Discover the difference… OSHC Emmanuel College Parent Handbook

“The Young Discoverers Family”

Young Discoverers Helensvale 39 Discovery Dr, Helensvale; 5529 7888… Our very first centre established in 1996

Young Discoverers Highland Reserve 25 Rose Valley Dr, Highland Reserve; 5519 3476… Our second Long Day Centre established in 2013 as part of a Community Hub project within the Highland Reserve Community.

Young Discoverers OSHC, The Well 58 Highland Way, Upper Coomera; 5570 7155… Located next to Highland Reserve State School, this modern, large, purpose built centre sits within ‘The Well’s’ Community Hub supporting the Highland Reserve community. Young Discoverers OSHC Emmanuel College 1 Birmingham Road, Carrara; 5561 4005… Located within the grounds of the beautiful Emmanuel College

www.youngdiscoverers.org.au 1 Birmingham Road, Carrara Qld 4211; Ph: (07) 55614005 or (07) 55297 888; email: [email protected] “REVISED May 2021”

2 Table of Contents INTRODUCTION ...... 5

CENTRE DESCRIPTION ...... 5

HOURS OF OPERATION ...... 5

MISSION STATEMENT ...... 6

PHILOSOPHY ...... 6

STAFFING ...... 7

2021 Staff and Qualifications ...... 7

Staff Ratios ...... 7

Lead Educators ...... 8

Assistant Educators ...... 8

Students/Visitors ...... 8

ENROLMENT PROCEDURES ...... 8

ENROLMENT FORMS ...... 8

Information Required for Children’s Files ...... 8

Requirements for Child Care Subsidy ...... 9

Additional Needs ...... 9

Parent Teacher Relationships ...... 9

QUESTIONS AND CONCERNS ...... 9

Young Discoverers OSHC Emmanuel Grievance Procedure ...... 10

YOUR CHILD’S PROGRAM...... 10

Weekly Write-ups ...... 11

Play ...... 11

FEES & ADMINISTRATION ...... 12

Procedures to Remember ...... 12

Waiting List ...... 12

Paying Your Fees ...... 12

Procedures for Payment ...... 12

Extra Activities ...... 12

Overdue Fees ...... 12

Late Pick-Up Fee ...... 13 Cancellation of Child’s Placement ...... 13

Holidays ...... 13

Public Holidays...... 13 3

Government Assistance ...... 13

Assessment and Rating Process ...... 13

Arrival/Pickup Procedure ...... 14

Digital Sign In/Sign Out ...... 14

Custody Orders ...... 14

Parent Notices / Social Media ...... 14

DAILY REQUIREMENTS ...... 14

Hats ...... 14

Children’s Dress ...... 15

Lost Property ...... 15

Treasures from Home ...... 15

Procedures in case of illness ...... 15

Absences due to Illness ...... 15

Procedure ...... 15

Medication ...... 16

Immunisation ...... 16

HEALTH AND SAFETY ...... 17

Health and Hygiene Practices ...... 17

Universal Precautions...... 17

Emergency Evacuation and Lockdown Procedures ...... 17

Fire Instructions ...... 17

Lockdown Instructions ...... 17

INJURIES AND ACCIDENTS ...... 18

Procedure for contacting family - injury ...... 18

INCURSIONS AND COMMUNITY VISITORS ...... 19

Incursions and Outings (Vacation Care) ...... 19

Adult/Child Ratios (Vacation Care) ...... 19

FOOD AND NUTRITION ...... 19

Meal Times ...... 19

Nutrition ...... 19

Suggestions for Healthy Eating ...... 20 Birthdays/ Shared Food ...... 20

BREAKAGES ...... 20

PARENT INVOLVEMENT ...... 20 4

Policies ...... 21

CHILD SAFETY & WELLBEING POLICY...... 21

BEHAVIOUR GUIDANCE POLICY ...... 26

SUN PROTECTION & OUTDOOR ACTIVITY POLICY ...... 28

TOBACCO, DRUGS and ALCOHOL POLICY ...... 33

MEDICAL CONDITIONS& MEDICATION POLICY ...... 34

MULTICULTURAL POLICY ...... 35

ABORIGINAL AND TORRES STRAIT ISLANDER POLICY ...... 36

Young Discoverers Limited Reconciliation Action Plan ...... 37

5 INTRODUCTION Welcome to Young Discoverers OSHC Emmanuel. Located within Emmanuel College we are a modern, spacious, & well-equipped School Care Facility.

Young Discoverers is proudly owned and operated by CrossLife - a baptist Church and is committed to providing unsurpassed standards of excellence in the care and development of children. We offer you and your child the very best in facilities, staffing and programming and our hope is that, through the quality care of children, we can also encourage, assist and support your entire family.

Our high standards of care and generosity of resources leads to very satisfied families and a very stable staff base. Miss Lisa, who will be the transition coordinator has been an educator and leader with Young Discoverers since 1996 and we are also blessed to be able to retain Miss Fanak who has been with Emmanuel OSHC for the last 8 years.

Young Discoverers OSHC Emmanuel has a policy of non-discrimination and seeks to reflect the multicultural nature of our society, as well as promote equality of opportunity for all. Therefore all children are welcome here, regardless of sex, ethnicity, religion or ability.

It’s great to have you as part of our family!

CENTRE DESCRIPTION Young Discoverers OSHC Emmanuel is licensed under the National Quality Framework and complies with all of its regulations, for example; with requirements about activities, experiences and programs, numbers of staff and children, and staff qualifications.

You will find details of this in this OSHC handbook and throughout our Policies. Young Discoverers OSHC Emmanuel caters for up to 75 school children, between the ages of 4-12 years old (Child Care Subsidy is available providing the child is enrolled in primary school). Enrolment forms must be completed for all children prior to engaging with our program. We offer a Before School Care Program, After School Care Program and a Vacation Care Program. HOURS OF OPERATION Young Discoverers OSHC Emmanuel operates three session types- Before School Care (BSC), After School Care (ASC) and Vacation Care (VC)

BSC: 6:30am-8:45am ASC: 3:00pm-6:00pm VC: 6:30am-6:00pm (School Holidays) Unlike most centres, we do not charge for Public Holidays.

6 MISSION STATEMENT “We are committed to providing the highest quality, family oriented early education and care by nurturing children in an environment of Christian love and care”

PHILOSOPHY Our following philosophy forms the basis for our operation and flows through our practice, goals, activities and classroom programs.

Young Discoverers was established to provide high quality, family oriented child care and early education that understands the needs of the individual child and family and seeks to holistically provide the best start for all facets of a healthy, productive life. We seek to provide an environment of love and care that aligns with our Christian Faith. Our practice is underpinned by the values statement “Love… always protects, always trusts, always hopes, always perseveres.” 1 Corinthians 13:7

We recognise that Australia is a diverse society, composed of people from a variety of ethnic and social backgrounds. To enhance our children’s sense of ‘belonging’ we support an awareness and acceptance of individual cultures and values of all members within our child care community. Our program actively encourages an inclusive approach that promotes tolerance and the pursuit of knowledge regarding different abilities, needs, backgrounds and cultures.

We enrich our children's sense of ‘becoming’ when we incorporate our community history within our daily practice. The indigenous background of our region connects us with our heritage and allows us to understand the value of social justice as we move forward. For this reason we will actively incorporate our indigenous heritage within our centre life. This includes maintaining connections with the indigenous community in our region. (The major language group of our region is Yugambeh.)

Our team of educators deliver teaching and learning experiences that are based upon a depth of knowledge of early childhood education theories and practices. It is expected this knowledge base will remain current through ongoing teacher development through a variety of means including reading, networking and attending professional development opportunities in partnership with management. Through reflective practice our educators ensure that they remain relevant to the needs of the learning environment.

The early childhood years form the building blocks for a child’s future development. We embrace the “Early years Learning Framework (EyLF)”, “Queensland Kindergarten Learning Guideline (QKLG)” and “Framework for School Age Children (FSAC)”. We hold the values of ‘belonging, being and becoming’ as essential to the holistic development of children.

We recognise the value of children's play as a crucial factor in their ‘being’. Our program is play based with the provision of intentional and thoughtful learning opportunities. We seek to provide rich opportunities for exploration and give children the time needed in these spaces to gain maximum benefit. We understand that the needs of our children are ever changing and as such our educators provide a flexible and spontaneous environment that captures the learning opportunities as they present.

We view child care as an extension of home life, and see our role as complementary to that of the parent; working together for a common goal to best meet the needs of the child. It is our desire to help children develop at their own rate with new experiences that challenge them and invite curiosity. All children have a right to feel safe in their learning environment. Our educators will work with children and community members to protect and enhance the safety of each child regardless of circumstance. 7

We find great joy in observing our children mature and develop, with confidence, to their full potential. Children are precious gifts and we are privileged to care for them, assisting them as they launch out into life. We are proud to serve our community as a ministry of CrossLife - a baptist Church.

STAFFING At Young Discoverers, we have professional, highly qualified and caring staff committed to providing your child with the very best care available. Staffing will comply with all the relevant practices, codes of conduct and regulatory requirements of the Department of Education, Early Childhood Education and Care for both qualifications and ratios. Each staff member possesses a current First Aid Certificate, Fire Training Certificate and Suitability card. Our staff will also participate in various in-service training programs to further develop their skills and knowledge within the Child Care industry.

The Lead Educator at Young Discoverers OSHC Emmanuel is provided with childfree time each week to enable them to prepare high quality and relevant programs for the children in our care. At all times our ratio of 1:15 is maintained. Please see our ‘Staff Information’ board for up to date staff names, qualifications and rosters.

2021 Staff and Qualifications LICENSEE Young Discoverers Limited

EXECUTIVE DIRECTOR & EDUCATIONAL LEADER Miss Lisa - B.Teach (P), Advanced Diploma of Children’s Services

CO-ORDINATOR Miss Lisa – B.Teach (P), Advanced Diploma Children’s Services

BEFORE & AFTER SCHOOL & VACATION CARE Miss Lisa – B.Teach (P), Advanced Diploma Children’s Services

Miss Fanak- B.EC.

Miss Jess - Adv. Diploma Children’s Services

Miss Carina- Overseas Quals. including Masters of Paediatric Nursing

Miss Penni- Adv. Diploma Children’s Services

Miss Laura - Studying Diploma Children’s Services

Staff Ratios Young Discoverers OSHC Emmanuel is licensed for 75 children per day, however, we currently cater for a combined group size of up to 55 children a day to ensure we are providing optimal quality care.

Qualified staff members teach primary school aged children at a child to educator ratio of 15:1, or 12:1 for children under 6years of age.

