : AIDS virus, Chickenpox, Conjunctivitis, Cytomegalovirus infection, Glandular Fever, Hib infection, Hepatitis B, Herpes, Thrush.  Diseases Spread by Urine : Cytomegalovirus infection, Hepatitis A, Mumps.

Excluding Children with Infectious Diseases:

Exclusion periods for common ailments and an extensive range of diseases are available at through Beehive’s copy of ‘Staying Healthy in Child Care’. Unless already covered in this policy book, we use this book for our recommended exclusion periods.

Segregation of an unwell child:

 After the parent of a sick child has been notified and asked to collect the child, the sick child is to be separated from the other children to avoid contamination.  The child should be placed in a quiet area away from the other children where they can be easily supervised by staff, and their condition monitored and recorded at regular intervals.  Try to make the child as comfortable as possible, by providing a soft area for them to relax in, and try to make the atmosphere pleasant; for example soft music and lighting, giving them washable toys or comfort items, and a soothing caregiver.  While waiting for the child’s collection, pack up their belongings. On collection, give the parent an account of the illness. Assist the parent to the car so that the child receives the parent’s full attention.

IMMUNISATION AND CHILDREN Beehive supports vaccination as part of the Health and Safety of educators and children in our care. Immunisation is one of the most effective public health measures and modern vaccines provide high levels of protection against a number of serious diseases. If a parent chooses to not have their child immunised, the child will be excluded from the Beehive during an outbreak of a disease that is preventable by immunisation. Our Nominated Supervisor will notify the Public Health Unit as soon as they are aware that a child in our care has contracted a vaccine-preventable disease. If any child at the Beehive contracts an infectious disease, parents will be notified of the chance of infection and any relevant information about the disease.

Immunisation schedules are available from the Health Department, Local Councils and Health Centres. Further information is available at www.health.gov.au/pubhth/immunise.

IMMUNISATION AND EDUCATORS

We recommend that our Educators are up-to-date with immunisations, to minimise the risk of infections transmitted in the care setting. Educators are recommended to receive the following immunisations:

1. Hepatitis A & B 2. Measles, mumps ,rubella, and chicken pox vaccines should be avoided during pregnancy, if born after 1970 3. Chicken pox if it was not contracted in childhood. 21

IMMUNISATION DOCUMENTATION

Parents are requested to provide documented evidence of their child’s immunisation status upon enrolment. As families receive new immunisation updates, we ask for an updated copy to confirm status. We take a photocopy for our files. The evidence of the child’s immunisation status should be signed and dated by a doctor/nurse and will include information regarding the date and type of immunisation received. This documentation is sighted on enrolment and is a requirement of the federal government to access Child Care Benefit (CCB). It is recommended that all children be fully immunised for their age before commencing at the Beehive.

Information is made available to parents re appropriate immunisation needs and the location of nearby immunisation clinics.

Diseases prevented by immunisation include: Poliomyelitis Diptheria Tetanus Whooping Cough Measles Rubella Measles Mumps Chicken Pox Haemophilias Influenza Type B (HIB)

General Vaccination Schedule for Children Up to 5 years: Age Vaccination 2 months Diptheria, Tetanus, Pertussis, Poliomyelitis, Hib. 4 months Diptheria, Tetanus, Pertussis, Poliomyelitis, Hib 6 months Diptheria, Tetanus, Pertussis, Poliomyelitis, Hib 12 months Measles, Mumps, Rubella. 18 months Dirtheria, Tetanus, Pertussis, Hib. Prior to Diptheria, Tetanus, Pertussis, School Poliomyelitis. 22

ADMINISTRATION OF AUTHORISED MEDICATION

The service and all educators can safely administer any medication as necessary to the children with the written authority of the child’s parents.

 The service will ensure each that the Medication Authorisation is completed for each child requiring medication. If this is a long-term/ongoing medication requirement, a long-term medication authorisation form will be required.  Medication may only be administered b with written authority signed by the child’s parent or other responsible person.  The service must ensure the medication is administered appropriately as per the instructions listed on the container  Medication must be provided by the child’s parents including the following - o Original container. Medication will only be administered from the original container. o Original label that is clearly readable. o Child’s name clearly on the label. o The medication must be current in date. o Any instructions attached to the medication or related to the use of the medication. o Any verbal or written instructions provided by the child’s registered medical practitioner.  Any person delivering a child to the service must not leave medications in the child’s bag or locker. Medication must be given directly to an educator for appropriate storage upon arrival.

Emergency Administration of Medication  For anaphylaxis or asthma emergencies, please see below.  In the event of an emergency, the service must follow the Incident, Injury, Trauma and Illness Policy and complete the Incident, Injury, Trauma and Illness Record.  In the event of an emergency and where the administration of medication must occur, the service must attempt to receive verbal authorisation by a parent of the child named in the child’s Enrolment Form who is authorised to consent to the administration of medication.  If a parent of a child cannot be contacted, the service must attempt to receive verbal authorisation from an emergency contact of the child named in the child’s Enrolment Form who is authorised to consent to the administration of medication.  If none of the child’s nominated contacts can be reasonably reached, the service must contact a registered medical practitioner or an emergency service on 000.  In the event of an emergency and where the administration of medication must occur, written notice must be provided to a parent of the child or other emergency contact person listed on the child’s Enrolment Form.

Emergency Involving Anaphylaxis or Asthma For anaphylaxis or asthma emergencies, medication may be administered to a child without an authorisation, following the information listed above under Emergency Administration of Medication.  The service must contact the following as soon as practicably possible - 23

o A parent of the child. o Emergency services. o The child will be positively reassured, calmed and removed to a quiet area under the direct supervision of a suitably experienced and trained educator.

ANAPHYLAXIS POLICY

Anaphylaxis is a severe, rapidly progressive allergic reaction that is potentially life threatening. The most common allergens in children are:  peanuts  eggs  tree nuts (e.g. cashews)  cow’s milk  fish and shellfish  wheat  soy  sesame  certain insect stings (particularly bee stings)

The key to the prevention of anaphylaxis in child care services is knowledge of those children who have been diagnosed as at risk, awareness of allergens, and prevention of exposure to those allergens. Communication between child care services and parents/guardians is important in helping children avoid exposure.

Adrenaline given through an adrenaline autoinjector (such as an EpiPen® or Anapen®) into the muscle of the outer mid thigh is the most effective first aid treatment for anaphylaxis.

Procedure for Anaphylaxis: 1. Prior to enrolment or as soon as an allergy is diagnosed, the child care service will develop an Individual Anaphylaxis Health Care Plan for the child in consultation with the child’s parents/guardians and appropriate health professionals. 2. At the time of enrolment parents/guardians will be asked to identify if their child has any special dietary needs. This information will be recorded in the Enrolment Form and a copy will be provided to those staff members who have responsibility for preparing food. 3. Whenever a child with severe allergies is enrolled at the child care service, or newly diagnosed as having a severe allergy, all educators will be informed of:  The child’s name and room;  Action Plan will be located in the kitchen area  The child’s Epipen will be kept in a lockable container in the kitchen 4. New and relief/casual staff will be given information about children’s special needs (including children with severe allergies) during the orientation process. 24

5. An appropriate number of staff will be trained in the prevention, recognition and treatment of anaphylaxis in child care settings, including the use of adrenaline autoinjectors. 6. The child care service will ensure the Food Coordinator is trained in managing the provision of meals for a child with allergies, including high levels of care in preventing cross contamination during storage, handling, preparation and serving of food. 7. The child’s Action Plan will be placed in a prominent position and reviewed annually or as required. This will ensure it can be regularly read by child care staff where the child may be present during the day. The need to display the child’s Action Plan will be fully discussed with the child’s parents/guardians and their authorisation obtained for this. 8. Parents/guardians are responsible for supplying the adrenaline autoinjector and ensuring that the medication has not expired. 9. The child’s Epipen (and any other medication), must be labelled with the name of the child and recommended dosage and within the expiry date. Medication must be located in a position that is out of reach of the children, but readily available to child care staff. Consideration must also be given to the need to keep the Epipen away from excessive light, heat or cold when deciding on a suitable location.

Reporting Procedures for anaphylactic episodes: After each emergency situation the following will need to be carried out:  Educators involved in the situation are to complete an Incident, Accident, Trauma and Illness Report, which will be signed by the Nominated Supervisor in charge at the time of the incident.  File a copy of the Incident, Accident, Trauma and Illness Report on the child’s file.  Educators will immediately inform the child care service management about the incident, if applicable.  The nominated supervisor is required to inform ACECQA about the incident.

If the illness or incident involves asthma or anaphylaxis, an educator with approved asthma or anaphylaxis training will attend to the child or adult.  Nominated supervisor and educators supervise and care for children in the vicinity of the incident, illness or injury  If required, first aid qualified educator or nominated supervisor notifies and co-ordinates ambulance  If required, first aid qualified educator or nominated supervisor notifies parent or authorised nominee that child requires medical attention from a medical practitioner  If required, educator or nominated supervisor contacts parent or authorised nominee to collect child from service

FIRST AID

Administration of First Aid: If there is an accident, illness or injury requiring first aid, the following response procedure will be implemented:  In the event of a mild accident or injury, educators will undertake first aid as necessary and fill our relevant Accident, Illness, Injury and Trauma form.  In the event of a more serious accident or illness, educators will advise the nominated supervisor and a first aid qualified educator of the incident, illness, injury or trauma. 25

 Nominated Supervisor will contact family.

Applying First Aid Procedure: 1. Assess the situation - DRABCD 2. When an accident occurs, comfort the child and move them to safety. Do not move the child in cases of suspected spinal injury or unconsciousness. Assess the situation calmly and quickly. 3. Put on disposable gloves. 4. Call the ambulance on 000 if necessary. A staff member with a current first aid certificate is to apply relevant first aid according to the guidelines set out by St John Ambulance Australia or other relevant authority. Assistance may be required for more serious cases. 5. Notify the Nominated Supervisor if necessary. Notify the parent/guardian if necessary. 6. In serious cases, ask another staff member to contact the parents immediately, while first aid is being administered. 7. It is always advisable to ring the parent to let them know that an accident/injury has occurred. This will give the parent the opportunity to pick up the child if they wish. It will also allow time for the parent to prepare themselves for the child and to make a doctor’s appointment if necessary. 8. Refer the child for further medical attention if necessary. 9. When finished, clean the first aid area with lemongrass spray disenfectant. 10. Remove gloves and discard in the bin. 11. Wash hands thoroughly and return to the play area if possible. 12. Record incident of systems on the Illness, Accident, Incident and Trauma form. Also record any temperatures the child may have or any other relevant information.

At least one Educator on duty must have first aid qualifications on duty – we recommend all our Educators uphold. The Beehive has a comprehensive first aid kit on the premises. The first aid kit is checked and replenished regularly. Each room at the Beehive has access to a mini kit which can be transported easily if necessary. This kit should be taken to the meeting point during fire drills.

Emergency First Aid Procedure: If a serious/fatal injury occurs at the centre, educators must: 1. One educator to call an ambulance, while another initiates first aid procedures. 2. Inform the parents. 3. Notify Police. 4. Notify ACECQA. 5. The Licensee of the service will be immediately notified. 6. A written Incident/accident report will then be completed and signed by staff members present.

Beehive First Aid Training and Resources: First aid kits will be easily recognised and readily available where children are present at the service and during excursions. They will be suitably equipped having regard to the hazards at the service, past and potential injuries and size and location of the service. We will ensure first aid, anaphylaxis management training and asthma management training is current and updated at least every 3 years, and that all components of the first aid certificate are current if some require an earlier revision. We will display these qualifications and expiry date where they can be easily be viewed by all educators (Beehive Kindy Staff Schedule) on office door. 26

First aid qualified educators will be present at all times on the roster and in the service. They will never exceed their qualifications and competence when administering first aid. During induction training for new educators and staff we advise which educators have first aid qualifications, and asthma and anaphylaxis management training and the location of the first aid kit

First Aid Kit Guidelines: Any First Aid kit at the service must -  Not be locked.  Not contain paracetamol.  Be appropriate for the number of employees and children and adequate for the immediate treatment of injuries at the service.  Be in a place that takes an employee no longer than two minutes to reach, including time required to access secure areas.  Be constructed of resistant material, be dustproof and of sufficient size to adequately store the required contents  Be capable of being sealed and preferably be fitted with a carrying handle as well as have internal compartments.  Contain a list of the contents of the kit.  Be regularly checked using the First Aid Kit Checklist to ensure the contents are as listed and have not deteriorated or expired.  Be easy to access and if applicable, located where there is a risk of injury occurring.  Display emergency telephone numbers, the phone number and location of the nearest first aid trained educators (including appropriate information for those employees who have mobile workplaces).  Be provided in each work vehicle.  First Aid kits must be taken on excursions and be attended by First Aid qualified educators.  Be maintained in proper condition and the contents replenished as necessary.

First aid delegated person: Our First Aid delegated individual responsible for maintaining all First Aid kits at the service is:

Name: Rebecca James Role: Kitchen and Float Educator Number of First Aid Kits Responsible For In the Service: 6

Our back-up First Aid delegate when the person listed above is away is: Name David O’Carroll Role: Maintenance

These individuals are responsible for using the First Aid Checklist and ensuring each Kit has the required quantities, items are within their expiry dates and sterile products are sealed. This will occur after each use or if unused, at least annually. They will also consider whether the first aid kits and modules suit the service’s hazards and the injuries that have occurred. If the kit requires additional resources, these individuals will advise and follow up with the nominated supervisor.

 We will display a well-recognised, standardised first aid sign to assist in easily locating first aid kits. 27

First Aid Kit Checklist The checklist for first aid kits in Queensland does not specify the quantity of each item. It is in the Queensland First Aid Code of Practice. http://www.deir.qld.gov.au/workplace/resources/pdfs/first-aid-cop-2004.pdf

Our Service will use the Checklist that is supplied along with our First Aid kits by First Aid Kits Australia. ABN: 89 382 966 961. 28

HAND WASHING PROCEDURE

Hand washing is the most important way of controlling infection. The most effective way to prevent the transmission of disease is to wash hands well using soap and water, and rub vigorously as you wash. Soap needs to remain on hands for at least 30 seconds and scrub on both sides of hands, fingers, between fingers and under nails. Children are to be encouraged and guided in this experience as part of their daily curriculum and self-help activities. The following hand washing procedures applies to Children, as well as Educators and Volunteers.

Hands should be washed:

 Upon entering the centre  before handling food  before eating  after going to the toilet or assisting children with toileting  after changing soiled clothes  after wiping a nose  before administering first aid  when leaving the centre

Adults need to remind children that washing their hands will help stop the spread of germs that cause illness. Staff members should wear disposable gloves when changing a child who has soiled their pants or when cleaning up feaces, vomit or blood. All surfaces need to be cleaned and disinfected to discourage germs.

Liquid Sanitiser is provided at the entrance of the centre, as well as various locations both inside and outside the centre for children, families and educators to access.

HYGIENIC TOILETING PROCEDURE:

This service accepts enrolment of children who are not yet toilet trained. Toileting occurs at any time for the day and is specific to individual needs. Educators will communicate with parents/guardians to develop consistency with their child’s toileting habits. Educators must be aware of and consider any special requirements related to culture, religion or privacy needs. Our service will follow hygienic toileting practices at all times using the following procedures:  Educators will at all times encourage the child to be independent in their toileting habits and provide assistance as and when needed.  It is better to use the toilet when toilet training for effective hygiene and infection control factors.  Our service will ensure that toilets and hand washing facilities are easily accessible to children.  Children will be encouraged to wipe themselves when developmentally appropriate, from front to back.  Children will be encouraged to flush toilets and wash hands after use.  Children are encouraged to wash hands thoroughly after toileting (see hand washing procedure) and dry hands on a single sheet of paper towel, then leave the bathroom. If a child has soiled or wet their clothing, educators will:  Wear gloves 29

 Bag soiled clothes  Clean and dry the child  Remove gloves  Wash hands  Dress child in clean clothing  Wash child’s hands and have them leave the bathroom  Put on new gloves and clean any spills with disinfectant (including mopping if necessary)  Remove and dispose of gloves and wash and dry hands  Add an “I have soiled clothes” tag onto the child’s bag, to advise parents to collect  Place soiled clothing bag in the Beehive soiled property box, located in staff bathroom.

CLEANING PROGRAM:

We have a series of cleaning checklists to ensure a safe, clean space for all children, families, educators and volunteers. Each room has a daily/weekly checklist. The kitchen has a cleaning checklist. There is a morning and afternoon checklist. These are to kept up to date at all times, as cleaning is undertaken.  Bathrooms All tap handles, sinks, toilets, seats and floors are washed and disinfected at least once per day. The toilet area is checked regularly and any extra cleaning is undertaken as needed.  Toys Any toys that have been soiled by the children are washed and disinfected immediately. All toys are washed regularly as per cleaning checklists.  Surfaces Children have frequent contact with various surfaces in the centre. These are wiped down after each use with lemongrass disinfectant.  Floors Floors are mopped/vacuumed daily. Floors are cleaned and disinfected daily. Carpets are commercially cleaned regularly. Sealant is reapplied to floors regularly.  Mattresses Mattresses are cleaned twice a week and disinfected daily. Any mattress which is soiled is washed and disinfected immediately.  Shelves, Lockers, etc. Lockers and shelves are dusted, cleaned and disinfected regularly as part of our room cleaning checklists.

FOOD HANDLING AND HYGIENE

The provision of food that suits the developmental needs of children is essential to ensure that accidents (eg. choking) do not occur. The food also needs to be of a standard to attract the interest of the children who may otherwise be reluctant eaters. 30

Bacteria are the biggest cause of food spoilage and disease. They are found in high numbers on foods but are usually not a problem if food of prepared using good hygiene and safe food handling practices. Disease-causing bacteria are more likely to grow on protein foods such as egg, meat, poultry, seafood, milk and cheese.

Bacteria that cause food poisoning multiply fastest in temperatures ranging from 5 degrees Celsius to 60 degrees Celsius. Because kitchen temperatures fall within this range, food should not be left at room temperature for more than two hours.