BOARD OF MANAGEMENT Directors: Stephen Knott, Ian Lumb, Ruth Clarke, Karen Dunnett Members: Nikki Fozzard, Stefan Maslen, Lisa Selvey and Matthew Hunt (ex officio) The Board acts on behalf of CrossLife - a baptist Church who act under the leadership of Baptist Union of Qld. 8

Lead Educators Lead Educators are responsible for the daily educational OSHC program. The programs are written in conjunction with the “Framework for School Age Care”(FSAC) and are tailored to individual needs of children. The Co-Ordinator of the Centre then supervises these programs. The Centre Co-Ordinator, as well as the Lead Educators are available should you wish to discuss any matter about your child’s care, progress or well-being. For extended discussions, please make an appointment to ensure uninterrupted time. Parents or Guardians, please feel free to ask for information about any of the following:  A general description of the activities and experiences given by the service.  Our services philosophy about learning and child development outcomes and how it is intended the outcomes will be achieved. Please see “Our Philosophy” in Section 5 of this handbook.  The broad goals (individual, age specific and centre based) regarding knowledge and skills to be developed through the activities and experiences provided daily. Assistant Educators Most of our Educators are Diploma qualified and are therefore able to act in the role of Lead Educator during holiday periods or sick time. Our staff members work together as teams so that you will often notice Lead Educators and Assistants sharing tasks. Some of our assistant staff are unqualified or qualifying.

Students/Visitors From time to time you may find that trainees and students, as well as occasional volunteers are present in the centre. This is quite normal and all such persons shall be under the supervision of the Co-Ordinator. All students/volunteers who are not school age are required to hold a suitability card. Students/volunteers will not be directly responsible for children and as such will not be left unsupervised.

ENROLMENT PROCEDURES Parents are invited to attend the service for a tour at a time mutually convenient to the Co-Ordinator. We recommend this occur between 3:15pm and 5:30pm as this is the most active time throughout the centre. At this time, parents will be able to discuss concerns and desires, as well as collect enrolment forms, etc. Please inform the Director if you are a priority 1 or 2 family. Priority 1 – a child at risk of serious abuse or neglect Priority 2 – a child of a single parent who satisfies, or of parents who both satisfy the work, training, study test Priority 3 – any other child ENROLMENT FORMS Enrolment forms must be fully completed and returned prior to your child being accepted in our programs. Information must be kept up to date at all times. No enrolment form - no booking.

Once enrolment is confirmed, parents are required to complete the online form and submit to the Centre. Please ensure that you supply current address, telephone contacts, names of emergency contact persons, as well as those persons whom you may send to collect your child from the Centre. We will check identification of any unfamiliar person picking your child up. Please let us know when someone else is picking up your child.

Information Required for Children’s Files On enrolment we will require information that could be vitally important if your child becomes ill or injured whilst in our care. Having this information up to date is imperative as it allows us to provide the best quality care and it will assist us to act in your and your child’s best interest at all times. Please inform us as soon as the following change:  Telephone numbers and address  Emergency contacts and telephone numbers in case you are unable to be contacted 9

 Current Immunisation information. Not: A child must be fully immunised, on a catch up immunisation schedule or have a valid exemption to be eligible for Childcare Subsidy. Please provide your valid medical exemption from your General Practitioner if applicable. Requirements for Child Care Subsidy The enrolment form asks for your Customer Reference Number (CRN) with Centrelink and also your child’s CRN. These are very important, as together with the dates of birth, form the basis for your enrolment with Centrelink and the subsequent downloading of any applicable CCS payments to your account. Full details regarding the Childcare Subsidy can be found at www.education.gov.au/childcare.

You will need to:  Lodge a claim for Childcare Subsidy, ensuring that the Customer/Guardian is the person listed with Centrelink for your family…  Confirm through your “myGov” account, children details, centre details, days of attendance etc…  Request your CCS percentage – this will enable us to estimate your weekly child care payment amount… Additional Needs At Young Discoverers OSHC Emmanuel, every child is regarded as a unique person, with individual interests, patterns of learning and rates of development. We therefore cater for a range of “additional needs”, including cultural, social, family, religious, language, intellectual, physical development and dietary differences. In other words, our commitment is to develop programs with sufficient flexibility and stimulation to enable your child to develop to the very best of his or her potential. We encourage your support and the support of outside agencies to best help the needs of your child.

Parent Teacher Relationships Throughout your child's enrolment we want to get to know you so that we can best support your family. Please don’t hesitate to chat with our educators at any time. These conversations are vital as they help us:  Get to know you on a more personal basis  Gain valuable insight and background information on your child  Gain valuable insight and background information on your child in their family relationships and behaviour at home  Obtain ideas on areas such as developmental needs, in order to maintain levels of consistent care in the home and school environment  Support each other and form a team relationship for the enrichment of your child’s learning  Provide information on Centre management, policies and program planning If you need extended support at any time, or if we need to chat with you about a concern, appointments may be required to be arranged.

QUESTIONS AND CONCERNS We understand that the care, education and well-being of a child is of utmost importance to parents. As a parent, you are well within your rights to seek to find out more, and if necessary, question the quality of care your child is receiving. In the first instance, we encourage any parent to approach the Educator who is taking care of your child to discuss their care and then clarify any questions or concerns. If you feel that your concerns have not been addressed adequately, then do not hesitate to approach the OSHC Co-Ordinator, who will tend to the matter as soon as possible.

At any time parents and guardians are encouraged to ask for information regarding the following: i. A general description of the activities and experiences given by the service 10

ii. The service’s philosophy about learning and child development outcomes and how it is intended the outcomes will be achieved. iii. The goals about knowledge and skills to be developed through the activities and experiences. Young Discoverers OSHC Emmanuel Grievance Procedure At Young Discoverers OSHC Emmanuel we aim to offer the highest quality services. However, for a variety of reasons, situations can arise that may cause stress. If at any time you find yourself feeling concerned or confused about anything, we welcome your input.

We ask that all issues be discussed with respect, grace and consideration for all involved. Staff is here to provide the best quality care and education for your children and are very open to hear constructive criticism that can help the centre provide a continuously improving environment.

The centre has a zero tolerance policy on bullying. If families, staff or children choose to approach another person with violence and aggression, either verbal or physical, they will either be offered counselling and/or may be asked to terminate their enrolment/employment at the centre immediately.

Following is our grievance procedure that will help if you have any questions that need answering! Please follow these steps and don’t hesitate to escalate a situation to the next level if you don’t feel like you have been heard or responded to as you would have hoped. We believe that all problems have positive solutions if we communicate well and work together as a team.

 Speak to your Educator  Speak to Centre Co-Ordinator, Lisa Selvey 0414 692 868 Lisa Selvey: [email protected] Lynda Squires: [email protected] Chrissy Jones: [email protected] Alina Hamilton: [email protected]

 Fill in a confidential complaints form (located near fee box). You only need to sign this if you want feedback, all complaints will addressed.

 Contact Executive Director Lisa Selvey: 0414 692 868 [email protected]

 Contact Board of Management Stephen Knott: 0411 514 080

 Department of Education Early Childhood Education and Care: GOLD COAST OFFICE PO Box 492, Oxenford 4210 Level 1, 340 Hope Island Road, Hope Island Telephone: 5656 6688 Email: [email protected]

We want to offer all the support you need as you enter the world of childcare. If you have any concerns, your teachers and Directors want to help! Thank you for helping us be the best we can be!

YOUR CHILD’S PROGRAM Signs/posters/displays to look out for: 11

 Daily routine.  Information about the teachers and their backgrounds.  Your child’s art work will be displayed at various times. Displays will change constantly.  Programs. You are invited to discuss the activities with the Educators in charge.  Program includes an ‘inside program’ with components of social play, language, music, puzzles, games, blocks and art. An ‘outside program’ is incorporated each day with opportunities for children to develop physical and social skills. The programs are balanced with rest and eating times. Weekly Write-ups To keep you connected with what we do in OSHC our activities are always displayed in your room. You will find this on the program.

Please do not hesitate speak to us if you would like more information on the program. Lead Educators spend many hours observing and assessing the needs of the children and program planning for them.

Play Play is a child’s work! “Play” has a legitimate and crucial place in all early childhood educational programs. In line with latest research and government policy we use the “My Time, Our Place Framework” as our base curriculum. Consequently, our programs, facilities and the physical environment provide opportunities for:  Observation of the environment through exploration and experiment.  Language development through language ‘in use’.  Social development through interaction with other children and adults.  Decision making and problem solving through interaction with materials, equipment, peers and human resources.  Gaining positive self-esteem and confidence.  Development of physical skills through a range of gross (large muscles) and fine (small muscles) motor development activities.  Expressing feelings in socially acceptable ways.  Learning to function in the world around us, within group rules.  Musical appreciation.  Art appreciation.  Discovery of the environment and community in which we live.  Opportunities for rest and relaxation

We offer a large variety of activities – puzzles, paint, collage, clay, play dough, building blocks, toys for water and sand experiences etc. All children are engaged in language experiences through – stories, dramatic play and music, which are designed to widen their understanding and concepts.

Through the use of various materials in areas such as art, collage, cooking, puzzles, blocks, Lego, storybooks, etc., children develop skills which are the foundation of later learning.

The outdoor area encourages children to develop confidence and self-concept through gradual mastery of their own bodies and a range of physical skills such as balancing, climbing, running, jumping, throwing and catching. All of these activities contribute to the optimum ‘whole’ development of each child. Positive social attitudes are encouraged through group activities, in which they share, take turns and treat others, including adults and peers, with respect, equity and consideration. 12 FEES & ADMINISTRATION On enrolment you will be asked to pay your first two weeks of fees. It is imperative that you keep your fees one week in advance to avoid building up a large and sometimes confusing bill. You will be charged full fees until we have received confirmation of your CCS from Centrelink. Oftentimes Centrelink will back date to the date indicated with any extra fees that may have been paid credited to your account. An up to date fee schedule is displayed on the notice board.

Procedures to Remember  Before School Care fees include the provision of breakfast  After school care fees include the provision of afternoon tea.  A $10 penalty (on top of normal fees) may be charged to any ASC cancellations not received by 2:30pm.  Fees are charged per session, regardless of how many hours are used.  Late fees are applied to families picking children up after close of business (6pm) (see ‘late pickup fee’ below)  Police will be notified if children are not accounted for in a reasonable time frame. Waiting List If upon inquiry to the Centre there are no spaces available for your child, your name can be placed on the waiting list. This does not guarantee a place for your child, as we cannot foresee the availability of places within the rooms. As places become available we will make contact with you.

Paying Your Fees Payments are to be made weekly, fortnightly or monthly as long as you are always one week in advance.

Family Statements will usually be e-mailed however a paper copy can be arranged to be collected weekly from OSHC if this is your preference…

Procedures for Payment  Payment can be made by EFTPOS over the phone, credit card (Visa/ MasterCard), direct debit or cheque.  Credit card forms are available if you wish to set up a scheduled payment.  For payment by internet our account details appear on the bottom of your statement. Use child’s name as reference.  Payment by cheque – please pass to the Co-Ordinator.  Please note we do not accept cash Extra Activities From time to time we may invite special activities to the service. These may attract extra fees and will be advertised in advance. Please advise prior to the event if you do not wish to have your child participate otherwise fees charged for these activities will be charged as a surcharge on your fee statement.

Overdue Fees If fees are not kept up to date Young Discoverers reserves the right to cancel your child’s enrolment. If you are having financial difficulties that affect your ability to pay fees, come and speak to the Co-Ordinator or Executive Director to arrange a payment plan. As part of this plan it may be suggested that you drop some days for a period of time to make payments more manageable.

Enrolments at the start of a new calendar year will be conditional upon outstanding fees being paid in full. Failure to pay may result in your account being forwarded to a debt collector. Any debt recovery costs to Young Discoverers will be added to the family’s outstanding fees. 13

Late Pick-Up Fee Please Note: A late pick-up fee will be issued if children are collected after 6.30pm. This fee is $10.00 for every ten minutes or part thereof and is able to be made higher for repeat offenders at the discretion of the OSHC Co-Ordinator. (Form to be signed at the time of pick-up). This fee covers ‘overtime’ wages for staff. The clock in our OSHC room is the only time that will be taken into consideration when this fee is charged. There will be no exceptions to this rule.

Cancellation of Child’s Placement It is the policy of Young Discoverers OSHC Emmanuel that two week’s written notice be given on cancellation of your child’s booking. Fees are required to be paid in full prior to the cancellation date. Children must attend on their last enrolled day to be eligible to receive CCS.

Holidays Our OSHC will close for a short time annually over the Christmas/New Year holiday period. Actual dates are determined each year. No fees will be charged for this period. Alternate care will be made accessible as available for OSHC at Young Discoverers Helensvale. OSHC families will be given priority for these two weeks if they book this service within the four weeks prior to the commencement of the school holidays.

Families requiring days of from their normal booking must give at least one week’s notice of absence to avoid paying fees.

Please note: there is a Child Care Subsidy limit of 42 days per year allowable absences set by Commonwealth Government guidelines. Once the first 42 absence days have been used, CCS is only payable for any additional absences if your child has a doctor’s certificate. For an explanation of any other exceptions please talk to the Co-Ordinator. Once the child has reached 42 allowable absence days, CCS is not paid for any further absence.

Public Holidays In keeping with the practice of all Young Discoverers services, we DO NOT charge fees for public holidays.

Government Assistance Young Discoverers OSHC Emmanuel participates in the Commonwealth Government’s Child Care Subsidy Scheme (CCS). Australian residents using child care provided by accredited child care services are entitled to apply for a CCS percentage. The Child Care Subsidy helps create a more affordable system of child care. It supports workforce participation and respite and developmental care for children whose parents are not in the workforce.

Families receiving CCS will have this applied as a reduction to their fees directly from Centrelink.

For more information regarding the Childcare Subsidy we recommend visiting www.education.gov.au/childcare.

It is essential that this is done prior to your child attending this centre. It is the responsibility of the parent to ensure that fee assessments are current and accurate at all times.

Full fees will be charged until the Centre receives notification of your CCS entitlements from Centrelink. On enrolment to the Centre you will be asked for your CRN and date of birth and for the CRN & date of birth of your child.

Assessment and Rating Process All child care centres that offer government fee reductions must meet the National Quality Standard. This process ensures centres operate in an ethical way that meets the 14 needs of children on all levels. Young Discoverers OSHC Emmanuel is an active participant in the National Quality Standard. If you would like to know more about this process, please ask a staff member.

Arrival/Pickup Procedure Ensure the staff member is aware that your child is either arriving or departing. Children will only be permitted to leave with authorised pick-ups and staff will ask for ID if they don’t recognise you regardless of how many times you have attended the service previously.

Digital Sign In/Sign Out It is very important that sign-in /sign out is completed each day by a parent or guardian. This digital format is a licensing requirement and must be completed at the beginning and/or end of each day. This is not only proof of your attendance but, in the unlikely event of a fire, it is our record of exactly who is in the building. Our Sign in kiosk (I-Pad) is located at the Centre Administration desk. Please see staff if you need some assistance…

Children should be picked up ONLY by authorised adults who have been nominated on the enrolment form. If you or a nominated person cannot pick the child up, you must advise us in writing or by telephone and inform the ‘collector’ that they will be required to show identification. Identification will be required by the Centre before your child will be allowed to leave at any time that the attending staff member does not recognise the collecting adult - even if this adult is one of the child’s parents.

Custody Orders Parents are required to inform the Co-Ordinator/Educator of existing custody orders and the circumstances mentioned in regard to the child/children attending the Centre. Staff members at the Centre have no legal control over either parent picking up their child, even if a separation or grievance is occurring. Please support us with the necessary custody orders so we can support you more fully. Please maintain current telephone numbers, home address and alternative phone numbers and contact persons in case of illness or an emergency. If a parent with a custody order against them presents at the centre, staff will call the police immediately and then contact the other parent.

Parent Notices / Social Media Notices, teacher/parent notices, newsletters and accounts will be placed on the table inside the door for you to collect. It is extremely important that you check this when you collect your child please. We also utilise electronic forms of communication such as email and social media as a means to ensure that every effort is made to keep all lines of communication open.

Please check our notice board for special events of interest and upcoming activities. Please feel free to add your suggestions for special events, etc. by sending us an email or chatting with an educator.

DAILY REQUIREMENTS Hats Hats must be worn outdoors at all times. If your child does not bring a hat, your child will be encouraged to play in the shaded areas for safety reasons. Please assist us by checking that your child comes with a wide brimmed hat every day. Please refer to the “Sun Protection Policy” in policies at the end of this document.  No hat, No play is always the rule  15 REMEMBER: PLEASE LABEL ALL YOUR CHILD’S BELONGINGS

Children’s Dress Please dress children attending vacation care in appropriate clothing. The activities at the Centre do, by their very nature, involve coming into contact with paints, glue, sand, mud and water!

While every precaution is taken to prevent clothing from becoming damaged, it is not possible to ensure complete protection for every busy child. Avoid sending expensive clothes or clothes of sentimental value.

Children must wear shirts with sleeves & suitable footwear (Please avoid thongs/ “Flip Flops”).

Lost Property Please check the lost property box regularly for items belonging to you. Naming all items, including socks, shoes and hats, can help staff in locating the owners of lost property.

Treasures from Home It would be appreciated if children did NOT bring toys from home, unless required for special days. Toys from home can easily get lost or broken. We do not take responsibility for these. Please name anything that your child needs to bring from home. It saves a great deal of heartache if anything of financial or sentimental value is left at home! No child is permitted to bring toys that promote or display violence (such as guns or violent toys). We seek to discourage children from unnecessary exposure to violence. However, we do encourage children to bring natural items (‘God Made’) and other items of general educational interest.

Procedures in case of illness Absences due to Illness If your child is sick or unable to attend, you must notify us ASAP. Sick days must be paid for in full. Late/forgotten notifications of absences can incur late fees.

Child Care Benefit will be paid by the government for up to and including 42 allowable absence days for each child per financial year. Allowable absence days may be taken for any reason. If your roster causes excess absences an exemption can be applied for.

For exclusion periods relating to infection we follow the ‘Staying Healthy in Childcare’ guidelines as set by the National Health and Research Centre. You will be notified of contagious conditions affecting the service as needed.

Staff members teach and model hygiene practices that assist in restricting the spread of illness. Toys and games are regularly washed and disinfected. You are welcome to read through our policies for further information. (We will even make you a cuppa whilst you do so!)

Procedure When a child appears to be unwell i.e. is particularly quiet when normally active and social, the Educator will discern whether or not the child is displaying other symptoms consistent with a child who is unwell.

The following general guidelines will be used:  Taking the child’s temperature.  Observing whether the child is pale, coughing or has coloured nasal or eye/ear discharge, or has an unidentified rash (other than eczema).  Observing whether the child is lethargic and has an unusual lack of appetite. 16

 Asking the child if he/she feels unwell or has a pain (in the tummy, head etc.).  Observing whether the child is irritable, vomiting, diarrhoea, etc.

If your child displays any of these symptoms, we will call you to come and collect them or for advice.

Phone calls regarding sickness will be either information calls; stating that your child is displaying possible symptoms but doesn’t have to be picked up; or more urgent calls; stating that your child is displaying symptoms indicating a contagious condition and needs to be picked up as soon as possible. Depending on your child's symptoms, your child may have restricted contact with the group until collected.

The Educators have the right to refuse re-entry if the child is unwell or appears to be contagious. A doctor’s certificate may be requested if there is disagreement as to whether or not your child is contagious.

Medication If your child needs to have medication in the sessions, please inform your educator and fill out the necessary forms.

For Prescription Medication: Medication for children given either regularly or from time to time MUST BE ACCOMPANIED BY WRITTEN INSTRUCTIONS FROM THE PRESCRIBING DOCTOR.

The instructions may be in the form of a label attached to the medication. Medication must be clearly named and in its original container. Parents will be required to sign a permission/instruction form stating the name of the medication, the dates, the times to be administered and the dosage. Medication must be directly handed to the Lead Educator and will be stored either in the fridge or on top of the fridge in a locked container in the kitchen.

For Non- Prescription Medication: Non-prescription or over the counter medication may be given at parent/guardian request as per Medicine Administration Consent Form only if staff have confidence that the medicine is appropriate to the situation. If staff have any concerns as to the type, amount duration etc. of medicine given they will insist on instruction from a medical practitioner before they administer.

Medication can be administered from its original container, with the original label and instructions and before the expiry or use-by date, and in accordance with any instructions attached to the medication (NQF regulation)

In the event of your child running a fever whilst attending the Centre, all efforts will be made to contact a parent. If we are unable to do so, then appropriate methods will be taken to lower the child’s temperature. This may include the administration of paracetamol, in doses that are appropriate to the Child’s age and weight. If you are happy for us to take such steps, where we feel it is appropriate, please sign the MEDICATION AUTHORISATION form. They are attached to your child’s enrolment form.

Please Note: No medication will be administered unless these instructions are given. The medication forms must be filled in when your child arrives and completed on a daily basis. The medication must be in the original bottle/container. No single doses are to be handed to an Educator, or left in bags or added to bottles.

** If a child is absent due to illness, normal fees are still payable.

Immunisation The government has linked the payment of CCS to immunisations for all children attending child care.

For more information about immunisations and how they affect your ability to claim CCS please contact the immunisation related enquiries line on 1800 671 811. 17

If your child still does not meet the immunisation requirements, your CCS will cease until Centrelink requirements have been satisfied.

Whilst the Centre has the right to refuse entry of an unimmunised child, we do conditionally accept unimmunised children. If an immunise preventable illness affects the centre, unimmunised children will be excluded, with full fees remaining payable. We strongly suggest that you check with the recommendation by the National Health and Medical research Council regarding the immunisation of all children.