Safe Handling Practices :  Wash hands thoroughly before handling food, adults and children  No sharing utensils.  Once food is prepared, clean the bench top and all work surfaces.  Clean and disinfect all bowls, utensils, etc. Use water > 60 degrees to disinfect the utensils.  The use of rubber gloves when handling food should. Hands should still be washed first.  Temperature levels of fridges and water should be closely monitored to ensure bacteria are inhibited or killed.

NUTRITION/MEAL PLANNING

1. Lunch tables are to be clean and hygiene practices adhered to at all meal times. Remember all surfaces need to be cleaned and disinfected to effectively discourage germs. 2. Meals are to be served to children with respect to individual quantities and food preferences. During meal time, teachers initiate discussions with children, to make meal time a social occasion. Teachers encourage children to use good manners and to try new foods. Teachers sit with children at lunch time and share their food. 3. Children’s independence is encouraged as they clear their own plates and clean up after themselves, within their capabilities. 4. Children are encouraged in food preparation and serving from time to time. Children and parents are encouraged to participate in menu planning and food selection. 5. Details of food eaten is supplied to parents on a regular basis. Parents are informed of any change in eating patterns of their children. 6. Food and drinks provide recommended daily nutrients and provide variety in texture, colour and taste. The daily menu is written and displayed for parents to read. The centre provides parents with information on nutrition, age-appropriate diet, food handling and storage. 7. Under no circumstances will children be force-fed or have food with-held. 8. If a child brings food, we can put it in our fridge. 9. Drinking water is available to children at all times. The Wombats and Teddy Bears bring their own drink bottles which are placed within easy reach. 11. Hands-on food preparation activities involving various cultural elements are included in the room programs. 12. To provide children with meals and snacks that are safe, appetizing and nutritionally balanced, the Beehive aims to provide children with half the recommended daily intake of all nutrients. Menus are planned using the following nutritional information :

FOOD SERVES

Food in Care – Types and Quantities Table 1 – Minimum number of food serves required during Long Day Care 31

Food Group Minimum No. of Serves Comment

Bread and Cereals

1 serve = 1 slice bread 2 - Preferably wholemeal or ½ cup breakfast - Include a variety of cereal breads eg. or ⅓ cup cooked rice loaf, pita, Lebanese, fruit loaf or ½ cup cooked pasta

Dairy Foods

1 serve = 100ml milk 3 - Use full cream products or 15g cheese - Try serving milk for morning and or 100g yoghurt afternoon tea.

Meat & Meat Alternatives

1 serve = 45g red or white 1 - Trim fat from meat meat where or ⅓ cup cooked possible. legumes (baked beans, lentils, chickpeas) or 1 egg

Fruit

1 serve = 1 medium size 1 - Preferably serve fresh piece of fruit fruit although fruit bars are included to encourage some children to eat fruit. What about other foods?

Fats and oils do not fit into these groups. These foods provide energy and fat soluble vitamins and are appropriate to include in the diet in small amounts (ie: 1 teaspoon of margarine per slice of bread).

Other foods that do not fit into the groups listed above are those that generally provide poor nourishment. This includes cakes and pastries, biscuits, health food bars, muesli bars, chocolates, lollies, soft drinks, ice blocks, pies, chips etc. This is not to say that a child may never eat these foods. However, they should be eaten sparingly and not at the expense of more nutritious foods. Remember that children have small stomachs that are easily filled.

FOOD PREPARATION

1. All adults and children are to wash their hands with soap or disinfectant before handling food. 32

2. Teachers need to ensure children’s hands are cleaned before they eat or drink. Teachers need to encourage children to put their hands over their mouths and turn their head away when they cough or sneeze. 3. Teachers encourage children not to share food or plates. Teachers are to use gloves or tongs when serving food to children. Meal times are a good time to discuss hygiene practices. 4. The kitchen has hand washing facilities so the food preparer may wash their hands at any time. 5. Appropriate food is to be kept in a refrigerator (under 4 degrees Celsius). 6. All leftovers are to be thrown out daily. 7. The kitchen floor is to be swept and disinfected daily. The garbage bins are to be emptied daily. 8. All kitchen cupboards and appliances are to be cleaned on a regular basis. 9. Staff members are aware of recycling procedures. 10. The food preparer at the Beehive is made aware of relevant seminars and able to liaise with other child care centres for information exchange.

FOOD AND CHILDREN UNDER TWO YEARS

Sometimes families choose to provide bottles of their choice to comfort their young child. These should be refrigerated in the body of the refrigerator until needed. If required, warm just before feeding the infant by standing the bottle in a hot water bath, never the microwave. Heat milk once only and discard any that is left over.

Educators give opportunities for children to discard bottles, dummies, and other comfort devices. It is developmentally appropriate for a child of 8 to 12 months to hold their own cup and enjoy drinking from it. By two years they should have good control of the cup – lift it up, put it down, drink from it, hold it with one hand. These are the skills that should be worked with at this age.

Choking is always a concern when young children begin to feed themselves. Consequently, the type and size of the food needs to be monitored in accordance with each child’s chewing skills.

Supervised Eating: It is impossible to completely remove the danger of choking simply by excluding some foods. To minimise the risk, follow safe practises such as:-  Young children should always be seated when eating  Don’t give food to a child who is laughing, crying or upset.  Never force a child to eat.  Act as a role model – encourage children to chew well and not overfill their mouths.  Ensure children’s mouths are empty before allowing them to play.  Always supervise children eating.  Be aware of foods that provide greater risk of choking eg. Nuts, lollies, corn chips, popcorn.  Grate apple and carrot for children under 2 years; squash peas, halve grapes and remove hard skins and seeds for young children.

RISK MANAGEMENT

Risk management is about making steps to collaboratively reduce the risk of illness and injury by taking responsibility for safe working conditions at the centre and maintaining training requirements in order to deal effectively with situations as they arise. Accidents are often due to a child’s age and developmental stage. Nominated supervisors and educators should ensure equipment and activities are appropriate for the size and skills of the children involved. 33

The following precautions are to be observed:  All household products and medications are to be kept in their original containers, and stored in a locked cupboard/or inaccessible room/area and used appropriately.  Have the temperature of hot water systems set at less than 45 degrees centigrade.  Never leave plastic bags or pieces of balloons within reach of children.  All playground, indoor and outdoor equipment and surfaces need to be in accordance with regulations and should be maintained in good condition.  Educators are to check the premises, toys and equipment daily and complete our maintenance form as necessary.  Display Emergency Exit (Evacuation) procedures and complete regular drills.  Professionals check centre fire extinguishers every six months.  Poisonous plants should not be used at the centre and staff should teach children not to put plants into their mouths.  Risk assessments are completed for all excursions to reduce injury.

Risk management - Preventative measures: Educators predict disease transmission through knowledge of child development: Children aged 0-3 years have very limited ability when taking charge of their own hygiene practices. Educators need to be aware of the developmental levels of the children in their care and give appropriate help and advice to prevent disease transmission. In order to minimize illness at the centre, Beehive takes the following health related actions:

 The Beehive Uses Only Washable Toys Toys need to be washed and disinfected regularly. Teachers need to be aware of toys which have been subjected to unsanitary practices (eg. in children’s mouths). These toys will be removed and washed.

 Disinfect Furniture and Bedding Regularly Furniture and bedding at the Beehive are disinfected daily. Parents are advised that personal items e.g. sheets need to be washed every week. If sheets are left at the centre, they are washed at the end of the week.

 Hand Washing For a minimum of 30 seconds - before handling food - before eating - after going to the toilet - after changing soiled clothes - after wiping noses

 Children Use Their Own Bed Linen Parents are advised that children need to bring their own sheet. If a child “forgets” their sheet, linen is provided by the Beehive. This is washed after each use. The Beehive will provide a sheet for a child who is continually without bed linen. This is then considered to belong to that child and becomes their responsibility. 34

 General Hygiene Ensure that All areas of the Beehive (particularly the kitchen and bathroom) conform to high levels of hygiene at All times. Environments that are not regularly cleaned and disinfected encourage vermin, bacteria, and fungal outbreaks which can have serious consequences to a child’s health.

Risk management – Anaphylaxis: In the child care environment, strategies used to reduce the risk of anaphylaxis for individual children will depend on the nature of the allergen and the severity of the child’s allergy. Wherever possible the child care service will minimise exposure to known allergens by:

 A child at risk of food anaphylaxis should only eat lunches and snacks that have been prepared at home or at the child care service under strictly supervised conditions. Children should not swap or share food, food utensils and food containers.  Special care will be taken to avoid cross contamination occurring at the child care service by providing separate utensils for a child with allergies, taking extra care when cleaning surfaces, toys and equipment, and ensuring strict compliance with the child care service’s hygiene policies and procedures.  Appropriately trained staff are to prepare, handle and serve the allergic child’s food, thus minimising the risk of cross contamination occurring.  For some children with food allergy, contact with small amounts of certain foods (e.g. nuts) can cause allergic reactions. For this reason, all parents/guardians will be advised of specific food allergies and how they can assist the child care service minimise the risk of exposure to known allergens.  Some children have severe allergic reactions to insect venoms. Prevention of insect stings from bees and wasps could include measures such as: - wearing shoes when outdoors - closing windows in cars and buses - taking great care when drinking out of cans, walking around pools, at the beach, or when walking in grasses which are in flower.  Educators will regularly inspect for bee and wasp nests on or near the property and store garbage in well- covered containers so that insects are not attracted.  Particular care will be taken when planning cooking or craft activities involving the use of empty food packaging to avoid inadvertently exposing the child to allergens. The same level of care will be employed to outside activities.  We are a nut-free centre. Any families sending food along with their children are asked to check labels and avoid sending nuts.

INFECTION CONTROL

Good hygiene and infection control procedures that are part of the routine for everyone in the workplace are the most effective ways of reducing the risk of illness in staff, volunteers and visitors. Factors that may help control the spread of infection:  Immunisation  Safe work practices for high risk activities eg. Dealing with blood, nappy changing, handling dirty linen, preparing food.  Good personal hygiene 35

 Good management of toys, play clothing and play equipment  General cleaning of the centre.  Adequate protective equipment eg. Disposable gloves.  Exclusion of sick children, staff and volunteers.  Avoid physical contact with animals.  Adequate provision of handwashing facilities, cleaning products and equipment and waste disposal facilities.

CHILD PROTECTION

Caregivers are to provide children in their care with an environment where the child is safe. Educators are to report or notify relevant authorities about suspected child abuse or neglect. Children will only be released to authorised persons.

Child abuse and neglect occurs in all socio-economic groups and cultures and can be manifested in:  child sexual abuse  physical abuse  neglect  emotional abuse

As Early Childhood Educators working with children, it is a legal obligation to report suspected child abuse or neglect to the Office for Early Childhood Education and Care without notification to the parent or guardian. Reasonable grounds may include:  telling about abuse  behaving in a way that arouses suspicion of abuse  physical signs and symptoms indicating possible abuse  depicting indicators of abuse in the child’s artwork

NOTIFICATION OF SUSPECTED ABUSE POLICY:

 Notification of suspected child abuse or neglect by a staff member must be brought to the attention of the Nominated Supervisor immediately.  When educators suspect a child is being abused or neglected, conversations with parent/guardian involving suspicions should not take place.  Through appropriate and current individual child records, staff should record facts about concerns, indicators and reasons why abuse or neglect is suspected.  The Centre is obligated by law to report any suspected abuse or neglect to child protection services by telephone within 24 hours. The report will contain the following information: child’s name, address, age, parents name and address, indicators observed, reporters name and position, date of report. 36

 The telephone report is to be followed up with a written report to child protection services. A copy of this report is to be placed in the child’s file.  The Centre has a duty of care to notify the Office for Early Childhood Education and Care Officer of suspected child abuse or neglect. It is up to the Duty Officer’s discretion whether the matter becomes a notification.  A child must only be released to an authorised person. A list of authorised persons permitted to pick up a child is stated on their enrolment form (refer to the arrival and departure policy for clarification).

Relevant Contact Numbers for reporting suspected child abuse:

Child Safety Services Phone 1300 682 254 After hours phone 1800 177 135 3235 9999

Child Abuse Prevention Services Phone 1800 688 009 37

WORKPLACE HEALTH AND SAFETY

It terms of health and safety, our Educators act as positive role models. For the general health, safety and well- being of the children and staff, it is necessary to minimise the risk of infection and accidents through the practices of: (a) strict hygiene codes (b) the isolation of children and educators from the centre when infection occurs (c) safe work practices (d) maintenance lists

A dangerous incident is also notifiable under the legislation. Dangerous incidents include:  an uncontrolled escape, spillage or leakage of a substance  an uncontrolled implosion, explosion or fire  an uncontrolled escape of gas or steam  an uncontrolled escape of a pressurised substance  electric shock  the fall or release from a height of any plant, substance or thing  the collapse, overturning, failure or malfunction of, or damage to, any plant that is required to be authorised for use in accordance with the regulations  the collapse or partial collapse of a structure  the collapse or failure of an excavation or of any shoring supporting an excavation  the inrush of water, mud or gas in workings, in an underground excavation or tunnel

The approved provider or nominated supervisor must notify WorkCover by telephone or in writing (including by facsimile or email) as soon as possible after the injury, illness or incident. Records of the incident must be kept for at least 5 years from the date that the incident is notified. The approved provider/nominated supervisor must ensure the site where the incident occurred is left undisturbed as much as possible until an inspector arrives or as directed by WorkCover.

Workplace hazards: The licensee needs to provide and maintain a work environment where, as far as practicable, the health of employees is not harmed by the work. As part of the process, hazards need to be identified and minimised.

Employees should take reasonable care for their own safety and health at work. They should also avoid adversely affecting the safety and health of the children, other educators. Employees need to follow safety instructions and report any work-related injury or anything that they consider to be hazardous in the workplace.

Preventing electric shock: The centre contains many items of portable electrical equipment eg vacuum cleaner, CD player, computers, etc. A safety switch has been fitted to reduce the risk of electrocution. All electrical equipment is kept out of children’s reach. Staff closely supervise the CD player and television when in used. Staff ensure that all electrical cords are wound up so that no part is hanging and within children’s reach. All plug sockets are fitted with childproof covers.

Preventing burns: 38

All hot water taps in children’s wash basins are turned off, no hot water access to children in their bathroom. Hot drinks are kept out of children’s reach away from the potential for scalding.

Safe lifting practices: Lifting and carrying children and equipment may lead to sprains and strains. These activities may need to be modified to reduce the chance of injury eg instead of lifting a child, sit down and cuddle them on your lap.

Falling Accidents: Children’s play structures at a height of 500mm and above in the outdoor area of the centre are protected with softfall flooring and sand. Foam mats are used for play equipment such as climbing frames and other moveable equipment. Educators are encouraged to use caution when using ladders or chairs to hang artworks in high areas and not to stand on the top rung of the ladder.

Spills and floor hazards: All surfaces are slip resistant but often hazards on the floor such as sand or paper make them very slippery. Other hazards on the floor such as toys can also lead to falling accidents. Try to keep toys in particular areas so that a clear walkway is established to reduce risks. Clean spills up promptly to reduce slippery surfaces.

Preventing cuts, grazes and bruises: We have a ‘walking only’ policy when indoors, to reduce injuries as a result of tripping, collisions and falling on hard surfaces. Children are carefully supervised on play equipment and equipment is monitored by educators and repaired or discarded if it is broken. Children are encouraged to take turns on equipment to reduce collisions.

Buses: There are three kindy buses owned and run by the centre. These are parked in the centre car park. At times of bus runs, educators are to take the children as a group to and from the buses. Care to check around the bus for pedestrians before take-off is required. Educators must have current drivers licenses and ensure children are securely fastened into the correct seating on the bus. A safety booster seat is required for children up to the age of 7. Buses regularly undergo safety checks and are maintained to a sound standard. Buses are fitted with fire extinguishers.

Water: Water play is commonplace at the centre in the warmer months. Water troughs and receptacles should be emptied after each use and hoses coiled up carefully and put away. After rain, the outdoor play equipment should be checked for puddles and drowning hazards. Beehive does not undertake any excursions to water parks to minimise risk.

Biting Biting is common in groups of children especially toddlers. They are becoming more aware of other children but do not yet have the words to express their wishes, needs and frustrations. Children over the age of three with language as a tool to express their needs and feelings seldom bite. Children are more likely to bite if they are teething, frustrated or tired and over stimulated. Biting often worries and upsets both the parents of the child that was bitten and the parents of the child that did the biting.

How to handle biting: 39

 Display empathy and comfort the child that was bitten  Use words and actions such as ‘ouch, Melody’s arm feels very sore when we bite’  Encourage the child biting to share empathy, perhaps get child an ice-pack  Be aware of which children are likely to bite, for example when they are teething or overtired. Divert the child and prevent biting where possible.  Ensure enough space for toddlers to have freedom of movement and enough toys to minimise conflict.

FIRE PROCEDURE AND EVACUATION PLAN

1. Fire is discovered. Blow whistle continuously to ensure that everyone can hear. 2. Director to call Fire Brigade on 000 and give Beehive details as follows :

> Beehive Kindy > 15 Pikett Street, Clontarf > The Centre is in Pikett Street which runs off Maine Road. The nearest large intersection is the T- junction at Maine Road and MacDonnell Road. The Centre is next to Pikett Park. > Phone 3883 2668.

3. The following items are to be taken by staff :- Attendance roll, key to the back gate, the first aid kit and the fire bag. These are all located on the back door of each room exit. The children are to be guided out of the room by the safest possible route. Everyone is to assemble in the area behind the Kindy – near the back gate of the wombats sandpit.

4. Do a head count. Reassure the children and DO NOT PANIC. Staff members and children are not permitted to return to the building to collect personal effects. Ensure that all gates to the assembly area are closed so the children cannot wander away.

5. The Nominated Supervisor is to check the vacated areas including the kitchen, and store room.

6. The Nominated Supervisor proceeds to the assembly area and checks that all children and staff are present.

7. If necessary, the children are to file to the carpark, if safe via Pikett Park. Do a role call. Administer first aid if necessary. In the event of a prolonged time outside, parents are to be notified by staff members in a clam manner.

8. Staff members trained in the use of extinguishers may attempt to put out small fires.

Notes:  Any parents, visitors, volunteers, etc. at the centre at the time of a fire drill are to participate in the drill.  Visitors are not allowed to enter the Beehive during a fire drill.  Drills are to take place every month on varying days and times and these dates recorded.  A map of the Beehive with arrows indicating the exit routes should be posted along with this evacuation plan around the centre.  Once staff members are familiar with the fire drill procedure, each staff member will be given a turn to raise the alarm. The staff member will be able to choose when, where and what type of fire and if anyone is trapped or injured. This will ensure that no two scenarios are the same. 40

EMERGENCIES - GENERAL

Power Cuts

1. In the event of a power failure at the Beehive, the Director should try to establish if the failure is based at the centre or whether it covers a larger area. Phone ENERGEX service enquires 13 13 77.

2. Children are to be kept indoors if the power failure involves fallen power lines near the Beehive. The Director will contact ENERGEX (Phone 13 13 66, 3407 4000) and explain that they are a child care centre and request an immediate response. Children should be comforted and reassured by staff.

3. If the problem is located with the centre, The Director is to call an electrician and arrange to have the problem rectified.

Electrician Deception Bay Electrics Phone 3203 3019 or 0412 665 036

Water Cuts/Blockages

1. In the event of water cuts, the Director should contact the Redcliffe City Council to find out how long the Beehive will be without water.

Water Enquiries – Phone 3283 0295 After Hours – Phone 3835 9003

2. In the event of the toilets blocking, ring the Redcliffe City Council on 3283 0295. If they are unable to attend to the situation in a short time, call B&S Plumbing (3283 3922).

3. If the water cuts are to occur for an extended period, the Director can arrange for the water board to connect a water tanker to the Beehive. If the centre is notified in advance, staff members should store as much water as possible in buckets, etc.

EMERGENCY MANAGEMENT AND EVACUATION POLICY

In the event that the service needs to be evacuated, we aim to conduct this in a rehearsed, timely, calm and safe manner to secure the safety of each person using the service. The safety and wellbeing of each child, educator and person using the service is paramount above any other consideration in the time of an emergency or evacuation. Any other procedures will be carried out only if it is safe to do so.

Implementation The Approved Provider or Nominated Supervisor is responsible for ensuring our service has an Emergency Management Plan (EMP) in place that has considered all relevant risks, includes procedures for evacuation, lockdown, lockout and “shelter-in-place,” emergency response procedures and drills and training schedules. Our EMP will be developed by the Approved Provider or Nominated Supervisor who will lead an EMP planning team.

We will refer to the Victorian Guide to Developing an Emergency Management Plan as a best practice model and tailor the procedures to our Service operations.

The Approved Provider or Nominated Supervisor is responsible for: 41

 Identifying the risks and threats that could produce an emergency situation. They will conduct a risk assessment to identify potential emergencies that could affect our service and use this to prepare emergency and evacuation procedures. An evacuation may be necessary in the event of a fire, chemical spill, bomb scare, earthquake, siege, flood etc. Local emergency services will be consulted for advice including local fire services, police, ambulance, local government, community leaders and other relevant agencies. The advice will include information about evacuation routes and assembly points, and take into account accessibility for adults or children with special needs.

 Developing the EMP which will include:

o Emergency contact details for people who have specific roles or responsibilities under the EMP o Contact details for local emergency services o A description of how we will alert people to an emergency by siren or bell o Evacuation procedures including how we will assist any child or person with special needs o A map of the service showing the location of fire equipment, emergency exits and assembly points o Processes for advising neighbouring businesses about emergencies o Processes to ensure staff are trained in our emergency procedures o Processes we will follow after an incident. o Procedures we will follow to test our EMP and familiarise our children and staff with the EMP. o Ensuring the EMP can be easily identified and is accessible.

Scheduling training for the IMT and all educators, staff and volunteers. This will include ensuring educators are provided with training on how to use fire extinguishers, fire blankets and other emergency equipment. Training may include evacuation drills, identifying assembly points and the location of emergency equipment, first aid arrangements and how to turn off the electricity and gas supplies. All new educators and staff will receive training during their induction and refresher training for all educators and staff will take place at least annually.

Emergency Management Plan Procedures The Approved Provider or Nominated Supervisor is responsible for implementing the attached procedures when an emergency situation arises.

Communication We will ensure we have access to reliable communication channels in the event of an emergency by maintaining access to a telephone (such as fixed-line telephone, mobile phone, satellite phone, 2-way radio, facebook updates) at all times. Our main telephone is located at our front office.

If there is a loss of electricity, a backup telephone is available and always ready for use, using an educator’s mobile phone.

If there is a complete loss of electricity and the telephones at the service are not available, a mobile phone will be provided and ready to use at all times to ensure educators can make emergency contact.

Emergency Communication Plan We will ensure all educators, staff, visitors, volunteers and families are aware of our emergency evacuation procedures through: 42

 the display emergency telephone numbers prominently throughout the service in the following locations, including near telephones or available near mobile phones –  the display of evacuation diagrams based on our floor plans prominently near each exit –

The Evacuation Diagram will include: o an A3 size diagram of the floor or area o a title eg Evacuation Plan o the “You are here” location o designated exits in green o communication equipment and where installed in red o hose reels, hydrants, extinguishers in red. o designated shelter-in-place location and assembly area. o date plan validated. o location of assembly areas o a legend.

Additionally, we will offer regular reminders to families via email, facebook and newsletters that we maintain a Register of emergency telephone numbers for families and we must have current contact information.

Emergency and Evacuation Procedures and Drills

Rehearsal Evacuation Drill The service will add to each child’s sense of security, predictability and safety, and ensure all educators and staff are familiar with our emergency evacuation procedures, by conducting rehearsal evacuation drills every three months. We will develop a schedule for conducting drills for the different types of emergencies identified in our EMP. The drills:  will occur every one to three months  will take place at various times of the day and week (rather than always on a Tuesday at 10 am for example) to ensure all children and staff members get the opportunity to rehearse. All persons present at the service during the evacuation drill must participate accordingly.  will be documented and assessed against specific outcomes.  will be immediately followed by a debriefing session to identify any improvements that may be made to the procedures. Any staff training needs will be identified and action taken to implement the relevant training.

If the building is unsafe: If it is unsafe for children, staff and visitors to remain inside the building, the children’s service will be evacuated. The Approved Provider or Nominated Supervisor will take charge and activate the emergency evacuation procedures by:  Sounding the alarm. Any educators on breaks will return to their group of children to assist with the evacuation.  Calling 000. 43

 Informing emergency services of the nature of the emergency (e.g. “There is smoke in the building”).  Determining which on-site or off-site evacuation assembly point will be used.  Evacuating staff, children and visitors out of the building in accordance with the evacuation plan, checking toilet, kitchen, playrooms and cot rooms to the assembly area.  Taking the children’s attendance list (sign in/sign out roll), staff roster and the Emergency Kit/First Aid kit and gate key, located on back of each door.  Liaising with educators to ensure all children, staff and visitors are accounted for once at assembly area.  Educators will ensure children in their groups are accounted for.  Supervising and reassuring children assisted by educators.  Waiting for emergency services to arrive or provide further information.

Lockdown procedures

Refer Lockdown Policy

Lockout Procedure

The following lockout procedure will be used when an internal immediate danger is identified and it is determined that children should be excluded from buildings for their safety. The Approved Provider or Nominated Supervisor:  Activates lockout procedures.  Announces lockout with instructions about what is required.  Instructions may include nominating staff to:  lock doors to prevent entry  check the premises for anyone left inside  obtain Emergency Kit.  Contacts emergency services on 000.  Goes to the designated assembly area.  Checks that children, staff and visitors are all accounted for.

Actions after lockout  Determine if there is any specific information staff, children, parents and visitors need to know (e.g. areas of the facility to avoid).  Ensure any children, staff or visitors with medical or other needs are supported.  Follow up with any children, staff or visitors who need support.  Prepare and maintain records and documentation.  Undertake operational debrief to review the lockout and procedural changes that may be required.  Notify the Regulatory Authority of incident as set out in our Incident, Injury, Trauma and Illness Policy. 44

Shelter-in-place procedures

The following shelter-in-place procedure will be considered when an event takes place outside of the children’s service and emergency services determine the safest course of action is to keep children and staff inside a designated building in the children’s service until the external event is handled. If a shelter-in-place action is determined the Approved Provider or Nominated Supervisor (or the Incident Management Team):

 Activates shelter-in-place procedures.  Moves all children, staff and visitors to the pre-determined shelter-in-place area.  Obtains emergency kit.  Notifies parents/families if the shelter-in-place is going to extend beyond the services hours of operation.  Notifies the Regulatory Authority of incident as set out in our Incident, Injury, Trauma and Illness Policy.

Emergency response procedures (specific emergencies)

FIRE All staff will remain calm and report the outbreak of fire immediately to the Approved Provider or Nominated Supervisor who will:  activate the fire alarm.  Phone 000 to notify the fire brigade.  Extinguish the fire (if safe to do so).  Implement evacuation procedures if threat exists and close all doors and windows.  Check that all areas have been cleared.  Check children, staff and visitors are accounted for.  Notify the Regulatory Authority of incident as set out in our Incident, Injury, Trauma and Illness Policy.

SEVERE WEATHER /STORMS/CYCLONES AND FLOODING The Approved Provider or Nominated Supervisor will direct educators and staff to:  Store or secure loose items external to the building, such as outdoor furniture.  Secure windows (close curtains & blinds) and external doors. If necessary, tape windows and glass entrances. Utilise boards and sandbags if required.  Protect valuables and disconnect electrical equipment – cover and/or move this equipment away from windows.  (During a severe storm) remain in the building and ensure they and children keep away from windows. Restrict the use of telephone landlines to emergency calls only.  Tune in to ABC radio and/or facebook emergency services if possible to follow any emergency instructions.  Report to the Approved Provider or Nominated Supervisor regarding the status of children, staff and visitors safety.  (Oncoming severe weather) In the event of oncoming severe weather, where emergency services have advised families to stay home, the nominated supervisor will make the decision to close the centre and notify all staff 45

and families to collect their children within an appropriate time frame prior to the event. In this event, families and staff will be advised via facebook/email/in-person and/or phone calls to stay home.  (Oncoming sever weather) Children already present during a decided closure will stay at the centre until families can safely collect their children. In the event that families are unable to collect their children during a closure due to severe weather blockages, emergency services and ACECQA will be contacted to advise whether children should be collected by emergency services or stay at Beehive with a staff member.

After the storm passes, the Approved Provider or Nominated Supervisor will evaluate the need to evacuate if uncontrolled fires, gas leaks, or structural damage has occurred as a result of the storm.

PANDEMIC The Approved Provider or Nominated Supervisor will:  Ensure basic hygiene measures are in place including the display of hygiene information.  Provide convenient access to water and liquid soap and/or alcohol-based sanitiser.  Educate staff and children about covering their cough to prevent the spread of germs.  Stay alert and follow any instructions issued by Health authorities.  Be prepared for multiple waves.  Notify the Regulatory Authority of incident as set out in our Incident, Injury, Trauma and Illness Policy.

BOMB/CHEMICAL THREAT The Approved Provider or Nominated Supervisor will implement the following procedures:  If a bomb/chemical threat is received by telephone: o stay calm o do not hang up o refer to the bomb threat checklist.

 If a bomb/chemical threat is received by mail: o avoid handling of the letter or envelope o place the letter in a clear bag or sleeve o inform the Police immediately.

 If a bomb/chemical threat is received electronically or through the service’s website: o do not delete the message o contact police immediately.

 Ensure doors are left open.  Do not touch any suspicious objects found. 46

 If a suspicious object is found or if the threat specifically identified a given area, then evacuation may be considered.  Notify the Regulatory Authority of incident as set out in our Incident, Injury, Trauma and Illness Policy.

MAJOR EXTERNAL EMISSIONS/SPILL (includes gas leaks) The Approved Provider or Nominated Supervisor will:  Call the Fire Brigade on 000.  Turn off gas supply.  If it’s a gas leak onsite, notify the gas provider (number can be found on the emergency numbers and key contacts page).  Implement evacuation procedures.  Check staff, children and visitors are accounted for.  Await ‘all clear’ or further advice before resuming normal children’s services activities.  Notify the Regulatory Authority of incident as set out in our Incident, Injury, Trauma and Illness Policy.  Notify WorkSafe ACT if required.

INTERNAL EMISSION/SPILL (e.g. cleaner’s storeroom) The Approved Provider or Nominated Supervisor will:  Move staff/children away from the spill to a safe area.  If safe to do so, direct staff to clean the spill. Personal Protective Equipment should be worn as per the requirements of the Material Safety Data Sheet.  Contact the Fire Brigade if the nature of the emission/spill is unknown or it is unsafe to manage.  Notify WorkSafe ACT if required.

EARTHQUAKE  Don’t panic. If outside The Approved Provider or Nominated Supervisor will instruct staff and children to:  Stay outside and move away from buildings, streetlights and utility wires.  DROP, COVER and HOLD o DROP to the ground o Take COVER by covering their head and neck with your arms and hands o HOLD on until the shaking stops. If inside The Approved Provider or Nominated Supervisor will instruct staff and children to:  Move away from windows, heavy objects, shelves etc. 47

 DROP, COVER and HOLD o DROP to the ground o Take COVER by getting under a sturdy table or other piece of furniture or go into the corner of the building covering their faces and head in their arms o HOLD on until the shaking stops.

After the earthquake the Approved Provider or Nominated Supervisor will:  Evaluate the need to evacuate if there are uncontrolled fires, gas leaks or structural damage to the building.  Instruct educators, staff and children to watch out for fallen trees, power lines, and stay clear of any structures that may collapse.  Ask educators and staff about the status of staff, children and visitor safety.  Arrange medical assistance where required.  Instruct educators and staff to help others if possible.  Tune in to ABC radio if possible to follow any emergency instructions.

If there is damage to the facility and it is OK to do so, you may take notes and photographs for insurance purposes.

LOCKDOWN PROCEDURE

The Lockdown Policy aims to ensure the safety of all children, educators, families and other visitors to the service in the event of a threat. Also, the service aims to minimise the risk of harm or the exposure to danger to anyone on the premises through the implementation of this procedure.

Implementation Examples of such critical incidents are:  Death of a child at the service or on an excursion.  Children/educators being taken hostage.  A siege of service property.  A disaster in the local community.  Unusual amounts of media attention.  Aggressive trespassers.

Initial Notification If an event takes place that requires a "Lock Down", the following should occur:  The educator who witnesses the event or issue must try to raise an alarm with the most senior person in charge.  000 must be called immediately if the event or issue requires the police, ambulance or fire service to respond.  The most senior person in charge will determine the need for a "Lock Down" and raise the appropriate alarm (We use the word LOCKDOWN) 48

Alarm Procedure  The most senior person in charge will make the following announcement  “This is a LOCK DOWN”  “This is not a fire drill”  “Everyone is to stay indoors and keep calm and quiet.”

Movement of Children and Educators

 All persons will, if possible, move to the Teddy Bears lower room section, otherwise, in Wombats Chill out area.  If possible, educators will make efforts to seal and lock classroom doors and windows.  Children should remain under the desks or down low and out of sight during the lockdown period.  If children are outside, educators should get them inside as quickly as possible even if they are not from their room.

Staff Responsibilities:

 Person in charge to contact Emergency Services and follow their instructions.  Educators not involved in the lockdown or without children to supervise are to go to the front of the service to liaise with Emergency Services if it is safe to do so.  Educators must check the sign-in sheet and check all signed-in children are present. Any absences must be reported to the Nominated Supervisor as soon as it is safe.  Educators are to close and lock all doors and windows, turn the lights off and ensure children are kept below the window level.  All staff, children and anyone else present will remain in the locked room until the “All Clear Signal” is given by the person in charge.

All Clear Signal

The All Clear Signal is as follows:

 The most senior person in charge will then say, “The Lock Down has now ended, everyone follow me and the educators in an orderly manner”.

MEDICAL EMERGENCY

 Check for any threatening situation and remove or control it (if safe to do so).  Remain with the casualty and provide appropriate support.  Notify First Aid Officer and the Approved Provider or Nominated Supervisor.  Notify the ambulance by dialling ‘000’. 49

 The Approved Provider or Nominated Supervisor will designate someone to meet and direct the ambulance to the location of the casualty.  Do not leave the casualty alone unless emergency help arrives.  Do not move the casualty unless exposed to a life threatening situation. Refer “Administration of First Aid” in our Incident, Injury, Trauma and Illness Policy.

INTRUDER/PERSONAL THREAT

 Notify the Approved Provider or Nominated Supervisor who will request assistance from the police by dialling ‘000’.  Do not do or say anything to the person to encourage irrational behaviour.  Initiate action to restrict entry to the building if possible and confine or isolate the threat from building occupants.  The Approved Provider or Nominated Supervisor will determine if evacuation or lockdown is required. Evacuation only should be considered if safe to do so

EMERGENCY SERVICES CONTACT POLICY

In the event that the service needs to be evacuated, we aim to conduct this in a rehearsed, timely, calm and safe manner to secure the safety of each person using the service. The safety and wellbeing of each child, educator and person using the service is paramount above any other consideration in the time of an emergency or evacuation. Any other procedures will be carried out only if it is safe to do so. An evacuation may be necessary in the event of a fire, chemical spill, bomb scare, earthquake, siege, flood etc. Implementation Procedure:

When you call Triple Zero (000)  Do you want Police, Fire or Ambulance?  Stay calm, don't shout, speak slowly and clearly  Tell us exactly where to come. Give an address or location.

If you are deaf or have a speech or hearing impairment call 106  This is a Text Emergency Call, not SMS  You can call from teletypewriters  Tell us which service you need and where to come

How to call Triple Zero (000)  Stay focused, stay relevant, stay on the line  The Triple Zero (000) service is the quickest way to get the right emergency service to help you. You can contact Police, Fire or Ambulance in life threatening or emergency situations. Assess the situation  Is someone seriously injured or in need of urgent medical help? 50

 Is your life or property being threatened?  Have you just witnessed a serious accident or crime?  If you answered YES call Triple Zero (000)

Make your call  Stay calm and call Triple Zero from a safe place  When your call is answered you will be asked if you need Police, Fire or Ambulance  If requested by the operator, state your town and location  Your call will be directed to the service you asked for  When connected to the emergency service, stay on the line, speak clearly and answer the questions  Don't hang up until the operator tells you to do so.