NB. All staff are encouraged to keep up to date with all recommended immunisations. If staff are not immunised they will also be excluded in the event of an infectious disease outbreak.

HEALTH AND SAFETY Health and Hygiene Practices The licensee must ensure that employees observe strict health and hygiene practices that have regard to current community standards and current information provided by relevant government departments, to minimise health risks to children and staff at the Centre.

Universal Precautions “Perform a task as if all the recipients of the service were infected, even in the absence of signs or symptoms of illness” (Taylor and Taylor cited Kendall and Moukadden – Young Children – 1992).

Emergency Evacuation and Lockdown Procedures Please familiarise yourself with the evacuation and lockdown procedures that are displayed on the parent noticeboard.

If the fire alarm/bell is ringing, do NOT enter the car park or the building. If you are in the building, follow the instructions of the staff in the room.

The Centre keeps all records of evacuations and lockdowns, along with documentation of all fire equipment checks. Staff complete annual fire training where they learn correct use and handling of fire equipment.

Fire Instructions The Co-Ordinator /person who finds the fire gives alarm and notifies the Co-Ordinator. The Co- Ordinator tries to put the fire out only if safe to do so and calls the Fire Brigade.

Lead Educators take their roll and gather their children using methods appropriate to their age group and calmly walk to the meeting point.

Assistants, if possible, close all windows and doors that face outdoors, double check internal areas for children, staff, etc. and assist Lead Educators with children, sitting them in the designated meeting point and calling the roll.

Lockdown Instructions The Co-Ordinator /person who finds the threat gives alarm “Red Balloon” and passes the message to the team.

Educators take cover with children, stay indoors, close windows and doors, call emergency services and security ASAP

The Co-Ordinator if possible, double checks internal areas for any children, staff or parents wandering and makes sure windows are closed before joining the group in lockdown.

Parents/visitors follow educator instructions and stay locked down until all clear is given. 18 INJURIES AND ACCIDENTS All injuries, regardless of severity, will have an accident/incident report written by the witnessing /attending teacher. These reports will be given to you and need to be signed and returned to the OSHC Co-Ordinator. These reports are kept confidentially on site. If you require a copy of your child’s accident report, staff will be happy to copy it for your records. Please ensure your contact details are kept up to date (including emergency contacts) in case of emergency.

The centre is not responsible for any incurred expenses due to injury. To read this policy in its entirety please look through our policies folder.

Procedure for contacting family - injury Procedure for contacting family in the event of an injury:

All injuries resulting in swelling and bruising or bleeding beyond that of a scratch or graze require notification calls to parents.

Contact messages need to be clear stating; “Hi this is (name) from Young Discoverers. An injury has occurred, it is (briefly describe if appropriate). Please call us back when you receive this message.” When possible the Centre Co- Ordinator, Executive Director or responsible person on duty needs to make this call.

If unable to reach parent/guardian within a reasonable period of time (up to 20 minutes depending on severity of injury) emergency contacts must be contacted, leaving similar message to above.

If attempts to contact families fail, staff will make the decision as to the need to seek medical advice. This decision will take into account the severity of the injury as judged by the staff member and the individual needs of children. As every attempt will be made to contact you, in the event of not being able to, staff will not be held accountable for making a decision contrary to what your judgement would have made.

For a MINOR INJURY to a child, visitor or staff member, the following procedure will apply:  Reassure child/person injured and apply general first aid  Remove cause of injury (if relevant) and ensure environment is safe  Ensure other children are being supervised (call for assistance if necessary)  Notify the Centre Co-Ordinator or Executive Director as soon as possible after the event.  Notify the family, either by phone during the day or at the end of the day (see ‘Procedure for contacting family in the event of an injury’ above).  Complete an Incident and Accident Form and have the parent/guardian sign this report at the end of the day to verify that they have been notified.

For a MAJOR INJURY to a child, visitor or staff member the following procedure is to be followed:  Assess the situation and ensure the safety of self, other children, visitors and staff (remove other children from the area)  Remove any hazard/danger or call emergency services.  Reassure child/person injured and apply general first aid  Notify or get someone else to notify the Centre Co-Ordinator or Executive Director immediately.  Call ambulance if necessary* (*broken bones, loss of consciousness, extreme bleeding, obstructed breathing, allergic reaction, seizures or any other condition that appears to need urgent medical attention- it is always better to be over responsive to an injury rather than under responsive).  Notify parents/emergency contacts by telephone to collect child/adult or meet ambulance at local hospital.  Staff member to escort child to receive medical treatment if family member not present.  Send emergency information with child/adult (enrolment form), details of accident, details of first aid administered and any comforters (soft toy, blanket, etc). 19

 Cordon off area or remove equipment where accident occurred until the area/equipment can be checked for safety to ensure no further incidents.  Complete an Incident and Accident Form and ask parent/guardian to sign form to confirm notification of accident.  Contact an Early Childhood Officer at the Department of Education, Early Childhood Education and Care as soon as possible to explain the situation and follow their advice. Ph: 5656 6688  Complete all required forms, starting with SI01 Notification of serious incident. Forms available on ACECQA website: www.acecqa.gov.au. Send by fax to the regional office at Hope Island using Email: [email protected]

INCURSIONS AND COMMUNITY VISITORS From time to time community visitors such as the fire brigade, police, puppet shows, etc. will visit the Centre.

Incursions and Outings (Vacation Care) The Vacation Care program is always available six weeks prior to the holiday period. Children attending regular BSC and ASC days will get priority for their days in the first two weeks after the program is distributed. In this period all other children will go on a waiting list and places will be distributed four weeks prior to the holidays in order of waiting list. The program may be subject to changes due to unforeseen circumstances.

It is the responsibility of the parent to peruse the program and book children in for activities appropriate for the child. Activities will be planned with regard to interests and needs appropriate to the variety of ages we cater to.

Adult/Child Ratios (Vacation Care) Whilst at the centre the ratio is 1:15 or 1:12 for children under 6years.

We conduct risk assessments of all incursions and then decide on the appropriate ratio. For example: if an incursion involves water it may be decided that the best ratio would be 1:8 or 1:5 depending on the risk of danger as perceived by the Educators.

FOOD AND NUTRITION Meal Times In the room time is set aside in our daily routines for children to sit down for meals. Meal times are times of enjoyment and relaxation. At OSHC we will not put pressure on your children to make them eat. Please support us in this. Food packed by you and not eaten in Vacation Care will be returned in the lunch box so that you are aware of what food is being consumed each day.

During Vacation Care, we have limited space within our fridge, so be sure to pack your child’s lunch with an ice brick each day. Nutrition Good nutrition is an important part of our daily program. In addition to the normal requirements for growth and physical development, quality food, will also help children concentrate better and enhance their capacity to learn. Studies have shown that there is a link between certain foods and behavioural challenges. If your child seems to be effected by various food types it is best to get medical advice on which foods they should avoid.

As a general rule foods that are heavily processed, high in fats and saturated fats, salts, preservatives and/or sugars should not be a part of your child’s daily diet. 20

Please do not send your child with sweets, chocolate, chips, soft drink and other highly processed low-nutrition foods. Juices are too concentrated for a child to digest and while the digestion process is occurring a child has difficulty concentrating.

We encourage you to choose balanced foods from the basic food groups:  Fruit, vegetables and legumes  Bread and cereals  Fish, meat and poultry products  Dairy (milk, yoghurt, cheese and/or alternatives)  Choose water as a drink Suggestions for Healthy Eating  Healthy food. We place a high emphasis on keeping our bodies healthy and will begin to educate your children on healthy eating, so we need your help to encourage this.  Healthy lunches and morning/afternoon tea snacks. These are to be individually wrapped and labelled. We will not be sharing food/fruit items from home for health and hygiene reasons.  Left over dinners/meals that are transported in temperature controlled conditions (e.g. ice boxes) make great lunches. Staff are happy to reheat these as required, as long as they have been stored safely and don’t show signs of spoil.  Food past the expiry date cannot be given to children  Healthy snack ideas – fresh fruit, celery sticks, cheese cubes or slices, unsalted crackers (e.g. vita wheats), cherry tomatoes, homemade muffins, carrot sticks, finger-sandwiches, fruit yoghurts, fruit salad, etc.  Drinks – Our preference is for you to send water only for your children. Birthdays/ Shared Food We encourage parents to let their children share their special day with their friends. Cupcakes are the best choice for celebrations. Children will blow out candles on either a slice of the cake or an individual cupcake to avoid contaminating other children’s food. It is important that staff have up to date information regarding your child’s nutritional needs. If your child has allergies please ensure staff are aware. So your child doesn’t feel left out during celebrations please provide an alternative that can be stored in the freezer. From time to time programs will involve sharing food to learn about things such as other cultures, nutrition etc.

BREAKAGES In the event of deliberate or malicious breakages of toys or equipment owned by the Centre or other children, (in circumstances outside of teachers control) the child’s parent will be formally notified and asked to assist in payment or part-payment to replace the item.

PARENT INVOLVEMENT At Young Discoverers OSHC Emmanuel we promote a loving family atmosphere. For this reason we welcome parent participation.

We would like to think of Young Discoverers OSHC Emmanuel as an extension of your own family and we would like you to feel free to join our daily activities, (eg. Cooking, puppet-making, music, etc.), look into our busy, happy and creative classrooms and see your child at play (work).

If you feel you have a special skill or talent you would like to share with the children, or if you simply have some time on your hands, we would love for you to come along and share with the Young Discoverers OSHC Emmanuel family. Also, collecting junk for art and helping with the social functions. 21

Our centre is committed to supporting your whole family and as a ministry of CrossLife - a baptist Church we have access to resources that could make a big difference.

If you require support in your parenting journey please speak to Lisa or Fanak… Either will be pleased to assist!

POLICIES Please read and review the following important policies- we would love your feedback!