Providing location information  You will be asked where you are  Try to provide street number, street name, nearest cross street and the area  In rural areas give the full address and distances from landmarks and roads as well as the property name  If calling from a mobile or satellite phone, the operator may ask you for other location information  If you make a call while travelling, state the direction you are travelling and the last motorway exit or town you passed.

Instructions from the operator  The operator may ask you to wait at a pre-arranged meeting point to assist emergency services to locate the incident

Other languages and text based services  People with a speech or hearing impairment can use the One Zero Six (106) text based service  If you can't speak English you can call Triple Zero (000) from a fixed line and ask for 'Police', 'Fire', or 'Ambulance'. Once connected you need to stay on the line and a translator will be organised  Further information in several community languages can be found on the Emergency information in other languages page.

Other things you can do  Keep the Triple Zero (000) number beside telephones  Teach children and visitors that the emergency number to call in Australia is Triple Zero (000)  Teach children when and how to use Triple Zero. 51

NATIONAL QUALITY FRAMEWORK POLICY

Our service participates in the National Quality Framework (NQF). The service aims is to provide the highest quality education and care available across all areas.

Implementation Our Service participates in and values the National Quality Framework (NQF), including the National Quality Standard (NQS), the Early Years Learning Framework (EYLF) and the National Regulations – an Australian Government initiative linked to the funding of the Child Care Benefit for parents. This is conducted through the Australian Children’s Education and Care Quality Authority (ACECQA) and the state licensing department through scheduled site assessment visits and where appropriate, spontaneous visits.

The NQS provides standards of quality practices for care provided in our Service as well as guidance and support from the Service’s self evaluation through our Quality Improvement Plan (QIP). The system also allows educators to continually improve practices by identifying the quality aspects of care the Service is already providing and assisting the Service in developing goals for further improvement through our QIP. The Service is required to complete a comprehensive QIP every twelve months.

The Service will ensure that all educators and management are informed about current practices and requirements in the NQF process by attending appropriate in-service/training, accessing any other publications and information about the accreditation process that may be of benefit – including those published by ACECQA. Educators will involve parents, families and management in each stage to seek their input and views into practices and care in our Service – this includes having parent input into policy reviews, parent meetings and providing updates in newsletters about the Service’s current stage in the process.

The seven Standards under the NQS are – 1. Educational program and practice 2. Children’s health and safety 3. Physical environment 4. Staffing arrangements 5. Relationships with children 6. Collaborative partnerships with families and communities 7. Leadership and service management

The Ratings are as follows –  Excellent  Exceeding National Quality Standard  Meeting National Quality Standard  Working towards National Quality Standard  Significant improvement required. We will access regular updates on the ACECQA website – www.acecqa.gov.au

EDUCATION, CURRICULUM AND LEARNING POLICY

Educators aim to create positive learning environments and guide experiences for each child in conjunction with their family. Educators will observe children and facilitate their learning to provide each child with an individualised portfolio by documenting their learning throughout the year. Children and their families will be encouraged to participate in the ongoing process to promote engaged learning. 52

Implementation: Our Educational Leader is Chrissy Foreman Cranitch. The role of the educational leader is to work with educators to provide curriculum direction and to ensure children achieve the outcomes of the approved learning framework.

Our service is committed to the Early Years Learning Framework (EYLF). Observations of all children enrolled in our service will be documented and kept for future reference and reflection, through use of portfolios. Children’s portfolios will be available for a child’s family members to look at but remains the property of the Service for the duration of the child’s enrolment. Portfolios will be added to regularly by educators, families and children and reflected upon by educators to ensure programming for each child remains relevant to their interests and developmental stage.

Early Years Learning Framework  Each child’s learning will be based on their interests and strengths and guided by our educators.  Educators must work in collaboration with families to provide relevant learning experiences for each child, based on their interests and family experiences.  Every child will be equally valued and their achievements and learning celebrated.  Educators will observe and record the strengths and learning of each child.  Educators will work closely with children and families to generate ideas for the curriculum.  Learning Outcomes will be linked to the curriculum during and after each child’s learning has occurred. The curriculum must not be pre-programmed to match specific Learning Outcomes.  The curriculum will be based on the children’s interests, educators extending children’s interests, spontaneous experiences and family input.  Where appropriate, the service will liaise with external agencies and support persons to best educate and care for children with additional needs.  Where appropriate, the curriculum (play and learning experiences) will build and develop each child’s Learning Stories, Portfolio and Observations of each child’s strengths and achievements.  The curriculum will be evaluated and reflected upon each week by educators.

Learning and Play  Children are encouraged to express themselves creatively through a wide variety of indoor and outdoor activities.  Children’s fine and gross motor skills are strengthened and developed through a wide variety of both indoor and outdoor activities including manipulative play, block play, sensory play, dramatic play, drawing and other physical activities such as running and skipping.  Mathematics and science concepts along with exploration of natural aspects of our environment are encouraged through block play, building, cooking, water play, sensory play, collecting natural materials such as leaves and rocks and gardening.  Language development is encouraged through educators modelling language, show and tell, story time, games, poems and dramatic play experiences.  Social/emotional and independence skills are strengthened through activities such as role-play, dramatic play, group games and self-help tasks.  Music and movement activities encourage physical, social and creative areas of a child’s development. 53

 Road safety, hygiene, dental care and nutrition will all be built into the weekly program.

These activities will be supervised and guided by educators to find out how child responds as an individual and also as part of a group. Educators will work in conjunction with families to provide learning experiences that are relevant to each child and tailored to their specific needs. A child’s home language, culture and religious practices will be accepted and included in the program. From this, educators will assess the child’s needs and plan ways to meet these needs. We evaluate this program every week in order to make sure we stay on target and help each child to reach their full potential. The weekly program will be displayed in the room it takes place in. We welcome any suggestions and are happy to answer questions from family members at any time.

The Queensland Kindergarten Learning Guideline Our service is committed to this Guideline which aims to enrich children’s learning in the kindergarten year and is based on EYLF.

EYLF Learning Outcomes Queensland kindergarten learning and development areas 1. Children have a strong sense of  Building a sense of security and trust identity.  Acting with increasing independence and perseverance  Building a confident self-identity

2. Children are connected with and  Building positive relationships with others contribute to their world.  Showing increasing respect for diversity  Showing increasing respect for environments

3. Children have a strong sense of  Building a sense of autonomy and wellbeing wellbeing.  Exploring ways to show care and concern and interact positively with others  Exploring ways to promote own and others’ health and safety  Exploring ways to promote physical wellbeing

4. Children are confident and involved  Building dispositions and approaches to learning learners.  Increasing confidence and involvement in learning  Engaging in ways to be imaginative and creative  Exploring tools, technologies and information and communication technologies

5. Children are effective  Exploring and expanding ways to use language communicators.  Exploring and engaging with literacy and numeracy in personally meaningful ways 54

The decision-making processes we use to achieve these outcomes include:  planning and organising for learning  interacting and co-constructing learning  monitoring and documenting learning  assessing to inform ongoing decisions about learning, and sharing information with families and other partn  reflecting on learning and practice.

Some of the things we consider when we’re planning, interacting, monitoring, assessing and reflecting include:  responsiveness to children  building inclusive partnerships  creating inclusive learning environments  developing learning contexts — play, real-life engagements, and routines and transitions  promoting children’s learning and development.

PROGRAMMING AND CURRICULUM (PEDAGOGY) DEVELOPMENT

Beehive Kindy follows the Early Years Learning Framework (EYLF), My Time Our Place and Queensland Kindergarten Curriculum Guidelines. These are supported and underpinned by the National Quality Framework (NQF), Quality Improvement Plan (QIP) and both Centre Philosophy and individual Philosophies.

An accessible programme should be on display at all times for parents and families to view, access and discuss. Children should be observed on a daily basis, both individually and as a group. Critical reflection is necessary for the ongoing development and success of our educational curriculum and should be considered an important part of the daily programme. Observations may be recorded using ‘Learning Stories’, photographs, webbing and other written media, as well as through the display of children’s artworks, daily creations (such as displays of block constructions or completed puzzles etc) and popular resources.

Popular themes may be carried over for days, weeks or even months, depending on the interest and engagement of the children and families into the programme. Communication with children, parents and families should form the basis of the programme and should be followed up using incidental teaching / teachable moments and planned activities which scaffold learning and shared information. Educators should check in with the group every day and adjust the programme as necessary to accommodate emerging interests.

Educators will be provided with programming workshops and support as required and may share their programmes with a Nominated Supervisor during weekly room meetings and staff meetings as required.

Educators will create a child portfolio per child, per year. This may take the form of a scrapbook filled with the child’s achievements and key learning stories/imagery.

There are copies and documentation of the EYLF, NQF and QIP for further reading in the office and online.

INTERACTIONS WITH CHILDREN 55

Child behaviour at the Beehive is about an expectation – an expectation that at Kindy, children will act in a particular way. Rules are established and maintained in positive ways, not mandated through pointing out negatives.

When rules are not followed, educators should talk about the inappropriate behavior the child is displaying, not the child’s personality. In this way, the behaviour pattern is modified but the child’s feelings about themselves are maintained.

The following strategies are used to help modify and manage behaviour:

1. Praise positive behaviour patterns and ignore undesirable behaviours. 2. Redirect the child’s attention. 3. Model desired behaviour. 4. Reward desired behaviour. 5. Withdrawal from the situation.

Guiding Children’s Behaviour A positive approach to guidance involves the following principles:

- Attention is given to children when they are behaving appropriately (Catch children being good) - Attention given to negative/problem behaviours is minimized or treated “matter-of-factly” and overreaction is avoided. - Realistic standards of acceptable behaviour are clearly identified and standards are set at an achievable level. - Effective reinforcers are identified and used – tangible benefits, preferred activities, social reward,etc

Giving directions and instructions Educators must be confident and clear about their role to guide children’s behaviour, as well as being consistent and fair. Sound judgement is necessary. Directions should not be given that can not be followed through. When giving directions or instructions, teachers should:

- Anticipate and redirect - Walk children through routines one step at a time - Give advance warning - Reduce overload on instructions – one instruction at a time - Make requests and give direction clearly and briefly - Always ask for positive action - Provide choices for actions - Focus on children’s attention - Rehearse rules and expectations - Allow time to comply

BEHAVIOUR MANAGEMENT 56

1. Guidance and discipline used with the children must always encourage the confidence and individuality of children and never lower their self-esteem. Staff members should use positive techniques of guidance, redirection and reinforcement rather than promote competition, comparison or criticism. Staff members should have a clear set of realistic guidelines for children’s behaviour. Consistent, clear rules should be established, explained to the children and understood by adults. The environment should be non-punitive.

2. Staff members are to be consistent with their management of the children’s behaviour and should discuss any problems with other staff members, either informally or at a staff meeting. The continual inappropriate behaviour of a child should be documented.

3. Staff members are to work towards building children’s feelings of competence and self-esteem, and encourage and reward co-operative and helpful behaviour.

4. Continual inappropriate behaviour needs to be referred to an agency for help eg. A behavioural specialist, and early intervention team, a pediatrician, or other agency as required. Referrals are to be made via the Director and with the approval of the parents.

5. Parents need to be made aware of the Beehive behavioural management policy at the initial interview. It is important to respect individual family’s cultural opinions on behaviour management and make staff members aware of these.

Managing Challenging Behaviours:

 The physical environment

When planning the physical environment in an inclusive setting, ensure that it is safe, takes accounts of needs of all the children, and is ordered and organized. The environment should also allow easy access to, and movement between, all areas for all children. Other considerations are to locate quiet areas away from noisy areas; and to provide adequate space within designated areas – too little space can cause frustration, while too much space can reduce interaction between children.

 Selection and use of materials and equipment

When choosing materials or equipment for use in inclusive environments include the need to ensure:

 safety  age-appropriateness of materials  materials that meet children’s interests and preferences  adequate supplies of high interest materials  items promote high levels of engagement.

It may be necessary to adapt materials and equipment to the child’s physical and motor abilities to use the materials. While self-selection of material is ideal, intervention may be required if the child continually selects the same materials or equipment. Similarly, if the continually chosen item is easily accessed, communication or socialization with others is reduced and this may be a reason to restrict access. It is often noted that early childhood special education programs provide less choice for children in the materials and equipment than do general early education programs. The reasons for this relate to keeping a child on task and to reduce distraction when the use of a particular piece of equipment is being used to achieve the attainment of a particular skill. 57

 The learning environment

Good environmental organization that meets children’s emotional, social, cognitive, language and physical needs facilitates children’s learning. For young children who have special needs some elements of the organization of the physical and social environment are particularly important for teachers to consider. These elements include the following:

 Consistency provides predictability for young children and a sense of comfort and security. Not knowing what to expect and what is expected can lead to confusion.

This is especially important to many young children who have special needs (for example, autistic children) as they do not cope well with unplanned changes in their environment, including changes to the physical organization of furniture and materials; or relating to new people, especially new adults. Preparing the child for any planned changes to the physical environment or regular routines is important and this can be done through explanations prior to the event or by making change gradual.

 Routines are important so that children are able to predict what will happen next. Routines provide continuity. Routines are shared cooperative scripts held by the teacher and the children for completing common procedures in the classroom. Such scripts involve understanding of classroom expectations based on the child’s experience and internalization of the way in which events will occur.

 Reasonable limits on behaviour provide children with opportunities to self-regulate their behaviour. Rules are statements of explicit behavioural limits and must be presented in a way that are appropriate to a child’s level of understanding. As well, a reason or rationale for the rule makes compliance more likely, and an example of appropriate behaviour within the limits of the rule is also useful. Behavioural problems can be minimized if children understand what to expect and what is expected of them.

 Avoidance of frustration: Teachers can often recognise warning signs that may lead to behavioural outbursts. The ability to step in and redirect behaviour in a positive way when those warning signs are evident is an important skill of effective teachers. Children need to learn to cope constructively with feelings such as anger, and teachers can provide opportunities to help children accept and express such feelings.

Planning to address a specific challenging behaviour

Educators can assist children to regulate their behaviour while at the centre, but this is best done alongside positive parental modelling at home. Intervention and support for families with children who have consistently aggressive behaviour can be most helpful before a child starts school. When planning any intervention for problem behaviours, the following issues need to be evaluated:

 Time available to attend to the problem – maybe selectively decide to only give specific attention to address a difficult behaviour at the least pressured times of day.  Needs of the other children if considerable time needs to be spent with an individual child.  Availability of assistance to support a particular child or the rest of the group.

For children who are showing inappropriate and consistent levels of aggressive behavior, educators will: 58

- Record observations which show strategies used with the child. - Look for successful strategies and encourage parents to use them at home. - Talk with parents about the importance of not allowing very aggressive behavior to become a pattern. - Refer the family to the support services linked to child care, and on to health professionals such as a clinical psychologist for assessment and management advice, if required.

In the case where a child is consistently using inappropriate behaviour and all other avenues have been explored, educators will need to consult with parents to discuss the approach to be taken, including the following strategies:

1. Meet with parents or if unable to, write a letter about concerns raised and keep a copy of the letter. 2. Share facts and observations. 3. Share current strategies for dealing with the problem at the centre. 4. Parents share their concerns and thoughts and possible reasons for the behaviour. 5. Share any additional insights. 6. Brainstorm solutions and strategies together for the centre and home. 7. Develop a plan of action for the best solution. 8. Set a date to meet again to evaluate the effectiveness of the plan.

Extreme Behaviours or Areas of Concern : Please contact:

KU CHILDREN’S SERVICES INCLUSION SUPPORT AGENCY +61 2 9264 8366 (Phone) +61 2 9267 6653 (Fax)

DEPARTMENT OF CHILD SAFETY (South East): 1300 679 849 (Phone) 3884 8801 (Fax)

Effective behavioural strategies for staff and parents

- Redirect children in their actions and reward cooperative, non-aggressive behaviour. - Tune into what might be causing the sustained aggression e.g. unrealistic expectations, developmental delays, cultural differences, etc. - Make sure that learning experiences are interesting for the child and provide time for physical outdoor play active indoor music and movement and letting off steam. - Assist children to learn basic social skills by modelling how to approach other children and join in their games. - Use “I messages” to encourage empathy for others to assist in conflict resolution skills - Use “Stop, Look and Listen” strategies, to help children learn to reflect and reason about more cooperative ways to achieve their goal. 59

- Ensure that aggressive outbursts are not condoned or given in to, but are attended to firmly. This indicates to the child that this is not acceptable behavior.

DEATH OF AN EDUCATOR POLICY

The Nominated Supervisor will ensure that immediate and appropriate action is taken to notify relevant authorities in the event of the death of an educator at the Service, and take steps to ensure the safety and wellbeing of children and other staff members who may be affected by the death.

Implementation Where an educator or staff member requires urgent medical attention while at the service:  the Nominated Supervisor (or Certified Supervisor if Nominated Supervisor ill) will immediately call an ambulance on 000  a first aid trained educator will immediately commence appropriate first aid which may include CPR. The educator will be guided by advice from ambulance personnel once contact with emergency services has been made  the Nominated Supervisor (or Certified Supervisor) will call the educator or staff member’s next of kin and advise to which hospital or medical facility the ambulance is heading.

In the tragic event the educator or staff member passes away at the service or as a result of an incident at the service, the Nominated Supervisor (or Certified Supervisor) will:  call triple 000 for advice if this has not already occurred (and the death occurs at the service)  notify the local police station of the death and follow any advice given  notify the WHS Regulator by telephone immediately they become aware of the death. If requested to follow-up in writing, this must be done within 48 hours  keep records of the incident for at least 5 years from the date that the incident is notified to the WHS Regulator. (Note we advise keeping records for 7 years for ECEC Regulatory purposes).  ensure the site where the death occurred is left undisturbed as much as possible until an inspector arrives or as directed by the Regulator  notify the ECEC Regulatory Authority within 24 hours of the death using form N101 Notification of complaints, incidents and additional children in an emergency  if the Nominated Supervisor has passed away, advise the regulatory authority in writing about the new Nominated Supervisor within 14 days of the death using form SA12 Notification of change to information about an approved service  provide all reasonable assistance to the family of the deceased educator or staff member.

To ensure the safety and wellbeing of children and educators/ staff members at the service, the Nominated Supervisor (or Certified Supervisor) will:  implement service emergency procedures (eg service lockdown) if there is a risk of harm to children or educators/staff members  offer counselling/ support services for children and staff if any are traumatised by the death. Authorisation will be obtained from parents before children receive any support services 60

 take steps to ensure children continue to be adequately supervised eg calling in relief staff to maintain ratios or where necessary requiring families to collect children.

DEATH OF A CHILD POLICY

Educators or the Nominated Supervisor will ensure that immediate and appropriate action is taken to notify any relevant authorities in the event of the death of a child whilst at the Service.

Implementation Educators will follow and implement this procedure:

 Attempt CPR pursuant to current guidelines.  Call an Ambulance immediately on 000.  The Nominated Supervisor will call the parents/guardians of the child and arrange to meet at the Hospital or medical facility.  Medical staff will advise parents.  Contact Insurance Company.  Notify state Police Department.  Notify Regulatory Authority

Notification of a Serious Incident The death of a child being educated and cared for at the service, or following an incident while being educated and cared for at the service, is a “serious incident” under the national law. The Approved Provider will notify the regulatory authority as soon as practicable and within 24 hours of the death using form SI01 Notification of Serious Incident . The documentation will be kept until the end of 7 years after the death.

Work Health and Safety (OHS) requirements The death of a person is a “notifiable incident” under the work, health and safety legislation. The approved provider or nominated supervisor must notify the regulator by telephone or in writing (including by facsimile or email) as soon as possible after the death. Records of the incident must be kept for at least 5 years from the date that the incident is notified. The approved provider/nominated supervisor must ensure the site where the death occurred is left undisturbed as much as possible until an inspector arrives or as directed by the Regulator. 61

VOLUNTEERS, STUDENTS, WORK EXPERIENCE PLACEMENTS

1. Students from a wide variety of institutions are seeking practical experience in the child care field. It can be a rewarding experience to “give something back” to the early childhood field, however, most students, volunteers or work experience personnel need extensive commitment from the staff members during placement at the Beehive. Therefore, before a student is accepted, there are a number of factors to be taken into consideration:

* Whether the Beehive can cope with an extra adult, and what the centre has to offer the student or volunteer. * Whether any effects the placement may have on the centre, staff members or children need to be discussed and explored. * Whether the student or adult is suited to the child care field. * Whether the director or staff members have the time and facilities to offer the student a quality placement. * What the practicum requirements are. * Whether the centre is prepared to accept the scrutiny of students or their supervisors. * Whether staff members are committed to giving a fair and unbiased judgment of the student’s performance and the completion of written reports. * Whether the student is committed to the work situation, in general, and the child care industry in particular. * Whether there is sufficient insurance to cover possible injuries to students, volunteers or work experience personnel.

2. The student will undergo an orientation process with the director or teacher-in-charge regarding the policies of the Beehive. It is to be made clear that whilst at the Beehive, they are to adhere to these policies and procedures. The director or supervisor needs to discuss the student’s expectations of placement, methods of evaluation and feedback, give students a tour of the centre, discuss shifts and routines, outline dress standards and work ethic, and encourage students to ask questions to gain as much information as possible. A volunteer’s agreement form will be completed and signed

3. The feedback given to students and volunteers on their progress is to be given regularly, should be useful and done in as positive manner as possible.

4. Students and volunteers are never to be left to supervise a group of children without a staff member being present, and they are not to be included in the staff-child ratio.

5. Should the performance of any student or volunteer placed at the Beehive prove to be unsatisfactory, the director should immediately contact the student’s supervisor volunteer personally to discuss whether the placement should continue. If you feel that a student may be failing the course requirements, contact the institution supervisor. It is up to the director or person in charge of the placement to give as much support and guidance to the student as possible. Other staff members in the centre should also assist in making the student feel welcome and building their self-esteem.

6. Should a student commit a serious breach of Beehive Policy or State Government Regulations, their supervisor should be contacted immediately and the placement terminated. This would be particularly necessary in the case of a breach of the disciplinary Regulations.

VISITORS

1. The Beehive has an open door policy where all families and friends are welcome to visit the centre and participate at any time. However, all staff members need to be aware of maintaining proper security in the centre at all times. 62

2. All staff members should be in the habit of questioning any unfamiliar adult who enters the centre. 3. All visitors should be directed by a staff member to the Nominated Director or person in charge at the time. This person should record in a Volunteers Folder the name of the person and the purpose of the visit. 4. Should any visitor refuse to identify themselves or the purpose of their visit, the Director or person in charge, should ask the visitor to leave the premises or call the Police.

EXCURSION POLICY

An excursion is defined as any activity in which children are taken out of the approved venue of the children’s centre. Beehive Kindy has regular excursions during vacation care for school aged care only. Any staff members attending excursions need to be extremely diligent with supervision, planning and adhering to strict risk assessment guidelines. Additional care and attention must be given where excursions involve proximity to heavy traffic and crowded venues.

The nature of the supervision whilst on an excursion will be appropriate to the ages of the children in attendance and to the nature of the activity of the excursion. Safe practice is to be rigorously enforced when near or crossing roads. Notwithstanding this, all supervisors attending the excursion will maintain close proximity to the activity for the purposes of supervision at all times.

When excursions are arranged, the following requirements will be observed at all times. The adult:child ratio on formal excursions for School Age is 1:10

No child shall be taken on an excursion unless:

- At least 24 hours notice of the excursion has been given to parents/guardians or a prior ongoing excursion has been signed (for Pikett Park next door) - At least, one staff member attending the excursion is to hold a current First Aid Certificate. - A risk assessment of the venue is completed by supervisors. - Signed permission for the specific excursion and any specific activity which is to take place during the excursion has been received from the parent or guardian - A list of children attending the excursion is left at the centre prior to departure and a copy carried by the authorised supervisor for the purpose of checking at regular intervals during the course of the excursion - A risk assessment is completed for each venue, completed prior to visiting excursion and all efforts need to be made to follow the guidelines stipulated to reduce the risk of injury or incidents. - There is no significant departure from the planned itinerary. A planned itinerary includes: 1. Contingency arrangements for weather, etc 2. The supervisor has ensured that all children are equipped with clothing appropriate for the excursion, eg. jumpers, sun hats, appropriate footwear, sunscreen 3. Staff are able to ensure children have the use of shaded areas. 4. Any excursion planned is consistent with the requirements/exclusions of the Public Liability Insurance Cover held by the centre. 5. A full stocked first aid kit is taken.

Prior to any excursion, it is the Nominated Supervisor’s responsibility to ensure: 63

- That children’s emergency contact details are updated. - That a mobile phone or change for a phone is organised to take on the excursion. - That the first aid kit for excursions is reviewed and updated as required. - That medication and a management plan for any children attending the excursion are available and updated. - Staff must carry at all times while on excursion an emergency contact list a first aid kit and a mobile phone/change for telephoning. - A designated staff member must be assigned to directly supervise any child with a chronic illness/allergic condition. This staff member is to hold the child’s medication and management plan throughout the excursion. - Staff on excursion are to telephone 000 immediately in the case of an emergency, illness or accident. 64

Travelling on Excursions & Bus runs

Any educators driving the bus need to ensure that all children are safely secured in their safety seats as applicable to their age/weight. All children aged 7 and under need to be in a restraint appropriate to the age of the child.

Children should be made aware of safe travelling practices and behavior we expect on the bus and when travelling. When transporting children on an excursion, the authorised supervisor shall ensure: - that RTA approved restraints appropriate to the ages of children shall be used in motor vehicles where there is seating for 9 or less persons. - that each child is to have access to a restraint as indicated above - that the appropriate adult:child ratios for the excursion apply - that the seating capacity as displayed on the compliance plate of the vehicle is not exceeded

Excursion Permission Form

For every child going on an excursion, a permission form must be signed and completed by a parent or person responsible for the child before the child participates in the excursion. The permission note includes: - The date and time of the excursion and proposed length of time of the - excursion. - The proposed destination - Method of transport - Activities to be carried out during the excursion - The number of adult educators attending - A phone number where families can contact staff during the excursion - Any other relevant information, like the learning purpose of the excursion cost, or what children will need to bring with them on the day. 65

RECORD KEEPING

Effective record keeping, used in conjunction with basic knowledge of child development is the basis of all planning and programming. Teachers’ individual styles need to be respected in this area or the records will be useless. Each educator needs to devise records on each child in their care. These are then used to keep track of, plan effectively for and evaluate a child’s progress on a regular basis.

Both centre programmes and developmental records should contain sufficient relevant information to enable persons other than the person who developed them to interpret and implement them. All programmes and developmental records should always be kept at the centre in a safe place. These records are to remain confidential. Records should be kept at least seven years.

Learning Stories Learning stories are personal accounts, written in narrative format, from educator to child. Learning stories capture individual children and group activities of special note and are a wonderful, personalized way to monitor and support children’s development.

Anecdotal Records Anecdotal records describe the child’s behaviour. These should be factual, non-judgmental records of what actually happened during the observation period. These can then be interpreted according to theories of child development.

Work Samples Work samples may include artworks, crafts and other items a child has made throughout the day. These need to be named and dated. It is often helpful to interpret the work sample at the time of collection.

Photographs Educators will regularly take photographs of the children engaged in activities as a way to observe skills and behaviors.

GOVERNANCE AND MANAGEMENT OF CONFIDENTIAL RECORDS

Parents and/or guardians of children should have access to their child’s records on request. However. It is very important that unauthorised personnel do not access the records.

All records that have been assessed need to be kept in a place where only teachers can access. If parents wish to see these documents, they will ask (not just take).

Records which contain contact details or financial details need to be kept in the office. Phone numbers of unauthorized personnel must not be released without permission. If a person requires a phone number, we can act as intermediary and pass on messages. However, we cannot release contact details without permission.

PROFESSIONAL DEVELOPMENT

As part of their work agreement, educators at Beehive Kindy must undertake professional development in order to maintain their qualification requirements as part of working with children.

This includes, but is not limited to First Aid, Early Childhood qualifications, a Blue Card for working with children, a current Driver’s license for bus runs, Food licenses (if applicable) etc.

Beehive also provides educators with opportunities to undertake professional development workshops and attend seminars in the field of child care and education. 66

Planned monthly staff meetings allow educators to collaborate and discuss techniques, skills and current trends in the industry and to attend in-house professional development workshops which are run by centre educators and nominated supervisors. STAFFING ARRANGEMENT POLICY

We ensure that our education and care service is at all times compliant in relation to staff/child ratios and qualified educators.

Our service will maintain compliance to the following:  Our service will nominate a qualified and experienced educator, co-ordinator or other individual as the service’s Educational Leader. This person is responsible to lead the development and implementation of the service’s educational programs.  Our service will ensure that any educator that is under eighteen years of age does not work alone at the service and is supervised at all times by an educator who is over eighteen.  We will only include educators in the educators to child ratio who are working directly with the children.

Our service will maintain compliance to the following in relation to the everyday practicalities of service’s operations:  Educator’s rostering and routines will at all times make sure enough educators are available for the adequate supervision of children.  Supervising educators give their attention to the children and not to any other duties.  At no time will students or volunteers be included in the ratio of adults supervising children.  A nominated supervisor or certified supervisor will be on the premises at all times when children are being educated or cared for.  There will be more than one educator present when children are in attendance. No child will at any time be in the care of a sole educator.  Students and volunteers will never be left alone with a child or a group of children.  In any situation where adequate supervision of children is threatened, any educators on a meal-break must be prepared to return to duty to supply adequate supervision.  The Approved Provider or Nominated Supervisor will ensure that regulations in relation to the supervision of children are adhered to.  Educators supervising outdoors, should position themselves to see as much of the play area as possible.  One educator should be positioned close to the climbing frame as often as possible.  Any water activity should be closely supervised by one educator at all times.  Except for necessary discussions or concerns regarding children or matters relating to the Centre, educators will not congregate together outside.  When children are resting or sleeping they will be supervised.  During group hand washing and/or toilet times children will be supervised in the bathroom area.  Toddlers and children undergoing toilet training will not be left unsupervised in the bathroom.  No child is to be left unattended at the table when eating. 67

 Rosters will be designed and implemented to ensure that children receive continuity of care.  Our service will, when possible and to the best of our ability, make use of a regular pool of relief staff.

Supervision of Services Our service will have at least one “responsible person” present at all times when caring for and educating children. A responsible person is:  an approved provider  a nominated supervisor  a certified supervisor who is in charge of the daily running of the service.

The name of the responsible person will be clearly displayed in the main entrance of the Service. If the responsible person needs to change (for example the current person needs to leave the Service), he or she will “hand over” responsibility for the role to another eligible person at the Service. Both the old and new responsible person will communicate directly and ensure the name of the responsible person displayed at the Service correctly reflects who currently holds the position.

If more than one person at our service is a “responsible person”, we may develop a roster to rotate the role. All educators and staff members will ensure that children are adequately supervised at all times, and that they can respond immediately to any child that is distressed, in need of assistance or support or in a dangerous situation. This includes during transition periods throughout the day when children may, for example, be changing rooms or groups, moving between outdoor and indoor environments, arriving or leaving the service, moving from service vehicles to the service premises, leaving or returning from excursions, moving to meal areas, washing their hands, or using the toilet or nappy change facilities.

To achieve this outcome educators will be alert, aware and in sight and sound of all children for whom they are responsible. They will also actively engage with children and not stand back and watch.

There may also be times when minimum ratio requirements are not sufficient to ensure children are adequately supervised. On these occasions the Nominated Supervisor or certified supervisor will assess the situation and when necessary ensure there are extra adults present to ensure children’s health, safety and wellbeing. Issues affecting the adequacy of supervision include:  the number, ages and abilities of children  the number and positioning of educators  each child’s current activity  areas where children are playing, in particular the visibility and accessibility of these area  risks in the environment and experiences provided to children  the educators’ knowledge of each child and each group of children  the experience, knowledge and skill of each educator.

Educators will ensure team members know when they leave the room or area, or finish their shift, and are aware of any particular issues that may require additional oversight of children. They will do this verbally and there must be acknowledgement by the other educator prior to leaving the environment. The register of educators working with children will be completed if the educator is leaving for any length of time. 68

Rest time In addition the following staff members or volunteers must be present during a rest period and be able to attend to the children immediately if required:  For services with no more than 30 approved places, 1 staff member or volunteer  For services with 31 but no more than 75 approved places, 2 staff members or volunteers  For services with more than 75 approved places, 3 staff members or volunteers.

Rest breaks, pauses and short absences Until 31 December 2019, a service meets the educator to child ratio while an educator or ECT is on a rest break if:  The rest pause is no more than 10 minutes and  The educator or ECT has not taken more than 1 rest pause already that day and  There is a person present who is not working with the children but is able to attend to them immediately if required (this may include the educator on the break) and  Only 1 educator or ECT included in the ratio is on a rest pause and  The educator or ECT does not take the rest pause during a rest period.

Until 31 December 2019, a service meets the educator to child ratio during the absence of an educator or ECT if:  The educator or ECT is absent for 5 minutes or less and  Only 1 educator or ECT included in the ratio is absent and  The educator or ECT is not absent on a rest pause during a rest period Until 31 December 2019 an ECT is taken to be in attendance or the service is taken to have access to an ECT while the ECT is absent if the ECT:  is not absent for more than 5 minutes.  is not absent on a rest pause of during a rest period.

Until 31 December 2019, an ECT is taken to be in attendance or the service is taken to have access to an ECT while the ECT is on a rest pause if:  The ECT’s rest pause is not more than 10 minutes and  The ECT has not already taken more than 1 rest pause that day and  The ECT does not take a rest pause during a rest period.

Rostering This section is based on the Children’s Services Award. Services subject to enterprise agreements should check the rostering requirements in the agreement. The Approved Provider and Nominated Supervisor will comply with award requirements in relation to rostering. The Nominated Supervisor will:  post or display a staff roster where it can be easily accessed by all employees  discuss any potential changes to the roster with affected staff members first, and consider their views about the impact of changes  only change an employee’s rostered hours if: 69

 the employee agrees to the change or  they give the employee seven days notice This does not apply in an emergency where there is an imminent or severe risk to people at the service or the service premises need to be locked down. An emergency does not include a parent being late to collect a child. The Nominated Supervisor will adhere to the Service’s Code of Conduct at all times while negotiating roster changes with staff.

Educator Qualifications The qualification requirements for educators at a centre-based service educating and caring for children preschool age or under are as follows:  At least 50% of educators who are required to meet relevant educator to child ratios for the service must have or be actively working towards at least an approved diploma level education and care qualification.  All other educators who are required to meet the relevant educator to child ratios for the service must have or be actively working towards at least an approved certificate III level education and care qualification.

Exception o The Certificate III qualification requirements don’t apply to an educator who has been employed on probation for up to 3 months at one or more centres operated by the Approved Provider.

If an ECT is required to be in attendance at the service, the ECT (including an ECT covering the position because of illness or leave) is counted as meeting the Diploma qualification.

Approved Diploma Qualification A person is taken to hold an approved Diploma level education and care qualification if:  they hold an approved qualification or former qualification as published on http://www.acecqa.gov.au/qualifications/ or  if immediately before 1 January 2012, they were recognised under the former education and care services law of any participating jurisdiction as a Diploma level educator and employed or engaged in a declared approved service.

Approved Certificate III Qualification A person is taken to hold an approved Certificate III level education and care qualification if:  they hold an approved qualification or former qualification as published on http://www.acecqa.gov.au/qualifications/ or  immediately before 1 January 2012, they were recognised under the former education and care services law of any participating jurisdiction as certificate III level educator and employed or engaged in a declared approved service.

All educators required to meet the educator to child ratio during a rest period must be at least 17 and hold or actively be working towards an approved certificate III level education and care qualification.

Requirements for an Early Childhood Teacher (ECT)

 The service must have an ECT in attendance for at least 6 hours on that day if the service operates 50 or more hours a week. 70

 If the service operates for less than 50 hours per week, for 60% of the time that the service is open on that day.  A service is not required to comply with this if the service employs a full time or full time equivalent ECT at the service.

In the event of an ECT being sick or absent the service will meet the following requirements if the ECT is absent for periods under twelve weeks:  A person with an approved Diploma level education and care service qualification may be taken as an ECT.  A person who holds a qualification in primary teaching may be considered an ECT. If the period is over 12 weeks, the service will engage another ECT.