CHILD SAFETY & WELLBEING POLICY Objective: Every child has a right to protection from harm. Children have the right to learn, thrive and enjoy growing in environments that are safe: physically, emotionally, intellectually and spiritually. Mandatory Reporting for the ECEC sector: From 1 July 2017, early childhood education and care (ECEC) professionals who work in approved services became mandatory reporters of suspected child abuse. This requirement recognises the important role early childhood professionals have in identifying and responding to young children in need of protection. Throughout our services all ECEC educators, supervisors and nominated supervisors over the age of 18 are mandatory reporters. Explanation: All policies and practices need to reflect that children are at the centre of everything we say and do and ensure our statement of philosophy, mission statement and values statement are our filter. All educators, board members, staff and volunteers have a duty of care to protect children from any foreseeable risks of harm and to intervene as soon as unforeseeable risks of harm present. Every educator, board member, staff member and volunteer plays a significant role in protecting the rights, interests and safety of children who use our services. Mandatory reporters MUST report if there is actual, or suspected, physical and sexual abuse causing significant harm to the child and there is not a parent willing or able to protect the child. Harm is defined as any detrimental effect of a significant nature, upon a child’s physical, psychological, spiritual or emotional well-being. Suspicions or belief of harm can be identified through: 1. The disclosure of an adult or child 2. An act that is witnessed; or 3. An adult becoming aware of a pattern of unusual behaviours, suspicious injuries, marks or bruises on a child’s body. When harm is suspected or has been identified it is important to note that it is not necessary to await confirmation or proof of the existence of abuse before reporting. Our role is to report concerns. The more information we can give child safety the quicker the child will be safe. If you believe a child is in a life threatening situation call 000 immediately. The Child Safety website, https://www.communities.qld.gov.au/childsafety/protecting-children/about-child- protection/mandatory-reporting, has general information about mandatory reporting as well as a series of information sheets to support ECEC professionals. There is also information about child abuse and the reporting of child abuse and access to the Child Protection Guide, a tool to aid the reporting decision making process. Implementation: Young Discoverers recognise the importance of fostering positive interactions between employees and the children they work with. YD staff and educators (both volunteer and paid) are to interact and communicate with children in a professional and ethical manner – befitting the highest possible standards of care - at all times. Employees, students and volunteers who have contact with children at our centres will respond to and guide children through positive and meaningful interactions and will show respect for each child as an individual. In relationships with children, educators are required to ensure that the physical, sexual and emotional wellbeing of children is safeguarded, and that their own behaviour is guided by a duty of care both within and beyond the 22 education and care setting to provide children with an adequate level of protection against harm. We have an obligation to report any suspicion that the physical, sexual or emotional wellbeing of a child is at risk or has been compromised or that a child has been harmed, regardless of whether the suspicion relates to the safety of the child while in the care of Young Discoverers, in the child's family care, or elsewhere. All Young Discoverers adults (over 18 or engaged as a staff member, volunteer or student) in their relationships with children must ensure they are familiar with the ‘National Principles for Child Safe Organisations’ to gain an understanding of the following ten principles. National Principles for Child Safe Organisations 1. Child safety and wellbeing is embedded in organisational leadership, governance and culture. 2. Children and young people are informed about their rights, participate in decisions affecting them and are taken seriously. 3. Families and communities are informed and involved in promoting child safety and wellbeing. 4. Equity is upheld and diverse needs respected in policy and practice. 5. People working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice. 6. Processes to respond to complaints and concerns are child focused. 7. Staff and volunteers are equipped with the knowledge, skills and awareness to keep children and young people safe through ongoing education and training. 8. Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed. 9. Implementation of the national child safe principles is regularly reviewed and improved. 10. Policies and procedures document how the organisation is safe for children and young people. Our Young Discoverers teams will:  ensure children are central to everything we do.  be aware of and adhere to section 166 of the Education and Care Services National Law (2010) and the United Nations Convention on the Rights of the Child, including that no child will be subjected to any form of corporal punishment or unreasonable discipline, and the right to respect for the views of the child.  be aware of and adhere to Regulation 155 and 156 of the Education and Care Services National Regulations (2011) relating to ‘interaction with children’ which states that educators must provide education and care services to children in a way that: o encourages children to express themselves and their opinions; o allows children to undertake experiences that develop self-reliance and self-esteem; o maintains at all times the dignity and rights of each child; o gives each child positive guidance and encouragement toward acceptable behaviour; and o has regard to the family and cultural values, age, and physical and intellectual development; and abilities of each child being educated and cared for by the service.  are aware of Regulation 86 of the Education and Care Services National Regulations (2011) and maintain awareness of the existence of current child protection law and any obligations educators and other employees have under that law in their state or territory.  use positive guidance and behaviour management strategies and work with children in an appropriate manner.  respond to children in accordance with our Behaviour Guidance policy or behavioural plan and risk assessment. Behaviour management techniques must not include physical, verbal or emotional harm or the deprivation of liberty;  seek to develop positive learning outcomes for all children;  provide a pleasant, safe and nurturing environment for all children free from harm or any hazard likely to cause harm in accordance with section 167 of the Education and Care Services National Law (2010);  adhere to photo and media permissions, as listed on enrolment forms, in respect of any photographic or video images of children;  report any observation or suspicion of inappropriate interactions with children or their families by employees to their line supervisor or the next level up of supervision if the person suspected to be engaging in inappropriate interactions is the line supervisor. NO Young Discoverers staff or educator (volunteer or paid) must ever:  Engage in any unlawful activity with or in relation to a child. 23

 Engage in any activity that is likely to physically, sexually or emotionally harm a child. Including: o subjecting children to . physical . emotional . sexual or grooming behaviour . neglect o disciplining children using corporal punishment, physical force or any other unreasonable discipline o rough handling of children through play o pulling or grabbing children, particularly by their arms, legs or neck o swinging or picking up children by the arms o any reckless behaviour, whether it is intended to cause harm or not.  Unlawfully discriminate against any child or their family members.  Be alone with a child unnecessarily or in a closed off location where other adults are not aware of what you are doing  Arrange personal contact, including online contact, with children we work with for a purpose unrelated to YD activities.  Disclose personal or sensitive information about a child, including images of a child, unless the child and their parent or legal guardian consent or unless required to do so by YDL reporting policy and procedures.  Use inappropriate language or communication in the presence of children (for example: swear, yell, scream, scold, intimidate, name call, discussions of inappropriate content etc.);  Show or provide children with access to inappropriate images or material.  Work with children while under the influence of alcohol or prohibited drugs.  Ignore or disregard any suspected or disclosed child harm or abuse.  Engage in inappropriate or unprofessional relationships with children or their families in either physical or online environments Certification Requirements All adults involved with our service operations; including Board members, paid staff, extracurricular staff, (volunteers & students- over 18years) etc. must hold a current Suitability Notice (blue card) in order to participate in centre activities (excluding parents/Guardians of currently enrolled children). From August 2020 the commission will implemented a ‘No Card, No Start’ policy, making the previous exception for paid applications redundant. Most staff members should also hold a current first aid certificate, fire training (this can sync with our annual processes, providing at least one person per shift is fully qualified) and must be suitably and adequately qualified for the job they are undertaking. All mandatory reporters must ensure they understand their obligations under the law and be aware of reporting processes and family support systems such as ‘Family and Child Connect’. This obligation is agreed to as part of our staff induction processes. Both internal and external training will be made available for all staff. Staff will be encouraged to participate in at least one external child safety course throughout their employment and annual internal training will be provided. Requests for Child Information We are required by law to provide information about a child to the following agencies on request (after they have produced official identification):  Parents and guardians either recognised by staff or showing ID  Police  Approved government agencies- e.g. Department of Education, Department of employment, department of Communities etc. Other agencies (e.g. schools, paediatricians, psychologists etc.) may be given information about a child only if an exchange of information consent is received from a parent or guardian. If information is requested by telephone and the person is unable to be identified no information will be given out. To identify an official person take their name and the contact number for their office. Return the call immediately. If the phone number is not one of our listed child safety numbers and the number is not answered in the official manner no information is to be released. 24

Requirement to Collect Children from the Centre The only people authorised to pick up a child from the centre are:  Person/s specified on child’s enrolment form  Person/s listed on the pick-up authorisation form  Person/s authorised by parent/s via conversation in person or via phone to pick up their children. If by phone the person receiving the call must be able to verify that the caller is an authorised person. The following details are required so you can identify the authorised person: o Full Name (Compulsory- official photo ID required) o Address (if possible) o Phone Number (if possible) Please note, if a collecting person is not recognised by staff members, staff will be required to ask for photo ID to verify their authority to collect a child. This must be complied with regardless of how often the collector has previously attended the service and regardless of the relationship between the collector and the child. Regarding Court Orders If a parent/guardian has a court order against another parent/guardian these steps need to be followed if an attempt is made to illegally collect the child (please note the centre MUST have a copy of the court order that specifies custody arrangements to enable us to undertake the following procedure): 1. Politely and firmly notify the person that the centre has a copy of the court order that restricts him/her from collecting the child. 2. Ask them to leave the centre. 3. If they refuse to leave, notify them that we will call the police immediately. 4. Call the police. 5. Notify legal parent/guardian of situation. 6. Ensure the protection of all- alert lock down as needed If a parent/guardian does NOT have a court order but requests that another person/guardian not be permitted to collect the child these steps need to be taken; 1. Inform the parent/guardian making the request that we are not permitted to deny a legal parent/guardian collection of their child without a court order. 2. Inform the parent/guardian making the request that if this person comes to collect the child we will notify them of the request and call them immediately. If the parent/guardian at the centre is compliant we will attempt to stall them until the arrival of the other. This is the extent of our authority. Reporting of Harm If a Parent is Suspected of Being Intoxicated If you suspect a parent/pick up person to be intoxicated, discreetly try to distract them, whilst sending a staff member to call the police and/or parent. Police may arrive to breathe test the pick-up person. If unable to distract the person –get their registration number and vehicle description and immediately notify the police. Families who pick up children whilst intoxicated are in breach of child safety practice and should be reported to child safety. Evidence of intoxication should be more than smelling of alcohol. Suspected Harm to Child Procedure to follow when a staff member has become aware or reasonably suspects harm has been caused to a child in the care of the centre: 1. If a child is in imminent danger all staff have a duty of care to take immediate action by calling 000. 2. If appropriate ask the child how the ‘harm’ was caused. Do not give them words or concepts to use. 3. If staff feel any concern, without hesitation, consult the Director with completed ‘suspected harm report’ (reports will be kept confidentially). At this point it is crucial all educators, supervisors and nominated supervisors understand their obligations as mandatory reporters. 4. If danger (actual, or suspected, physical and sexual abuse causing significant harm to the child and there is not a parent willing or able to protect the child) is not present the child will be monitored for recurring incidents of harm. Family issues that may indicate a family needs additional support will be referred to ‘Family and Child Connect’, or similar, in consultation with families. (All referrals to such agencies must be done with parent consent) 25

5. Reporting must be conducted immediately if actual, or suspected, physical and sexual abuse causing significant harm to the child has occurred and there is not a parent willing or able to protect the child.  Department of Child Safety intake office: 07 3884 8845/ 1300 679 849  Crisis care (urgent/after hours help): 1800 177 135  Juvenile Aid Bureau (Gold Coast police): 55 707 861 6. Document the process. Report the situation to the Executive Director as soon as is appropriate. 7. Staff must not talk about suspected child safety issues with anyone other than other staff directly involved with the incident, the Director or the Department of Child Safety. If Staff Suspect another Staff Member Procedure to follow if a child reports harm to a staff member regarding another staff member (or if a staff member observes an incident of concern):  If a child is in imminent danger all staff have a duty of care to take immediate action by calling 000.  Remain calm. Believe the child.  Reassure the child that “telling” is the right thing to do.  Make the child feel safe and do not push the child for details.  Record the information disclosed by the child as soon as possible- prior to repeating the story if possible.  Be honest with the child about how you will respond to the disclosure.  Report as soon as possible to Executive Director, Director or Assistant Director (as is appropriate)  Seek expert advice (contact details above).  Fill out reporting of harm form and manage records confidentially.  Inform the Executive Director and Board of Management or ensure Board has been informed.  Follow all advised reporting pathways Consequences to Staff for Non-Compliance to Policy According to standard disciplinary procedure and severity of situation staff will receive;  Verbal warning from Director and/or instant suspension or dismissal  Written warning  After three written warnings – counselling that will either lead to rehabilitation or dismissal. Staff direct involvement in any deliberate cause of harm will lead to immediate dismissal and referral to police/family services. Child Safe Organisation Young Discoverers Limited is committed to being a child safe organisation. A child safe organisation is defined by Home | Child Safe Organisations (humanrights.gov.au) as one that: “Creates a culture, adopts strategies and takes action to promote child wellbeing and prevent harm to children and young people.” Our leadership is committed to using the “National Principles for Child Safe Organisations” to review existing and continuing policies and procedures and create a conscious learning environment for our educators and staff to ensure that our environment is one that keeps children safe from harm. We will conscientiously strive to be a child safe organisation that “consciously and systematically:  Creates an environment where children’s safety and wellbeing is at the centre of thought, values and actions.  Places emphasis on genuine engagement with and valuing of children and young people.  Creates conditions that reduce the likelihood of harm to children and young people.  Creates conditions that increase the likelihood of identifying any harm.  Responds to any concerns, disclosures, allegations or suspicions of harm.” Child Safe Practices Protecting Children: Physical Environment  Maintain maintenance and repair schedules  Ensure daily checks of all child play spaces  Ensure dangerous items are out of reach- including electrical and chemical 26

 Ensure supervision policies are adhered to including maintaining ratios  Ensure child free spaces are kept secured  Follow all policies and reporting practices for ensuring safe environments Protecting Children: Adult Environment  Adults must protect children from harm  Adults must not harm children in any way, including physical, sexual or emotional  At least two educators/adults should accompany children on excursions outside of the centre, including on transport  When entering a venue outside of the child care environment, educators must ensure that the space is safe for children. Risks must be assessed, including risk from the general public, and if the educator has any safety concerns, excursions into public spaces must be cancelled.  Educators/adults must not be alone with a child unnecessarily or in a hidden/closed off location where other adults are not aware of what you are doing  Discipline strategies must align with Behaviour Guidance policy and/or approved behaviour plans/ risk assessments that have been agreed upon with the parent/s in consultation with the Executive Director Protecting Children: Child Environment  Children must be involved in the clear establishment of behavioural guidelines including how they should treat each other  Children will be encouraged to tell a teacher if they feel intimidated by other children in the environment  Educators will supervise children playing together and make themselves aware of relational dynamics that require intervention  Children who demonstrate destructive or unsafe behaviours towards their peers must be taught more appropriate behaviours e.g. ‘you hurt your friend, he is sad now. How can you help him feel better?’ etc.  Children who demonstrate repetitive destructive or unsafe behaviours towards their peers (including bullying), will require a holistic behaviour management plan in consultation with their parents. This plan will include a risk assessment plan that the parent will sign off on. This plan may include a strategy for excluding the child from care in circumstances where the risk of their behaviour towards other children is unacceptable.  We have a zero tolerance approach to bullying and will proactively and routinely talk to children about respectful behaviour towards each other. Protecting Children: Emotional Environment  Children will be taught that their emotions are valid and that expressing them constructively is vital to their development  Inappropriate expressions of emotion, such as hurting peers or teachers when angry, are to be redirected and discussed. These moments are to be used as constructive learning opportunities to promote the positive expression of all emotions.  Children will be supported through difficult emotional situations by educators  Educators will know children well enough to be aware of when they need emotional support and have the tools to validate their emotional responses

Protecting Children: Media/ Cyber Environment  Children will not be deliberately exposed to inappropriate media or online material by educators  Children will be taught at age appropriate levels how to deal with cyber bullying and inappropriate Cyber content  Children using computers will only do so under supervision and in a location that is highly visible  Children will not be overexposed to media in our learning environments  Parents will receive information on Media and cyber use- including information around Cyber Bullying

BEHAVIOUR GUIDANCE POLICY Objective: For Educators to guide children’s behaviour in a positive way, protecting the rights and safety of all participants in the service. To use strategies that ensure all children equally experience “being, belonging and becoming”. 27

To ensure that no child is isolated or labelled according to negative behaviours and equally that favouritism is not extended to one child over another. Explanation: All policies and practices need to reflect that children are at the centre of everything we say and do and ensure our statement of philosophy, mission statement and values statement are our filter. Interactions and communications between Educators and children need to be warm and friendly. Educators must have a partnership with families that enhances all aspects of each child’s development and guides children’s behaviour in a positive way, thus creating positive relationships with children. Educators must respect the needs of children and teach children to respect the needs of others. Children will learn through intentional teaching practice and the culture of the group that their behaviour impacts on the security and well-being of the group and therefore needs to be respectful of the security and well-being of the group. Implementation: At Young Discoverers our Educators will:  Involve children in setting simple rules. These rules are displayed in a way which can be easily seen and understood by children.  Rules need to be presented from a positive perspective.  Teach children cues, which have consistent understanding throughout the centre, to help children take ownership of their own response to inappropriate behaviour.  Set aside routine times to teach children about positive behaviour, e.g. role playing conflict resolution techniques.  Label behaviour rather than labelling the child.  Ensure guidance is free from harmful physical force, isolation, humiliation, anger, threats or shouting. (If an educator is able to lift and carry a child, without causing harm to either themselves or the child, they may carry the child to a more appropriate location to allow the child to vent their frustrations without negatively impacting other children.)  Use positive language and tone when redirecting behaviour.  Anticipate children's inappropriate behaviour (e.g. tension or conflict over a toy) and tactfully use positive strategies to prevent and manage these.  Be patient with children's exploratory behaviour such as making a mess with food, having toileting accidents, leaving activities or unfinished tasks and take appropriate steps to help children with these challenges.  Alter classroom routines to accommodate the temperament of the room.  Be patient with children's attempts to communicate about their needs, thoughts and feelings.  Encourage children in cooperative, helping behaviour.  Respond to children's questions in a helpful and respectful manner.  Comfort children who cry or show distress.  Model positive behaviours in interactions with peers, other adults and children.  Continuously evaluate their responses to children and seek the support and guidance from other Educators as necessary.  Help children recognise, label and manage their feelings.  Provide enough resources to minimise disputes between children over their use.  Regularly encourage children to think about how others might be feeling.  Acknowledge children's efforts to behave positively.  Support children with behavioural challenges through taking the time to establish the reason why the behaviour is occurring and be open to alter practice to manage that child's needs.  Actively seek information from families to assist them to respond appropriately to children's behaviour.  Support families and other care environments, such as schools, by mirroring their strategies as is appropriate.  Be aware of any differences between the guidance strategies used by families and other care environments and the strategies of the centre and actively seek to reconcile these in a constructive way.  Refer families to relevant support agencies such as psychologists, paediatricians etc.  Consult with the family when repeated incidents occur with a particular child and work together to gather information and plan for the child’s needs. 28

o Correct inappropriate behaviours that are developmentally normal e.g. biting, tantrums, inability to share, etc., in a positive and supportive way. o If behaviours persists, parents are to be given resources such as online links, literature etc.; sourced by the educator and/or director, to help them understand the developmental issues involved. o Strategies are to be developed that manage the situation with respect, kindness and empathy considering the needs of all stakeholders. These issues can be highly sensitive and must be addressed immediately. o Behaviour plans and/or risk assessments should be prepared in consultation between families and educators.  When significant developmental issues are observed it is crucial that educators work with families to ensure early intervention o There are various groups that can support at risk children and their families to secure early intervention. These groups include family child connect, ACT for kids, Mission Australia etc. Educators and directors need to establish lines of support to meet the individual needs of children efficiently  Seek support from other child care professionals and keep up to date with current knowledge of behavioural guidance practice. When Children are in other Care Environments: Many of our children are in other care environments such as school, family day care, other child care, specialist care etc. When children in other care environments are experiencing behavioural challenges it is very important to communicate well with the other environments to ensure consistency of strategy. To exchange information with any other agency parents must provide a signed ‘exchange of information’ form. This need to be signed for us to share information and should also be signed by the other organisation. All information shared must be relevant to the challenges being addressed. How do Strategies such as Rewards Systems Fit with this Policy? Trends in early childhood education and care will from time to time favour some methods/strategies of behavioural management over others and as we are presented with different options we need to thoughtfully evaluate how they answer the following questions:  Are they meaningful?  Do they have the effect you want?  Do they encourage children to find motivation intrinsically (within themselves)?  Are they mindful of building positive interactions within the group including between peers?  Are they developmentally appropriate? Read theorists such as: Piaget, Maslow, Skinner etc.  Does the system in use meet all other elements of this policy?  Does the system in place protect each individual child's confidentiality?

Leadership of Young Discoverers question the value of reward chart schemes and how effective they are in early childhood practice. In discussion with various stakeholders we have agreed that this issue can be decided at a classroom level as long as the educator is able to confidently and thoughtfully address all questions to the satisfaction of leadership. In all instances rewards systems must not be introduced without discussions with leadership. It is important to note that the advice from the Department of Education, Early Childhood Education and Care posed many of the above questions and reflected that they also question the value of reward chart schemes and how effective they are in Early Childhood practice. This policy will change if the use of reward programs prove to negatively impact children or the service in any way.