Approved ECT qualifications:  an approved qualification that is published on http://www.acecqa.gov.au/qualifications/  The educator holds a qualification that is published in the list of former qualifications on http://www.acecqa.gov.au/qualifications/. From 1 January 2014 to 1 January 2018, an educator who has completed at least 50% of a relevant qualification that would enable them to be qualified as an ECT and is actively working towards the completion of the qualification or holds an approved diploma level education and care qualification can be counted as an ECT.

Other Educators Qualifications: First Aid Qualifications  The approved provider must ensure that at least one educator attending the service :  holds a current approved first aid qualification  has undertaken current approved anaphylaxis management training and  has undertaken current approved emergency asthma management training.

An educator is taken to hold an approved first aid qualification or training if the educator holds an approved qualification or training as published on http://www.acecqa.gov.au/qualifications/

Child Protection  The Approved Provider of an education and care service must ensure that the nominated supervisor, educators and other staff members who work with children are advised of the current child protection law and any obligations they may have under the law.

Working With Children Check (Blue Card)  The Approved Provider or Nominated Supervisor will ensure staff member, educators, volunteers and students have a blue card before working with children at the service. Some exemptions apply. Further information is available at http://www.ccypcg.qld.gov.au/bluecard/ 71

ROUTINES

1. The daily routine is displayed in each room for parents and visitors and explained to new clients. 2. Whilst allowing flexibility for individual needs, the routine is designed to provide security for children. The predictability of the programme allows children to learn what will happen next in the day and take some control over the flow of activity. 3. Routine activities are used as learning experiences as children increase their independence and self-help skills. Routine and transition activities are used as social occasions, where staff members interact with children individually and in small groups. 4. Parents are given regular information on their children’s sleep and eating patterns. Parents are also informed about the day’s events both verbally and in writing. 5. Transitions of children from one place to another are performed as smoothly as the distances allow. 6. Children are given a warning before a change of activity occurs. Children are required to participate in packing up, sorting and storing of equipment. 7. The routine may vary in response to availability of staff, weather, and to the needs, abilities and interests of individual children. The flexibility of the routine allows happenings within the local community to be included in the programme.

CONTINUITY OF EDUCATION AND CARE POLICY

We aim to ensure continuity of education and care during transitions and routines, so that each child has the opportunity to feel safe, secure and supported and can engage in rich learning and development experiences.

Implementation To support effective continuity of education and care between settings, the Nominated Supervisor will:  ensure casual or relief educators, volunteers and work experience students complete an induction process similar to that for permanent staff (see Educator and Management Policy) so they can become familiar with: o the service environment, staff and needs of children o and receive copies or access to service policies and procedures, relevant legislation, Staff Handbook, Code of Conduct, Service philosophy and their position description.

 draw on the same casual staff and volunteers, and on the same day each week where possible, so they can develop positive and meaningful relationships with the children and their families.  implement rosters and staffing arrangements which provide children and families with familiar educators with whom they can develop supportive and trusting relationships during their time at the Service.  inform families and children of any changes to staffing before they occur where possible. Notification may be via the Service newsletter, email, note or on the Service noticeboard.  encourage casual educators, volunteers and work experience students, as well as permanent staff, to display a photo of themselves with an introductory paragraph to help children and their families identify and get to know them.  assist educators to develop and implement plans which support children in the transition to primary school. These plans may include visits to local primary schools, appropriate documentation detailing each child’s strengths and needs, liaising with primary schools about specialist support services for children with additional needs and processes to ensure each child will feel safe and secure during the transition.  regularly remind educators about the importance of maintaining continuity of education and care practices between settings, for example between the home and service setting. 72

 ensure where possible that routines and transitions have the flexibility to accommodate each child’s needs.

Educators will:  communicate with each other during the day about the children’s experiences to help provide continuity of education and care, especially where they are rostered on “split shifts”. This may be verbal or through the use of a room diary, and will include information on the attendance or non-attendance of children at the service.  supervise children when transitioning to and from the service (eg excursions and arriving and leaving) and within the service.  provide responsive, one- on- one support to children who return to the service after an absence.  support children during transitions between rooms and settings (eg through open, meaningful interactions and communication, comfort and positive behaviour guidance).  tell children what is happening next and when.  allow children to use familiar and favourite items if appropriate.  meet each child’s individual needs where possible during transitions and routines.  encourage families to share information about their child’s strengths, interests and needs through direct conversations (eg daily on arrival and departure) or written requests (eg through our Family Input ‘What You Did on the Weekend Sheets’).

REST PERIODS

It is a requirement of the Queensland Government Child Care (Centre Based Services) Regulations 2003 that ;

(a) the programme must allow for supervised rest periods for children to rest or sleep. (b) not more than one child uses a sleeping mat at the same time (c) separate, clearly identified bed linen is provided for each child (d) bed linen is clean, adequate for climatic conditions experienced at the centre and laundered –  at least once a week  if wet or soiled  before use by a different child.

Children experience a very busy day in the child care setting, and need a wind-down time. They will fall asleep if they are tired. The children’s individual routine for rest sleep/rest is to be respected and catered for at all times. Our centre rest periods are between 12 and 2pm.

Educators make the rest period as comfortable and soothing as possible. Providing quiet activities before and after rest time will help settle the children down for the quiet time. Playing soft music, allowing children to bring a soft toy or pillow from home, or providing them with a toy to cuddle will assist the process. Teachers may gently soothe the children to sleep if the children desire it.

Children are to be made comfortable on their beds. Appropriate measures need to be taken to cater for climatic changes (eg. Blankets and air conditioning, fans). Children’s individual preference for clothing is to be respected. 73

Children are to be supervised at all times during rest time. Children are to be allowed to sleep as long as they wish, and are to be comforted and attended to in a soothing manner when they wake.

Rest periods are arranged to meet the developmental, age and families’ needs of children at Beehive. No child will be forced to sleep and children who are known to need less sleep are provided with quiet activities, books and/or comfort toys. Children who have rested on their beds for forty-five minutes and are still awake will be invited to play with quiet activities at tables/floor.

General Teddy Bears rest periods: 12-2pm General Wombats rest periods: 12:30pm – 2pm 74

TOILETING

1. Children’s independence is encouraged when using the toilet. Children are offered frequent opportunities for toileting, particularly after meals and before sleep time. 2. Toileting should be a regular routine and should be a positive experience. Children should not be forced to sit on the toilet against their will. 3. The children’s bathroom is checked regularly to ensure that there is sufficient toilet paper, soap and clean towels

CLOTHING

1. All children should be dressed appropriately according to weather conditions, including sleeves (not shoe- string straps) 2. The Beehive has a supply of spare clothes. 3. Parents are encouraged to clearly mark all items of clothing and to supply adequate spare clothes for their children. 4. Soiled or wet clothing will be rinsed and placed in a plastic bag. This will be placed in the soiled/wet clothes box in the staff bathroom, with a note on the child’s bag for families to collect their clothes upon arrival. 5. Beehive encourages parents to dress their children in appropriate clothing for indoors and outdoors. Belts, jeans, overalls, and other “difficult” clothing are inappropriate for children who are just becoming independent at toileting skills. Children should be able to negotiate all aspects of their clothing.

DENTAL CARE

There is clear evidence to support the direction of oral health promotion interventions to children. As children frequently lack the political strength and advocacy of other sectors of the population they deserve special consideration in oral health promotion practice. It is also well recognized that the preschool period is a period of primary socialization and family and childcare workers can influence behaviours carried into adult years.

 The inclusion of Oral Health Education in the Beehive program aims to improve the knowledge, attitudes and procedures relating to optimum oral health practises.  Educational materials are available to parents and staff outlining correct dental care procedures.  Every year, we invite ‘The Tooth Fairy’ show to our centre and we celebrate Dental Health Week.  We offer a calcium rich menu including milk, cheese and daily products daily.  Children are encouraged to slosh with water after meals  All facets of oral hygiene are to be promoted in a positive manner, and children encouraged to participate in ongoing dental care programs.

SUN PROTECTION

 Beehive Kindy is a Sun Smart Centre  All children should wear a hat that shades the face, the ears and the neck. Families are encouraged to dress children in sleeves to cover shoulders  Sunscreen (50+) should be applied at the home in the mornings, or at Beehive upon entrance using our Self-Help station. 75

 Sunscreen is re-applied with Educators before outdoor play.  Outside activities should be avoided between 10:30 am and 2:00 pm in the summer time.  Outdoor activities, including picnic meals should be set up in shaded areas.  Information is available to parents about sun protection.  Reinforcement of the sun awareness message is incorporated in the programme. Resource material is available from the Cancer Council.  Teachers need to act as role models and follow sun protection guidelines.  This includes adults wearing hats and sunscreen when outdoors. 76

APPLYING SUNSCREEN PROCEDURE

 Discuss with children putting on sunscreen  Model appropriate application behavior  Self-application: Provide children with a squirt in hands and encourage to cover face, arms, neck and legs, avoiding the eye area  Educator assisting application: Educators wear gloves, apply a squirt of sunscreen to paper towel and apply to child’s body

NAPPY CHANGING PROCEDURE

 Educators wash hands  Place paper towel on the change table  Wear gloves  Remove the child’s nappy. If soiled, place nappy in nappy bag. Place nappy in bin  Remove any clothes with urine or faeces on them and place in bag (see clothing policy)  As removing nappy, wrap up paper towel from table and throw in bin  Clean child’s bottom with wipes and dispose of in bin  Remove gloves by peeling back from wrists, turning inside out as you go. Place in bin  Dress the child  Assist child from the change table  Wash and dry children’s hands  Disinfect table using lemongrass spray and paper towel, then throw away paper  Wash your hands

After nappy change routine, educators will take out the bin if soiled nappies are within. Beehive has nappy facilities in the Teddy Bears Room. Generally, toilet training begins in this room for this reason as facilities are available to cope with toileting accidents as needed. Generally students will not change nappies, unless as a requirement for their training records.

TOILET TRAINING POLICY

 Ask parents to supply a clean change of clothing.  Place soiled clothes in a plastic bag for parents to take home at the end of the day. Soiled clothes will not be rinsed or washed at the centre (see clothing policy).  Help the child use the toilet.  Help the child wash their hands. Ask older children if they washed their hands counting to ten and ten again. Explain to the child that washing their hands will stop germs that might make them sick. 77

If the child can use a toilet this is preferable. If the child must use a potty, empty the contents into the toilet and wash the chair. Do not wash it in a sink used for washing hands.  Wash your hands.

PHYSICAL ACTIVITY PROMOTION POLICY

We provide children with a physically active program that is developmentally appropriate.

Implementation Our service will implement the following promotion of physical activity as per the age and development stage of each child in attendance:

 Toddlers (1 to 3 years) and pre-schoolers (3 to 5 years) should be physically active every day for at least three hours, spread throughout the day.  Children younger than two years of age should spend no or extremely limited time watching television or using other electronic media (DVDs, computer and other electronic games).  For children two to five years of age, sitting and watching television and the use of other electronic media (DVDs, computer and other electronic games) should be limited to less than one hour per day.  Infants, toddlers and pre-schoolers should not be sedentary, restrained or kept inactive for more than one hour at a time – with the exception of sleeping

Educator’s Will:  Encourage children to participate in physical activities through programming and spontaneous experiences.  Encourage and support children to undertake and participate in new or unfamiliar physical activities.  Participate in physical activity with the children.  Show enthusiasm for participation in physical activity and organise play spaces to ensure the safety and wellbeing of all individuals in the environment.  Set up and plan for plan for physical play activities and equipment and where appropriate encourage the children to help with the set-up.  Listen to children’s suggestions on what physical activities they would like to participate in and where appropriate incorporate them into the program  Set up indoor and outdoor areas in a manner that promotes and encourages safe physical play for all age groups and developmental abilities represented in the service.  Actively encourage children to accept and respect each other’s range of physical abilities.  Consult with families and resource agencies on providing physical experiences that reflect diverse backgrounds and abilities.  Role model appropriate footwear and clothing for physical activity.  Will ensure a balance of active and sedentary activities throughout the child’s day and minimize sedentary behaviours unless the child is tired or ill.

The service will support the children in: 78

 Learning to use increasingly complex motor skills and movement patterns in order to combine gross and fine movement and balance skills, spatial awareness and problem-solving skills.  The development of their physical skill set by providing regular opportunities for outdoor play.  The development of their physical skill set by talking with children about how the human body and how important physical activity is for an individual’s health and wellbeing.  The development of their physical skill set by providing experiences for the children that draw on elements of dance, dramatic play and creative movement.  The development of their physical skill set by providing babies with encouragement and safe areas to practice rolling over, sitting, crawling, standing and walking.

SUPERVISION

General supervision policy It is the policy of the Beehive Kindy that children are supervised AT ALL TIMES.

Supervision is an ACTIVE process where all teachers need to be aware of the total environment even when they are dealing with a particular child or situation. Consequently, even when performing a particular task, teachers need to be glancing around the room, assessing various small group dynamics and listening carefully.

Educators are required to position themselves in a suitable space to ensure that the children can be supervised from all vantage points. Much of the time, this will mean that educators are at opposite ends of the room or playground, sometimes standing, sometimes at the children’s level.

Teachers need to be particularly vigilant: - Outdoors (where there are blind spots and areas of gross motor challenge) - Bathrooms (where the floor gets wet and slippery) - If a co-worker needs to leave the room (it’s best to concentrate totally on observing and listening when yours are the only eyes and ears on the task.)

Supervising children in childcare involves keeping each child within sight and/or sound of teachers at all times. Educators need to be alert and aware of the potential for accidents, injury, disputes or distress throughout the whole room not just within their immediate area.

When positioning themselves for effective supervision, educators should take into account :  Ratios  Experience, knowledge and skill of each child  Characteristics of each child and each group of children  Space available  Characteristics of the setting eg. Blind spots, potential hazards, visibility, accessibility.  Accident and emergency procedures  Children’s arrival and departure times. 79

Educators should practise skills to assess risk potential based on their knowledge of each child. Sometimes educators will need to actively intervene to prevent harm. Educators also need to foster each child’s developing independence and competence by supporting the child in some activities that involve risk taking.

It is important that supervision plans also encompasses less-vigilant times e.g. rest periods. Edcuators need to be aware of safe sleeping practises, government regulations, disease control practises, health and hygiene issues.

Supervision practises should be evaluated regularly and recommendations for improvement should be discussed at staff meetings for all educators to comment on.

Extra supervision points – Wombats outside area Educators should: - Supervise the area behind the fort when children are playing - 1 educator needs to be available to assist children on the fort whilst they are developing appropriate skills. - Never use both areas simultaneously if only 1 educator present, as it cannot be supervised effectively. - The fort area has a blind spot behind the plastic fort. Be mindful - The bike track is concrete and the children are still developing their riding skills, so be mindful of speed - Children in the cave near the sandpit need to be monitored

Extra supervision points – Teddy Bears inside area Educators should: - If both upper and lower ‘rooms’ are open, an educator should be stationed in each - Toileting areas - Nook behind fridge

MAINTENANCE OF BUILDINGS AND OUTDOOR AREA

Regular inspection and maintenance of the buildings and outdoor areas are undertaken to ensure all playground equipment is in a safe working condition and fixtures and fittings do not pose a danger to children.

Daily Maintenance

Daily inspection and maintenance of the playground and surrounding areas is undertaken each morning using our daily checklist (prior to children entering the playground), and any obstacles, foreign material or hazards are removed. The sandpits and grassed areas are also inspected and tidied each morning in preparation for play and any foreign material removed.

Any damaged or broken fittings or fixtures should be removed and reported on the Maintenance list.

Safety Checklists

Safety checklists are completed each month on all playground structures, buildings and activities eg. toys, bikes etc to ensure any damage or wear is identified . The completed checklists are retained on file to demonstrate corrective action undertaken. 80

The following describes characteristics of a safe playground and items for inspection:

 Fences are in good repair and secure.  Pathways are clearly defined and free from trip hazards or obstacles.  Outside areas are well drained.  Areas are arranged so teachers can observe children at all times.  The area is arranged so all children can move about safely and participate fully.  Equipment is securely anchored.  Equipment is in good repair, free from splinters, rough surfaces, worn ropes etc  Shock absorbing cushion supplied under obstacles higher than adult knee height (obstacle course)  Hand rails and platforms are secure.  Equipment is free from sharp edges, protrusions and encumbrances.  Plastic materials are UV resistant and free from fatigue eg. stress cracking.  Sand boxes are covered and regularly cleaned and/or replaced.

Use of Relocatable Activities/Games

All activities/ games used in children’s play, are to be regularly inspected for damage or wear and be so arranged that they do not pose a potential hazard or danger to children when set up or in use.

The choice of equipment should also be assessed for suitability for the relevant age groups and be secure and not liable to collapse when in use.

ENVIRONMENTAL SUSTAINABILITY

Beehive Kindy is committed to embedding sustainable practices into our programs and routines. Our policy is to teach the children in our care ways to reuse, recycle, tend to our gardens, use our water wisely and learn about taking care of our environment on an everyday basis.

 We minimise our use of disposable items and to use re-usable or renewable resources wherever hygienically appropriate  Planned activities and teachable moments on sustainability are embedded in the curriculum  We re-use containers for arts and crafts  We invite families to donate clean, used materials  We use recycle bins in our rooms and in the kitchen  We hire MBRC recycle bins for our centre and for cardboard items  We have vintage/upcycled furniture in our centre  During we turn our lights off to save energy 81

HANDLING AND STORAGE OF CHEMICALS

Good housekeeping is essential in accident prevention when using chemicals. Storage areas should be tidy and walkways clear. All bottles should be labeled and fitted with lids when not in use All chemicals must be inaccessible to children – in locked areas Disinfectant should be diluted in the correct ratio. The ratios are printed on the labels and displayed in the chemical storage area Always ask yourself “Is the chemical really necessary?” Safety data sheets are available for all chemicals used at the Beehive Kindy Copies of these are in the kitchen and in the chemical storage area in Wombats bathroom First aid procedures are clearly marked for each chemical.