SUN PROTECTION & OUTDOOR ACTIVITY POLICY Objective: Sun Protection: To ensure children and staff are protected from the damaging effects of exposure to the sun. 29

Outdoor Play Conditions: To ensure children get plenty of access to outdoor play in a safe way whilst providing advice to educators on how to ensure the external conditions are safe Explanation: Sun Protection: Queensland has the highest rate of skin cancer in the world. Of all new cancers diagnosed in Australia each year, skin cancers are the most common. Ultraviolet radiation levels are highest during the hours that children are at the centre, which gives us an added requirement to act protectively to this very real daily safety risk. All participants in our program have a right to expect appropriate protection from harmful UV rays. This protection will be provided in a way that not only protects for the present but educates for the future. Winter sun also contributes to skin damage, as such, this policy will be implemented in every season and in all weather conditions. The word “sunscreen” in this policy only ever identifies with SPF 30+ or higher. Outdoor Play Conditions: Playing outside has many proven physical, emotional, social and cognitive benefits and should be encouraged as frequently as possible. Appropriate outside play includes structured and unstructured activities facilitated by a variety of stimulus. Adults should engage actively in outside play activities whilst supervising as playing with children creates strong emotional connection. Keeping in mind that outside play is a crucial part of a child’s development, there are times when it is unsafe. These are events that are out of an educators control and are usually obvious if occurring. They include:  Heat wave conditions  Extreme cold  Rain  High wind  Dust storms  Air pollution

Implementation: Special note regarding infants SunSmart practices consider the special needs of infants. All babies under 12 months are kept out of direct sun when UV levels are 3 or higher. Physical protection such as shade, clothing and broad-brimmed hats are the best sun protection measures. If babies are kept out of the sun or well protected from UV radiation by clothing, hats and shade, then sunscreen need only be used occasionally on very small areas of a baby’s skin. The widespread use of sunscreen on babies under 6 months old is not recommended. (https://www.sunsmart.com.au/downloads/communities/early-childhood-primary-school/ec-sample-sunsmart- policy.docx) Sun Protection:  Inform parents of the sun protection policy during enrolment/ orientation process via the handbook.  Provide regular sun protection reminders to parents (e.g. newsletters, signage etc.)  Provide broad brimmed hats to LDC children on enrolment, these hats are to be named and should remain at the centre unless they require washing. School aged children may be given one on request, however, we have found that most school age children prefer to wear their school hat as the bucket hats tend to be too small for them.  Parents are to apply sunscreen to children prior to arrival at the centre. A Sunscreen dispenser is provided conveniently for parents to use on arrival.  Staff must role model sun protection behaviour at all times (wearing provided broadbrim hat, using sunscreen, seeking shade wherever possible and wearing sunglasses).  Staff who receive sun burn during centre activities may receive disciplinary action.  Staff who receive sunburn on a regular basis in their personal time will be strongly encouraged not to continue this practice as it provides poor role modelling for our vulnerable children.  Staff will incorporate Sunsmart education as part of their programming.  “No Hat, Play in Shade” policy to be adhered to at all times.  Staff to re-apply sunscreen to children before all periods of outdoor play, or every 2 hours if operating an inside/outside routine.  Between 10am-3pm outside play to be restricted to shade areas, wherever practical 30

 Sunscreen will be stockpiled and available at all times. Staff will ensure new sunscreen is ordered before old sunscreen is used up.  Use by dates to be checked regularly and out of date sunscreen discarded as old sunscreen loses its protective capacity. Excursions and Extended Water Play: In Addition To Above:  Sunscreen to be applied by a staff member before leaving the centre and at least every 2 hours. Designate individual children to the responsibility of a particular staff member.  Visible zinc may be required if Educators believe sunscreen may wash off. This would allow Educators to see when zinc has washed off. An example of needing to do this might be a slip and slide day when water and detergent are being used. If it is required it is to be applied to the nose, under eyes and tips of ears.  Sunscreen to be applied on dry skin in the shade and left to be absorbed by the skin for at least 15 minutes prior to swimming.  “No Shirt, No Swim”. Shirts must be worn whilst wearing swimmers (preferably sun shirt).  Board shorts should be encouraged to be worn whilst swimming.  “No Hat, No Swim” Secured broad brimmed hats must be encouraged whilst swimming. (As hats fall off remind children to put them back on.)  Program to limit exposure to the sun between 10:00am and 3pm. (On excursions where this could be difficult, have regular shade breaks and actively involve children in the wearing of sun protection clothing and sunscreen application.)  Staff may receive formal discipline if children become sun burnt during any centre based activities.  An incident form must be filled in as soon as sun burn is identified. This includes children who arrive at the centre with sunburn so as to avoid confusion as to when the child was sunburnt. Parent/Guardian Involvement:  Parents are encouraged to apply sunscreen at home or on arrival. A sunscreen station is provided conveniently for this purpose.  Dress children for their kindy day in clothes that provide adequate protection. The Qld cancer council recommends: o Dark coloured clothes o Collars and sleeves o Closely woven fabric o Natural fibre  Parents will need to ensure that their children arrive at kindy with appropriate sun protection clothing i.e. Hats, sun shirts, board shorts etc.  Parents/guardians encouraged to act as positive role models by practising SunSmart behaviour.  Be aware that, in appropriate circumstances, staff will allow children to apply their own sunscreen, under supervision. This is important to teach them independence and self-protection. Outdoor Play Conditions: Heat Healthline.com explains- “First, note that the temperature reading on a thermometer is not necessarily the temperature that you should be concerned about. The relative humidity in your environment can affect the temperature you actually feel, which is called the “apparent temperature.” Some example scenarios include:  If the air temperature reads 29˚C, but there’s zero humidity, the temperature will actually feel like it is 26 ˚C.  If the air temperature reads 29˚C, with 80 percent humidity, it will actually feel like 36˚C. With this in mind, determining when to go outside due to heat has more to do with the ‘what it feels like’ temperature that most smart phones show you, but is also impacted by things like access to shade and hydration, the breeze, whether water play is being used etc. The educator needs to look, listen, feel and predict to make the decision of closing the outside play space. Before closing outside play, it might be appropriate to encourage quieter play or to get children to play in cooler areas within the play space. Some indicators that outside play needs to cease would be: 31

 The ‘feels like’ temperature is in the high 30’s and there is no cool or shady place to play  The children are looking flushed and sweaty (even on a cool day if a child is looking flushed and sweaty they should be asked to sit quietly and cool down for a bit)  No access to hydration e.g. the water supply has been cut off Outdoor surfaces pose burns risk As a Queensland community we often experience high temperatures and, as such need, to take steps to prevent children being exposed to overheated play equipment and other objects.

During the hotter months, playground equipment and surfacing, such as metal, concrete, stone, sand, rubber, plastic, soft fall mats and synthetic grass, can heat up rapidly and retain heat. This can cause serious burns to skin upon contact.

Under legislation all approved providers should ensure policies and procedures include the following considerations:  Regular temperature checks of outdoor facilities and equipment on sunny days to assess their suitability for use by children o Each centre should risk assess the playground elements that are likely to cause burn in extreme heat o Heat can be tested using a touch approach. If an object seems too hot: . Hose down the environment before play . Ensure shoes are worn . Stay indoors until the environment cools down  Observation of manufacturers’ warnings and instructions for outdoor equipment. If this information is unclear or unavailable, ask manufacturers and installers to supply information on the equipment’s suitability for outdoor use  Permanent records of dates, times, items and temperatures tested o This would be required on high very high risk items during extreme weather conditions. If temperature checks are conducted they will be stored with the yard checks o If an item does heat to the point of being a burn risk, that item should be removed and replaced with something more appropriate  When shoes may need to be worn outside o Shoes should be worn outside if: . Leaving the centre for an excursion or (evacuation- if possible) . The surfaces are in anyway compromised (heat, spill etc.) . Parents make reasonable instruction for shoes to be kept on and the child is able to comply  Educators being mindful that children may touch, kneel, sit or lie down on surfaces o This is important as different body parts have different sensitivities to touch. When looking for potential risk you must make decisions based on the most tender skin parts (e.g. burn hazard by hot surfaces)  Areas in direct sunlight during different times of the day or different seasons may need shade structures repositioned accordingly o YDL has tried to ensure that this issue has been addressed. As educators working in the space, it is vital you let the centre director know if a key area requires shade structure so that we can ensure a safe environment  Staff training to ensure they know how to test outdoor surface temperatures and follow manufacturer/installer instructions for equipment use. o This is to be regularly discussed in staff meetings (Annually- September or October to prepare for summer, and as needed) Extreme Cold Healthline.com says: “As with high temperatures, don’t rely solely on the thermometer reading of environmental air for gauging cold temperatures. The speed of the wind and external body moisture can cause a chill that dramatically changes your body’s rate of cooling and how you feel. In extremely cold weather, especially with a high 32

wind chill factor, you can quickly experience the onset of hypothermia. Falling into cold water can also result in immersion hypothermia.” It would be rare that the weather on the Gold Coast was too cold for outdoor play- however, what the children have to wear might restrict their ability to keep warm even on a mild day. Some indicators it is too cold for outdoor play:  Children are shivering or showing other physical symptoms of cold  Children don’t have access to warm clothing that would suit the conditions  Parents have asked you to keep a child inside due to specific health or cultural conditions Rain It might be appropriate to play in the rain in certain situations, and it is certainly fun to do so! Please consider playing in the rain if:  It is warm enough to do so  The children have appropriate clothes to change into afterwards  There are no other hazards e.g. lightning, strong winds, hail etc. High Wind If the wind is causing obvious hazards or potential hazards outside play should cease. Air Pollution/ Dust Storms At the time of writing this policy we use an app- ‘AirVisual’ to help us determine when we need to remain indoors. Our guide is if the AQI (Air Quality Index) is below 50, outside play is unrestricted and should be encouraged. If it is between 50-100 and the air looks and smells free of smoke/dust or other pollutants, outside play may be appropriate to children without breathing issues such as asthma. Physical activity should be less intense. If children are coughing or showing other signs of breathing distress, they should come inside immediately regardless of the AQI If the AQI is above 100 children should remain inside. Physical activity whilst outside should be light.

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TOBACCO, DRUGS and ALCOHOL POLICY Objective: To ensure children are not subjected to the dangers associated with tobacco, drugs and alcohol, we will maintain a healthy and harm free environment where no individual staff member is affected by alcohol or drugs.

Explanation: Our services are strictly tobacco, drug and alcohol free during all licensed and operational hours. Alcohol may be used, in moderation, during organised events that occur outside of licensed operating hours, if non-staff children are not present.

Implementation: 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: 1. No-smoking in and around approved early childhood education and care facilities, including kindergartens and places offering after school hour care. (Qld Law) 2. The no-smoking area at non-residential building entrances increases from 4 to 5 metres from 01/09/2016 (Qld Law) 3. The consumption of tobacco, drugs and alcohol is prohibited in all areas of the service during operating hours including: a. Inside. b. Outside in the playground. c. Outside in the car-park. d. At any time while travelling with a child 4. Smoking, drugs and the consumption of alcohol is also prohibited - a. On incursions or excursions at any point during the event. b. While travelling with a child. c. At educator meetings during operational hours. d. At parent meetings where children are also in attendance. 5. Educators must note that during social events where educators and children are together, whether in work hours or not, the educators behaviour must reflect the intent of this policy and must not bring the service into disrepute.

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.

Parents, volunteers and visitors to the service are to be courteously informed of the Tobacco, Drug and Alcohol Policy. A copy of this policy will be placed in our parent’s handbook.

Staff: With respect to employees of the Young Discoverers Limited Services, breaching the Tobacco, Drug and Alcohol Policy may result in the implementation of disciplinary procedures including potential termination of employment. Educators are not to smoke in any location that is easily visible to parents and children. Educators wishing to smoke during breaks need to cover their uniform and leave the premises. As we wish to role model behaviour that we want children to emulate, it is important that staff who smoke must ensure they are not observed by children. In line with our hygiene policy staff must ensure the smell of smoke is appropriately dealt with through proper hand washing, mouth cleaning and use of appropriate deodorants. Smoking paraphernalia including cigarettes, papers, tobacco, matches and lighters must at all times be inaccessible to children.