TOBACCO DRUGS AND ALCOHOL POLICY

1. Beehive Kindy is a smoke-free zone. Smoking is not permitted by educators, parents or visitors within the confines of the centre buildings of grounds. 2. It is requested that educators, parents or visitors refrain from smoking within the view of the children. 3. Educators are to always dispose appropriately of all cigarette butts and other refuse immediately after their break in order to keep the area surrounding the Beehive clean. Educators are to wash their hands before resuming work. 4. Children are required to have clean bedding and clothing which smells fresh and smoke-free. Families will be notified in newsletters to ensure belongings smell fresh. 5. To ensure children are not subjected to the dangers associated with tobacco, drugs and alcohol, we will maintain a harm free environment where no individual staff member is affected by alcohol or drugs.

Implementation Our service is strictly tobacco, drug and alcohol free. In order to keep children, educators, families and visitors free from the dangers of drugs, alcohol, tobacco smoke and other smoke, including illegal substances, the following rules apply -

The consumption of tobacco, drugs and alcohol is prohibited in all areas of the service including -  Inside.  Outside in the playground.  Outside in the car-park.

Smoking and the consumption of alcohol is also prohibited -  On incursions or excursions at any point during the event.  While travelling with a child.  At educator meetings.  At parent meetings.  At any social activity, whether in work hours or not, where the children and staff are involved.

Under no circumstances will any person attend the service if they are affected by alcohol or drugs, including prescription medication, if in any way the consumption of these items impairs an individual’s capacity to supervise, educate or care for children.

TRANSPORTATION OF CHILDREN 82

Excursions: In general, non-school age children do not participate in excursions. A variety of shows are invited to visit the Beehive during the year so the children are exposed to different learning experiences. If it were necessary to remove the children from their environment, parents would be notified in writing and required to sign permission slips.

School age children participate in excursions during vacation care. A vacation care programme, outlining all excursions and vacation care activities is available to parents at least 2 weeks before school holidays. The vacation care programme includes a book of permission slips to cover all excursions available to the children.

Permission slips include the following information :  Date of excursion  Approximate time of excursion  Destination of excursion  Requirements  Vehicles used to transport the children  Teachers accompanying the children  Staff : Child ratio (min 1:11 for school age children)  Place for signature.

Children must have a signed permission slip to participate in an excursion. Children will be signed in and out of the centre by Educators on duty.

Vehicle Safety and Emergency Procedures:

 All Beehive vehicles are fitted with first aid kits  All Beehive vehicles pass a safety check by the Qld Transport at least once a year.  All Beehive vehicles are fitted with fire extinguishers  All Beehive vehicles are fitted with seat belts.  All Beehive drivers hold current driver’s licenses and first aid certificates.  All Beehive drivers are equipped with mobile phones and contact numbers for all children and the Beehive.  Children remain seated with their seat belts fastened at all times in moving vehicles.  Children maintain safe and acceptable behaviour whilst on excursions (either in the vehicle or out). Continued non-compliance will result in parents being informed and children being excluded from excursions.  In case of emergency, children will follow teachers instructions at all time. In general, children will remain on the bus or sit in an orderly fashion beside the bus during an emergency.  Staff : child ratios as outlined by the Child Care Act/Child Care Regulations are maintained on all excursions (at least 1 staff member for every 12 school age children). 83

 RACQ contact details are kept in each vehicle.

ROAD SAFETY EDUCATION

Staff at the Beehive promote positive and appropriate road safety measures to all children and families in the centre.

This is achieved by:

1. Providing both planned and spontaneous experiences in which children will become familiar with key road safety messages and symbols. These experiences will encompass the area of passenger safety, pedestrian safety and safe play.

2. Providing relevant and current information to families, both written and verbal, eg. posters, pamphlets, newsletters and discussions.

3. Including road safety in ongoing programming and planning across the curriculum.

4. Providing resources and equipment which promote positive and appropriate road safety messages. In addition, reviewing existing resources for road safety messages and accessing a range of strategies to counter negative messages.

5. Evaluate the road safety programme on an ongoing basis and seek opportunities to include families in this process.

MEDIA AND TECHNOLOGY

The Centre recognises the importance of computer awareness and skills for the children. However, we also value the importance of old-school hands-on learning using traditional resources.

We have a flat screen television in the Wombats room, as well as a Sony PlayStation and computer access for use with the Wombats and Schoolies. We have ipads in each room, which the educators use daily for programming and using with children as part of the program.

Children may access TV shows, movies and Youtube as relevant to the program.

Computer and game consoles:

Children will use a variety of computer programs designed to increase their computing skills as well as language and mathematical skills, with adult supervision.

Children will be provided with opportunities to develop problem solving skills, perseverance and fine motor control, as well as develop basic skills relating to computer use, including mouse/remote control operation and opening files.They will access information through these mediums and to experiment with technology in their play.

Educators will ensure that the computers are regarded with the same respect as other equipment and is maintained and well cared for.

The computers will be available on a rotation basis, where children will have the support to use the computer. Programs installed and used at the Centre will be of an educational nature and will not include aggression, violence or other inappropriate material. The Centre will endeavour to increase the range of programs available to children. 84

Television & DVD player:

Children have access to watching television and DVD programs on an add-hock basis. These will be operated by educators only.

PHOTOGRAPHY POLICY

Before we take and distribute photographs of children using the Service we will obtain appropriate authorisations from parents to ensure the privacy of children and families is respected.

Implementation The Approved Provider or Nominated Supervisor will ensure:  our photography policy is discussed during a child’s enrolment at our service.  parents authorise in writing the taking of photographs of their child at the Service before any photographs are taken.  authorisation is obtained in relation to the taking of photographs by educators and staff members at the Service, and other individuals using the Service including school photographers, individuals undertaking research projects and students on practicum placements using the attached form.  written authorisations obtained from parents cover why the photographs will be taken and how they will be used.  express consent is obtained from parents about the posting of any photographs on the Service’s social media account or a related social media account with which the Service has a professional relationship. Service photographs of children will not be posted on any social media forum if parental consent to this has not been obtained. Refer Social Media Policy for more information.  express consent is obtained from parents before any photographs of their child are used to publicise the Service, or to support any research projects or study placements. Consent will be obtained for example, before any photographs are posted on the Service’s website or included in brochures or media articles.  parents/families are notified about the presence of school photographers, researchers and students on practicum placements before they take any photographs of the children.  parents’ wishes in relation to the taking of photographs of their children will be respected at all times and educators and staff do not photograph children where parents have not authorised the taking of photographs. This may require the child to be removed from group situations where photos will be taken.  written authorisations obtained from parents include advice that parents may withdraw their authorisation to take photographs of their children at any time by advising the Nominated Supervisor in writing.

The Approved Provider or Nominated Supervisor will advise parents and families that:  they may only photograph their own child at the Service unless given permission by another child’s parent.  we do not condone the display of photographs taken of children from other families on the internet.  where parents have given permission for their child to be photographed by anyone other than a staff member or educator, the Service does not accept responsibility for the distribution or use of any photograph taken by the individual.

SOCIAL MEDIA POLICY 85

We ensure that our service, children, educators or families are not compromised on social media, and that social media usage complies with the principles set out in our Code of Conduct.

Implementation A social networking website can be defined as a website used to socialise or communicate. These include but are not limited to Facebook, MySpace and Twitter (including usage on any device such as the internet, mobile telephone or tablet).

Policies on Educators’ Personal Social Media Accounts:

While personal social media settings can restrict those who are able to access accounts, social networking sites are by their nature a public form of communication. There is always the potential that personal accounts can be accessed by the public or by “friends of friends” of whom we may have been previously unaware. It is therefore extremely important not to post information about the Service, children or families on personal social media accounts. In relation to their personal social media accounts, the Approved Provider, Nominated Supervisor, educators, staff members and volunteers will not:  access their social media accounts on any device while educating and caring for children.  post any information about what happens at the Service.  post any photos taken at the service or on an excursion. If this occurs families will be contacted immediately. If possible, the social networking website will be contacted to delete the photos.  post any material that is offensive, defamatory, threatening, harassing, bullying, discriminatory or otherwise unlawful.  post any material that could bring their professional standing into disrepute.  post any material that could damage the employment relationship, the employer’s/Service’s reputation or commercial interests, or bring the employer/Service into disrepute.  pose as a representative of the employer or express views on behalf of the employer.  use the service logo or email without permission.  list the employer’s name on a Facebook page without permission.  disclose confidential, private or sensitive information.  publicise workplace disputes.

The Approved Provider or Nominated Supervisor will:  use our Grievance Guidelines to investigate any circumstances where an employee or volunteer brings their professional standing into disrepute by posting information on their personal social media account that is offensive, defamatory, threatening, harassing, bullying, discriminatory or otherwise unlawful. A possible outcome of the investigation for employees is termination of employment.  use our Grievance Guidelines to investigate any circumstances where an employee or volunteer damages the reputation or commercial interests of the Service/employer through material posted on their personal social media account, including material that is confidential, private or sensitive. A possible outcome of the investigation for employees is termination of employment.  use our Grievance Guidelines to investigate any instance where someone working at the Service is defamed, bullied or harassed on social media by a family or community member connected to the Service. Families will 86

not defame, harass or bully any person working at the Service through social media and may face possible termination of their child’s place at our service if this occurs.  contact the police and other relevant authorities if a person working at the Service breaks the law in relation to social media eg through defamation or bullying.

Service Social Media Account Our Service has a social media account (facebook) to communicate and share information with our Service families and community. The Approved Provider or Nominated Supervisor will:  obtain authorisation from a child’s parents before posting any photos of their child on-line (enrolment form).  obtain families’ consent to what information will be posted on-line, and how it will be shared.  ensure personal information about families and children is not posted on-line, including information that could identify them eg address.  set high privacy or security settings on the account and consider whether to restrict access eg through the establishment of a group account where families are invited to join.  regularly change passwords to the account.  activate password protected screen savers on all computers at the Service and ensure all social media users at the Service always log off before leaving.  administer the social media page to maintain strict control of the information that is added.  manage our Service’s social media account.  include specific conditions about social media usage in employee contracts eg prohibiting comments about the Service or families/children.  regularly scan online content related to the Service.

RECORD KEEPING AND RETENTION POLICY

We ensure that our service maintains appropriate records in line with our regulatory requirements.

Implementation

Records to be Kept in Relation to Staff The following records must be kept in relation to the service’s Nominated Supervisors:  The full name, address and date of birth.  Evidence of any relevant qualifications held by the Nominated Supervisor.  If applicable, evidence that the Nominated Supervisor is actively working towards that qualification. If this is the case, the following must be recorded:  Proof of enrolment.  Documentary evidence that the Nominated Supervisor has commenced the course, is making satisfactory progress towards the completion of the course, is meeting the requirements of maintaining the enrolment.  For Nominated Supervisors who are working towards the completion of a Diploma level education and care qualification, proof that they hold an approved Certificate III level education and care 87

qualification or has completed the units of study in an approved Certificate III level education and care qualification determined by ACECQA.  Evidence of any approved training (including first aid training) completed by the Supervisor.  A Working With Children Check (Blue card) or a record of a current teacher registration and expiry date.

The following records must be kept in relation to other staff members:  The full name, address and date of birth.  Evidence of any relevant qualifications.  If applicable, evidence that the staff member is actively working towards that qualification. If this is the case, the following must be recorded:  Proof of enrolment.  Documentary evidence that the staff member has commenced the course, is making satisfactory progress towards the completion of the course, is meeting the requirements of maintaining the enrolment.  For staff members who are working towards the completion of a Diploma level education and care qualification, proof that they hold an approved Certificate III level education and care qualification or has completed the units of study in an approved Certificate III level education and care qualification determined by ACECQA.  Evidence of any approved training (including first aid training) completed by the staff member.  A Working With Children Check (Blue card) and expiry date.

The following records must be kept in relation to the Educational Leader:  The name of the educator who is designated at this role.

The following records must be kept in relation to Students and Volunteers:  The full name, address and date of birth of each student or volunteer.  The Approved Provider must also keep a record for each day on which the student or volunteer participates in the service, the date and hours of participation.

The following records must be kept in relation to the Responsible Person:  The staff record must include the name of the responsible person at the centre-based service for each time that children are being educated and cared for by the service.

The following records will be kept in relation to educators working directly with children:  The name of each educator.  The hours that each educator works directly with children. Please note that a staff roster or time sheet is sufficient record of this. The following records will be kept in relation to access to early childhood teacher/s:  The approved provider of a centre-based service that provides education and care to 25 or more children preschool age or under must ensure that a record is kept of the period that an early childhood teacher is in attendance at the service. 88

Records Relating to Enrolled Children The following records will be kept in relation to enrolled children:  Documentation relating to child assessments or evaluations for delivery of the education program, including:  Assessments of the child’s developmental needs, interests experiences and participation in the education program.  Assessments of the child’s progress against the outcomes of the educational program.  An Incident, Injury, Trauma and Illness Record (within Incident, Injury, Trauma and Illness Policy), including:  Details of any incident in relation to a child or injury receive by a child or trauma to which a child has been subject while being educated and care for by the service. The following must be included:  The name and age of the child.  The circumstances leading to the incident, injury or trauma.  The time and date the incident occurred, the injury that was received or the child was subjected to the trauma.  Details of any illness which becomes apparent while the child is being educated and care for by the service. The following must be included:  The name and age of the child.  The relevant circumstances surrounding the child becoming ill and any apparent symptoms.  The time and date of the apparent onset of the illness.  Details of the action taken by the service in relation to any incident, injury, trauma or illness which a child has suffered while being educated and cared for by the service. The following must be included:  Any medication administered or first aid provided.  Any medical personnel contacted.  Details of any person who witness the incident, injury or trauma  The name of any person who the education and care service notified or attempted to notify of any incident, injury trauma or illness a child has suffered at the service and the time and date of the notification and notification attempts.  The name and signature of the person making an entry in the record and the time and date that the entry was made.  This record must be recorded as soon as is practicable, but not later than 24 hours after the incident, injury, trauma or onset of illness occurred.  A medication record which includes the following:  The name of the child  The authorisation to administer medication (including self-administration is applicable) signed by a parent or a person named in the child’s enrolment record as authorised to content to administration of medication. 89

 The name of the medication to be administered.  The time and date the medication was last administered.  The time and date or the circumstance under which the medication should be next administered.  The dosage of the medication to be administered.  The manner in which the medication is to be administered.  If the medication is administered to the child:  The dosage that was administered.  The manner in which the medication was administered.  The name and signature of the person who administered the medication.  If another individual is required to check the dosage, the name and signature of that person.  A record of attendance for enrolled children, including:  The full name of each child attending the service.  The date and time each child arrives and departs.  The signature of:  the person who delivers and collects the child when he or she arrives and departs or  the nominated supervisor or educator.  For preschool programs provided by a school, services are not required to comply with this is the service keeps attendance records in accordance with the education or of Government education department policy.  Child enrolment records which include the following:  The full name, date of birth and address of the child.  The name, address and contact details of:  Each known parent of the child  Any person who is to be notified of any emergency involving the child if any parent of the child cannot be immediately contacted  Any person who is an authorised nominee  Any person who is authorised to consent to medical treatment of, or to authorise administration of medication to the child.  Any person who is authorised to authorise an educator to take the child outside the education and care service premises.  Details of any court orders, parenting orders or parenting plans provided to the approved provider relating to powers, duties, responsibilities or authorities of any person in relation to the child or access to the child. 90

 Details of any other court orders provided to the approved provider relating to the child’s residence or the child’s contact with a parent or other person.  Gender of the child  Language used in the child’s home  Cultural background of the child and parents (if applicable)  Any special considerations for the child (e.g. cultural, religious, dietary requirements or additional needs)  Authorisations signed by a parent or a person named in the enrolment record as authorised to consent to the medical treatment of the nominated supervisor to seek:  Medical treatment for the child from a registered medical practitioner, hospital or ambulance service.  Transportation of the child by any ambulance service.  Authorisation to take the child on regular outings.  The name, address and telephone number or the child’s registered medical practitioner or medical service.  The child’s Medicare number if available.  Details of any specific healthcare needs of the child including any medication conditions or allergies including whether the child has been diagnosed as at risk of anaphylaxis, including details of any medical management plan.  Details of any dietary restrictions for the child  The immunisation status of the child  A notation that states that a staff member or approved provider has sighted a child’s health record.  A record of the services compliance with the law, including:  Details of any amendments of the service approval made by the Regulatory Authority including:  The reason stated by the Regulatory Authority for the amendment.  The date on which the amendment took, or takes, effect  The date (if any) that the amendment ceases to have effect.  Details of any suspension of the service (other than a voluntary suspension) including:  The reason stated by the Regulatory Authority for the suspension.  The date on which the suspension took, or takes, effect.  The date that the suspension ends.  Details of any compliance direction or compliance notice issued to the approved provider in respect of the service, including: 91

 The reason stated by the Regulatory Authority for issuing the direction or notice  The steps specified in the direction or notice.  The date by which the steps specified must be taken.  This information must not include any information that identifies any person other than the approved provider.  A record of certified supervisors placed in day to day charge of the education and care service.

The approved provider must ensure that the documents referred to above in relation to a child enrolled at the service are made available to a parent of the child on request. In line with this, if a parent’s access to the kind of information referred to in this documentation is limited by an order of a court, the approved provider must refer to the court order in relation to the release of information concerning the child to that parent. The record of compliance referred to above must be available for access on request by any person.

Length of Time Records must be Kept Our service will keep records for the following periods:  If the record relates to an incident, illness, injury or trauma suffered by a child while being educated and cared for by the service, until the child is aged 25 years.  If the record relates to an incident, illness, injury of trauma suffered by a child that may have occurred following an incident while being educated and cared for by the service, until the child is aged 25 years.  If the record relates to the death of a child while being educated and cared for by the service or that may have occurred as a result of an incident while being educated and cared for, until the end of 7 years after the death.  If the case of any other record relating to a child enrolled at the education and care service. Until 3 years after the last date on which the child was educated and cared for by the service.  If the record relates to the Approved Provider, until the end of 3 years after the last date on which the approved provider operated the education and care service.  If the record relates to the nominated supervisor or staff member of an education and care service, until the end of 3 years after the last date on which the nominated supervisor of staff member provided education and care on behalf of the service.  In the case of any other record, 3 years after the date on which the record was made.

Storage of Records Records made by our service will be stored in a safe and secure location for the relevant time periods as set out above and only made accessible to relevant individuals. Current records are kept in the office, in the black filing cabinet. Past records are kept in the loft of the Wombats room.

Confidentiality and Storage of Records The approved provider will ensure that information kept in a record is not divulged or communicated through direct or indirect means to another person other than:  The extent necessary for the education and care or medical treatment of the child to whom the information relates. 92

 A parent of the child to whom the information relates, except in the case of information kept in a staff record.  The Regulatory Authority or an authorised officer.  As expressly authorised, permitted or required to be given by or under any Act or law.  With the written consent of the person who provided the information.

PRIVACY AND CONFIDENTIALITY

Privacy Statement Our service recognises that every individual has the right to ensure their personal information is accurate and secure, and only used or disclosed to achieve the outcomes for which it was initially collected. Personal information will be managed openly and transparently in a way that protects an individual’s privacy and respects their rights under Australian privacy laws.

Implementation Our Service practices are consistent with the Australian Privacy Principles.

Collection of personal information We collect personal information if it is necessary for us to carry out Service operations or to comply with our legal obligations. This includes information required to comply with the National Education and Care Law and Regulations and to promote learning under the Early Years Learning Framework. Information may also be collected to comply with other Laws including State or Territory Health Laws.

During the enrolment process the Approved Provider or Nominated Supervisor will:  explain what personal information we need to collect, why we need to collect it, whether the information is required or authorised by Law and how it may be shared.

Personal information includes name, address, date of birth, gender, family contact details, emergency contact details, authorised nominee details, parents’ occupations, cultural background, home language, religious beliefs, payment details, child care benefit information, immunisation records, medical information, medical management plans, photos of children and family members and information about children’s strengths, interests, preferences and needs, including special needs. Personal information also includes “government related identifiers” like Medicare numbers and CCB references.

We usually collect personal information directly from a parent or guardian either in writing or verbally, for example during enrolment, when completing waiting list applications, or as we establish a partnership with families in caring for and educating a child. We may also collect information through our website, social media page, Family Law court orders or agreements, special needs agencies and training courses.

We may occasionally request information from other organisations which you would reasonably agree is necessary for us to educate and care for a child. For example, we may request a copy of a child’s immunisation records where they are transferring to us from another Service, or where we request information about a child from a special needs educator or organisation. We will not request information without obtaining the consent of the individual (or parent) concerned. In some cases, if we are unable to collect relevant personal information, we will be unable to enrol a child at the Service.

Use or disclosure of personal information 93

We will not use personal information for any purpose that is not reasonably needed for the proper or effective operation of the service. Personal information may be accessed by and exchanged with staff educating and caring for a child or by administrative staff. We do not disclose your personal information to others unless you would have reasonably expected us to do this or we have your consent. For example, personal information may be disclosed to:  emergency service personnel so they can provide medical treatment in an emergency  special needs educators or inclusion support agencies  volunteers, trainees and work experience students (with consent)  trainers or presenters if children participate in special learning activities  organisations related to the Service (eg other Services)  another Service to which a child is transferring where you have consented to the transfer.  the new operator of the Service if we sell our business and you have consented to the transfer of enrolment and other documents listed in Regulation 177 of the National Education and Care Regulations.

We may disclose personal information where we are permitted or obliged to do so by an Australian law. For example, personal information may be disclosed to:  authorised officers when our service is assessed and rated under the National Education and Care Law and Regulations  Government employees (eg for CCB, Immunisation, Medicare purposes)  software companies that provide child care management systems  management companies we may engage to administer the Service  software companies that provide tailored computer based educational tools for children  lawyers in relation to a legal claim.  officers carrying out an external dispute resolution process  a debt collection company we use to recover outstanding fees  authorities if we are taking action in relation to unlawful activity, serious misconduct, or to reduce or prevent a serious threat to life, health or safety.

We do not disclose personal information to any person or organisation overseas or for any direct marketing purposes.

Quality of personal information The Approved Provider or Nominated Supervisor will take reasonable steps to ensure the personal information we collect, use and disclose is accurate, current and complete. Educators and staff will:  view original sources of information if practical when information is collected.  collect and record personal information in a consistent format, for example using templates for enrolment, incident, injury, trauma and illness and administration of medication.  record the date personal information was collected or updated.  update information in our physical or electronic records as soon as it’s provided. 94

In addition the Approved Provider or Nominated Supervisor will:  regularly remind families via newsletters, emails or through displays on the Service notice board to update their personal information including emergency contact details and their child’s health information.  ask parents to update their enrolment details annually, or whenever their circumstances change.  verify the information is accurate, current and complete before disclosing it to any external organisation or person.  ensure documentation about children and families is based on facts and free from prejudice.

Security of personal information The Approved Provider or Nominated Supervisor will take reasonable steps to protect personal information from misuse, interference and loss, unauthorised access, modification or disclosure. These steps include:  taking responsibility for the security of personal information and regularly checking the practices implemented to protect it. This will include management of access privileges to ensure only people who genuinely need to see personal information can access it.  ensuring information technology systems have appropriate security measures including password protection, anti-virus and ‘malware’ software, and data backup systems.  ensuring physical repositories of personal information are secure INSERT WHERE and HOW INFORMATION IS STORED eg Nominated Supervisor’s Office in a filing cabinet which is locked when a Responsible Person is not present.  ensuring all educators and staff are aware of their obligations in relation to the collection, use and disclosure of personal information, through activities like mentoring, staff meetings or on-line training courses.  requiring all educators, staff, volunteers and work experience students to sign a ‘Confidentiality Statement’ acknowledging that personal information: o can only be accessed if it is necessary for them to complete their job o cannot be disclosed to other organisations (including colleges, RTOs) or discussed with individuals outside the service including personal family members unless they have written consent from the person (or parent) concerned. o must be stored in compliance with service practices which safeguard its security.  ensuring records which we don’t need to keep, including unsuccessful job applications and records which fall outside the record keeping timeframes under the National Education and Care Law and Regulations (refer to our Record Keeping and Retention Policy) are destroyed in a secure way as soon as possible by, for example, shredding, incinerating or permanently deleting electronic records including archived or back-up copies. Where possible, the destruction of records containing personal information will be overseen by two staff members.  ‘de-identifying’ personal information so that people (eg our accountant) who require the information may access it without being able to identify individuals. We will do this by INSERT PROCEDURE.  ‘de-identifying’ personal information which may come into the public domain. For example, removing identifying names or details from newsletters etc.  ensuring staff comply with our Social Media Policy (for example by obtaining authorisation from a child’s parents before posting any photos of their child on the Service social media page, and not posting personal information on any social media page which could identify children or families.)  ensuring confidential conversations with parents or with staff are conducted in a quiet area away from other children, parents and staff. 95

Access to personal information Individuals may request access to their (or their child’s) personal information and may request the correction of any errors. These requests may be made to the Approved Provider or Nominated Supervisor by telephone on 3883 2668 or email [email protected] or by mail 15 Pikett Street, Clontarf 4019.

Personal information will be provided as soon as possible, and no later than 30 days from a request. We will provide the information in the form requested, for example by email, phone, in person, hard copy or electronic record unless it is unreasonable or impractical to do this for example due to the volume or nature of the information.

The Approved Provider or Nominated Supervisor will always verify a person’s identity before providing access to the information, and ensure someone remains with the individual to ensure information is not changed or removed without our knowledge.

There is no charge for making a request to access the information. However, we may charge a reasonable cost for staff, postage and material expenses if the information is not readily available and retrieving the information takes a lot of time. We will advise you of the cost and get your agreement before we proceed.

There may be rare occasions when we are unable to provide access because we believe:  giving access would be unlawful, the information relates to unlawful activity or serious misconduct, or it may prejudice the activities of a law enforcement body.  there is a serious threat to life, health or safety.  giving access would unreasonably affect the privacy of others.  the request is frivolous or vexatious, for example to harass staff.  the information relates to legal proceedings (eg unfair dismissal claim) between the Service and the individual.  giving access would reveal sensitive information about a commercial decision.

We may, however, provide the information in an alternative way for example by:  deleting any personal information which cannot be provided  providing a summary of the information  giving access to the information in an alternative format  allowing the individual to inspect a hard copy of the information and letting them take notes.

We will advise you promptly in writing if we are unable to provide access to the information, or access in the format requested. The advice will include the reasons for the refusal to provide the information (unless it is unreasonable to do this) and information about how to access our grievance procedure.

Correction of personal information Individuals have a right to request the correction of any errors in their personal information. These requests may be made to the Approved Provider or Nominated Supervisor by telephone on I3883 2668or email [email protected] or by mail 15 Pikett Street, Clontarf.

The Approved Provider or Nominated Supervisor will take reasonable steps to correct personal information that is inaccurate, out of date, incomplete, irrelevant or misleading as soon as it is available. The Approved Provider or Nominated Supervisor will: 96

 take reasonable steps to ensure information supplied by an individual is correct.  verify the identity of an individual requesting the correction of personal information.  notify other organisations about the correction if this is relevant, reasonable or practical.  advise the individual about the correction to their information if they are not aware.  if immediately unable to correct an individual’s personal information, explain what additional information or explanation is required and/or why we cannot immediately act on the information provided.  if unable to correct the information, include reasons for this (for example we believe it’s current) and inform the individual about our grievance procedure and their right to include a statement with the information saying they believe it to be inaccurate, out-of-date, incomplete, irrelevant or misleading.  correct the information, or include a statement if requested, as soon as possible. We will not charge you for making a request to correct their personal information or for including a statement with your personal information. 97

COMPLAINTS

If any aspect of our service makes you unhappy you have the right to bring it to our attention. The Director and staff welcome any suggestions as this feedback assists us in maintaining a quality child care service.

Parents and community members are welcome to: a) Raise any concerns they may have with the centre. b) Make suggestions. c) Appeal an action or decision made by the centre.

Parents, staff and the community also have the right to make a complaint to ACECQA (Australian Children’s Education & Care Quality Authority) if they are concerned about our service. If ACECQA receives a complaint about our service, an officer will investigate the complaint in order to determine whether the service is in breach of the regulations.

Procedure – How to Make a Complaint

Informal complaints or suggestions are made verbally and relate to simple and straight forward complaints. a) Families may chat with the staff member concerned. b) Usually such complaints can be resolved on the spot or during the day. c) If the staff member does not have the knowledge or authority to deal with your complaint, the staff member will pass on the complaint to the Director. d) You will be kept informed of the progress of your complaint.

Formal complaints are made verbally or in writing when the issue is of a complex and serious nature. These complaints are to be referred to the Nominated Supervisor a) All complaints are taken seriously and are followed up. b) An incident report will be completed by the Director and any staff member that may be involved. c) The focus will be on the problem rather than on the person who makes the complaint or on the staff member(s) concerned. d) All issues raised will be treated confidentially and be dealt with promptly.

ACECQA Contact details for complaints:

Postal address PO Box A292, Sydney QLD 1235

Email: [email protected]

Phone: 1300 422 327

ANIMAL AND PET POLICY

Our service aims to provide a safe and hygienic environment that minimises the risk of a child being harmed by an animal. We also aim to educate children in the proper care of animals.

Implementation:  Children must be closely supervised when accessing any animal or pet at the service. 98

 Any animal or pet kept at the Service will be regularly fed, cleaned, vaccinated, have flea powder applied to them and be regularly checked for fleas and wormed. Any animal in a cage will have its cage cleaned daily.  Animal or pets will not be allowed in the sandpit or any other play area. In event that this happens, educators will refer to the Sand Pit Policy.  Animal or pets will never be taken into the food preparation area nor will they be allowed near the eating or sleeping area.  Anyone who has handled the animal or pet will immediately wash their hands after they have finished handling the animal or pet.  Children’s animal or pets will only be allowed in the Service when permission has been granted by the Nominated Supervisor. If an animal is brought to the Service when families are collecting children it must be left at the gate far enough way so children cannot touch the animal through the fence.  It will be included in the program how to properly care for animals and how to treat them appropriately.

UNENROLLED CHILD POLICY

We ensure that educators and the service are only responsible for children who are enrolled at our service to meet our legal requirements and child/staff ratios.

Implementation  On occasion, children who are not enrolled at our service may be present at the service.  An example of this is when families come to pick up an enrolled child and they bring their other children with them.  At times like this, the children who are not enrolled at the service are the responsibility of the adult that brought them to the service.  We ask these adults to keep unenrolled children off any equipment at the service, and for the child to be accompanied by the adult at all times.  Should a child who is not enrolled at the service attend an excursion with the service, they may only attend should the adult to staff ratio not be compromised for enrolled children.  Any child that is enrolled at the service on a temporary basis will be included in the staff/child ratios.

POLICY REVIEW PROCEDURE

As a part of our commitment to the National Quality Framework (NQF), our service will annually review our policies and procedures to ensure excellence and compliance. Our review processes also provides an important opportunity for families to offer their valuable input into the practices at the service and how best to meet the needs of each child being educated and cared for.

Implementation  All policies and procedures will be made available to families during the enrolment and orientation period for their child.  Educators will notify families of how to access policies and procedures and where they are located in the service. 99

 Our educators will ensure that all policies and procedures are reviewed annually or more often if required.  This gives both families and educators opportunities to suggest elements that need to be improved.  For educators and management this will occur: o At educators meetings. o At the policy review points. o In family meeting.  For families this will occur: o Via newsletters. o At the policy review point. o At parent/educators meeting.  However, at any time of the year educators and family members are invited to enquire and have input into the policies and procedures.  All policies will be signed, sourced and dated at each review and educators will continuously seek out relevant information to provide the best possible environment.  All stakeholders at the service must be informed of any changes to policies. This will occur in writing and be provided to families, educators, management, the committee and any other relevant individuals.

Governance Policy

Our service will meet its legal and financial obligations by implementing appropriate governance practices that support our aim to provide high quality child care that meets the objectives and principles of the National Quality Framework, the National Quality Standard and the Early Years Learning Framework.

Implementation

Service Structure Our service has the following organisational structure. The Approved Provider is: Rachael O’Carroll  The approved provider has a range of responsibilities prescribed in the Education and Care Services National Law and Regulations, including keeping accurate records and retaining them for specified timeframes.

Our approved provider is also responsible for:  ensuring the financial viability of the service

 overseeing control and accountability systems

 supporting the Responsible Person/Certified Supervisors in their role and providing resources as appropriate for the effective running of the service.

Our Nominated Supervisor is: Rachael O’Carroll The Nominated Supervisor is responsible for the day to day management of our service and has a range of responsibilities prescribed in the national law and regulations. 100

Our Key Responsible Person (Job-share Director) is Chrissy Foreman Cranitch Our Educational Leader is: Chrissy Foreman Cranitch Our Certified Supervisors are: Billy White, Rebecca James, Sandra McAliece, Kayla Napier, Samantha Harrington Our Room Leaders are: Sandra McAliece and Elizabeth Stuczyk

Our reporting relationships are:  Owners who work in the Service will act according to the reporting relationships applicable to those positions.

 The Nominated Supervisor is also the Approved Provider.

 The Key Responsible Person reports to the Approved Provider.

 The Certified Supervisor in day to day charge of the service reports to the Nominated Supervisor and Key responsible Person.

 Each Room Leader reports to the Nominated Supervisor and/or Key Responsible Person. o The Nominated Supervisor has the authority to communicate information about the work and to direct the activities of the Room Leader.

 Educators in the rooms report to the Room Leader

A.Guidelines for Effective Delegation Our service will:  identify the work/result to delegate and to whom Educators/staff will not delegate responsibilities for which they are accountable or work/results that have been delegated to them with their agreement or work/results attached to someone else's position (unless that person has agreed).

 put the delegation in writing with a clear due date

 discuss the delegation with the educator/staff member whenever possible

 get the educator/staff member's agreement for example through signed job descriptions, signed delegation agreements.

The person who delegates remains accountable for making sure the right result is achieved.

B. Guidelines for Effective Regulation Regulating work means monitoring, reviewing, and adjusting it to get the right result. 101

Our service will:  regularly review the work process  give quick, clear, and direct feedback and instruction that is timely and specific  communicate in writing  avoid under-regulating, over-regulating and unnecessary meetings.

1. Structure the management team to add value

To comply with these principles to the best of our ability and to ensure we can discuss issues and (potential) changes to policies, procedures or the regulatory environment, we will schedule regular communication between all members of our management team through meetings, phone communication including SMS messaging, a communication book, written communication such as letters, notices, and electronic communication including email. 2. Promote ethical and responsible decision-making

Our service will make decisions which are consistent with our policies, our obligations and requirements under the national education and care law and regulations, our approved learning framework (EYLF) and the ethical standards in our code of conduct. 3. Safeguard integrity in financial reporting

Our financial records will be completed/reviewed by an independent accountant /auditor. 4. Make timely and balanced disclosure

Unless there is a risk to the health, safety or wellbeing of a child enrolled at the service, our service will provide at least 14 days notice before making any change to a policy/procedure that may have a significant impact on our provision of education and care or a family’s ability to utilise our service, including making any change that will affect the fees charged or the way fees are collected. Our service will also:  advise the regulatory authority of any required notifications including any change to the person designated as the Nominated Supervisor no later than 14 days after the change

 develop a Quality Improvement Plan that is completed regularly, available on request and ready for submission to the Regulatory Authority when requested.

5. Respect the rights of shareholders, parents, children

Our service will support and encourage the involvement of parents and families by:  developing and implementing plans to ensure regular communication with families including advice about events, activities and policy updates

 enabling them to have access and provide input to reviews of policies and procedures 102

 providing space for private consultations

 providing and displaying a range of information about relevant issues

 ensuring we follow all policies and procedures including the Parental interaction and Involvement Policy and Privacy and Confidentiality Policy.

Our service will respect the rights of children by ensuring:  the Nominated Supervisor complies with their responsibilities under the national law and regulations

 we follow our policies and procedures including the Relationships with Children Policy, Child Protection Policy and Privacy and Confidentiality Policy.

 our children are provided with the experiences and learning which allows them to develop their identities, wellbeing and social connection.

6. Recognise and manage risk

Our service will take every reasonable precaution to protect children from harm and any hazard likely to cause injury. We will follow service policies including those covering Workplace Health and Safety, Child Protection, Excursions and the Delivery and Collection of Children and complete regular risk assessments and safety checks. 7. Remunerate fairly and responsibly

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