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MEDICAL CONDITIONS& MEDICATION POLICY Objective: To support the management of medical conditions and the administration of prescribed medications during a child’s attendance at the centre. Explanation: Staff have a ‘duty of care’ and a ‘lawful duty’ to ensure that ONLY the correct medication is given as per instructions from the treating Doctor (prescription medication) or pharmacist (non-prescription medication). At times parents may request we give medication contrary to the instructions e.g. breaking open capsules- this is not to happen without written direction from the doctor. Children can attend our services with quite complex medical issues. Some of these issues staff can manage with appropriate training and specific instructions. Depending on the complexity of the issue and confidence of the staff member it may be necessary to have the parent/guardian attend the service or nominate someone on their behalf to complete the procedure. For long term issues the centre will need to seek advice and/or assistance from Inclusion Support. Implementation: Each centre will have an epi pen, Ventolin and spacer kept on site and in excursion bags in case of emergencies. (Ensuring these are ‘in date’ or, in the case of the epi pen the viewing window shows a clear liquid) The following conditions MUST be present in order for designated senior staff to administer medication/s requested by the family:  Parent/guardian is to write the medication request, each day, on a Medicine Administration Consent Form, sign the form and place the medication in the locked medication box in the kitchen.  Staff will take every care with administration of medication by checking the parent request, medication, dose, route of administration and time to be given. Two staff will check every medication and ensure the medication is given to the correct child in accordance with the instructions. Both staff will sign the Medicine Administration Consent Form as part of the process.  Medications not named for the child taking the medication, not in the original container or out of date WILL NOT be given. Medical Conditions:  Parents of children with known medical conditions should be given a copy of this policy on enrolment or at the time the medical condition becomes known.  A communication plan will be established to ensure good communication regarding the child’s known medical condition. This will include: o Up to date contact details for the primary care giver to ensure easy contact at all times of the day o A list of emergency contacts including contacts fully authorised to advise on medical procedures should the primary caregiver be uncontactable o Regular conversations with the Director and the child’s lead educator regarding the medical condition and any changes o Up to date medical action plan- see below  If a child is known to have asthma, allergic reactions, diabetes or similar chronic condition, parents will be requested to fill in the Emergency Medication Plan of Action Form (supplied by a doctor). This form will be kept in the display area nominated at the individual service.  All staff and volunteers will be informed of the practices to be followed for each child with a medical condition through access to risk minimisation plans and emergency action plans located in a folder in each room of the centre and on the staff room wall  If a nebuliser is to be used, a family member will instruct staff in its use.  If a child is known to have asthma, severe allergic reactions, diabetes or similar chronic condition, a risk minimisation plan must be developed in consultation with the parents.  If a child is diagnosed as at risk of anaphylaxis, a notice will be displayed on the reception notice board stating this. A sign saying “We have a child at risk of anaphylaxis at this centre” needs to be placed in a high traffic area for the whole community (including other parents) to see. For Prescription Medication: 35

 All medication must be in the original container provided by the pharmacy with the dispensing label attached listing the child as the prescribed person and the dosage to be given. Medicinal Cannabis Approved early childhood education and care services are required to have a Medicinal cannabis management plan and to notify Queensland Health of the plan if a child attending the service has been prescribed medicinal cannabis. When/ if this is required up to date information on this process must be sought from Queensland Health. www.health.qld.gov.au The following link is an example of a management plan: https://www.health.qld.gov.au/__data/assets/pdf_file/0023/644018/medicinal-cannabis-management-plan.pdf For Non- Prescription Medication:  Non-prescription or over the counter medication may be given at parent/guardian request as per Medicine Administration Consent Form only if staff have confidence that the medicine is appropriate to the situation. If staff have any concerns as to the type, amount duration etc. of medicine given they will insist on instruction from a medical practitioner before they administer.  Medication can be administered “from its original container, with the original label and instructions and before the expiry or use-by date, and in accordance with any instructions attached to the medication….” (NQF regulation)

Staff Medical Conditions Staff need to communicate their medical needs to their teams openly and honestly, this is particularly important for a medical condition that may require intervention from other team members. Should a staff member require potential medical intervention they need to make sure their team members are equipped to manage this if or when required.

Paracetamol Administration:  The parent/guardian must give prior permission for the administration of a single dose of paracetamol.  Permission on enrolment forms can be used if unable to contact parents if the child has been in the care environment for more than 4 hours. This is to avoid double dosing.  As well as calling parents of OSHC children, ensure you also check if the school has administered paracetamol and at what time to avoid double dosing.  The child’s temperature must be over 38 degrees Celsius and the parent/guardian contacted for verbal consent if possible. The parent/guardian must collect the child from the centre as soon as possible.  The child must be weighed to ensure correct dose is administered.  Staff will document the times, temperatures and conversations.  Two staff will check the appropriate dosage and administer this to the child. A record of the drug administration will be made on the Medicine Administration Consent Form.

MULTICULTURAL POLICY Objective: To acknowledge and embrace the variety of cultural heritages within our community. To facilitate developmentally appropriate programs for children that allows them to share their multi-cultural backgrounds. Explanation: We recognise that Australia is a multi-cultural society, composed of people from a variety of ethnic, socio economic and cultural backgrounds. We aim to support awareness and acceptance of all cultures. Our program is designed to actively counter much of the misinformation about different cultures that leads to racism and prejudice. It is of utmost importance to us that cultural awareness not be simply a token gesture, but an integral part of our caring and learning environment. Access to translating and interpreting services is available for non-English speaking parents on ph.: 131450 36

Implementation:  Achieved through a variety of cultural discussions, experiences, books, music, cooking, crafts, clothing, singing, play equipment, posters etc.  Invite and encourage parents and staff from culturally, linguistically and other diverse backgrounds to contribute to our programs to enhance the overall program.  Support parents to obtain our service information in languages other than English as needed (e.g. online translating services)  Staff to attend in-service training, concerning multi-cultural issues and inclusion within the program.  Programming will ensure that offensive, negative and discriminating activities or ideas are recognised and understood and that the reflections gained as a result will be shared with other educators ensuring cultural experiences are relevant and appropriate at all times  All avenues will be explored and efforts made to ensure that children from non-English speaking backgrounds feel a sense of belonging, this may include enlisting the help of inclusion support to work with our staff, the child and the parents.  We will include staff from other cultures in our team to provide a depth of experience within our childcare community as much as possible.

ABORIGINAL AND TORRES STRAIT ISLANDER POLICY Preamble: Young Discoverers recognises and supports the value that our indigenous peoples bring to our country, our state and our local community. We can learn so much from the culture and traditions of our indigenous peoples and believe that our journey to authentic reconciliation begins with us. As we embed the heart of reconciliation into the hearts of our children we will begin to create a space of respect that will hopefully contribute to healing the deep hurt that post European settlement has caused this people group.

Objectives: For the Young Discoverers community to actively contribute to the reconciliation of Indigenous and non-Indigenous Australians by embracing the rich Indigenous culture of our land and actively challenging racial biases as the opportunity presents.

For all educators to be committed to becoming more knowledgeable about Aboriginal and Torres Strait Islander cultures.

To embrace and acknowledge the Indigenous culture within our programs and practice, in meaningful and respectful ways. To help children learn to value and embrace the first peoples of our land and their history and culture.

Share and explore our growing knowledge of Indigenous culture with the children in our care and their families in line with our Reconciliation Action Plan (RAP)- in full proceeding this policy.

Explanation: All policies and practices need to reflect that children are at the centre of everything we say and do and ensure our statement of philosophy, mission statement and values statement are our filter.

The local language group of the Helensvale and Upper Coomera area is the Yugambeh Language group. The country includes Bundjalung and Yuggera lands. The recognised traditional land owners are the Kombumerri tribe*. (*This information provided during parent consultation, professional development and through discussions with indigenous elders from Yugambeh museum, we understand it may be a point of contention). The Yugambeh Museum Society located in Beenleigh or https://www.yugambeh.com/ is a great starting point for information relating to local history and language.

For the purpose of this policy the words ‘Indigenous’ or ‘Aboriginal’ are used to refer to Aboriginal or Torres Strait Islanders who fulfil all three parts of the Federal Government definition:

1. Is of Aboriginal or Torres Strait Islander descent. 37

2. Identifies him/herself as an Aboriginal or Torres Strait Islander. 3. Is accepted by the Aboriginal or Torres Strait Islander community as an Aboriginal or Torres Strait Islander person.

We recognise and acknowledge Aboriginal and Torres Strait Islander peoples as the first Australians. As the oldest living and continuing culture in the world it is a blight on our national history that to date this culture has been largely ignored by Australia in general. To correct this we are committed to building our own knowledge base and imparting this knowledge as part of our everyday program and practice. We recognise that Indigenous cultures are diverse. One of the challenges in Indigenous teaching is ensuring that we communicate well with our local Indigenous groups to ensure we are accurately portraying the cultures of our local and surrounding areas without forgetting about other Indigenous cultures around the country.

As part of learning about our Indigenous culture it is important that we also understand and learn from our shared history and the impact of colonisation on Indigenous peoples (including discriminatory policies and legislation that have led to denied or restricted access for Indigenous Australians to services, supports and rights that other Australians take for granted). As we explore the true facts of Indigenous culture as a service we will begin to challenge stereotypes and racism with children and families in our care. Inclusive teaching strategies create a sense of becoming, being and belonging in all children and their families.

Aboriginal and Torres Strait Islander Education is not only appropriate education of Aboriginal students but also must involve the education of ALL children about Indigenous Culture. (Aboriginal Education Policy, NSW AECG Inc, 1995).

This policy should be read with reference to the ‘Declaration on the Rights of Indigenous Peoples (2007)’ https://www.reconciliation.org.au/wp-content/uploads/2017/11/United-Nations-Declaration-on-the-Rights-of- Indigenous-Peoples.pdf

Implementation: Following is a list of suggestions for ensuring Aboriginal Culture is acknowledged and celebrated within YDL services:  Acknowledgement of country should precede all formal meetings- including meetings with children. (Putting God first is vital to our ethos; acknowledgement of country must always come after an opening prayer or as part of the opening prayer) an example of an opening prayer: http://mavs.vinnies.org.au/wp-content/uploads/2017/06/ACKNOWLEDGEMENT-OF-COUNTRY-AND- PRAYER_A4_FIN-2.pdf  All community events will include an acknowledgement of country and, where appropriate in consultation with local Indigenous leaders and the church leadership, a welcome to country.  Educators will be expected to be aware of significant celebrations in the Aboriginal calendar and include these events in their calendar. (E.g. NAIDOC week, Reconciliation week and National Aboriginal and Torres Strait Islander Children's day)  Educators will be encouraged to attend local Indigenous events.  Indigenous performers and artists will be invited to attend the service.  Create resources for reconciliation together.  Network with the local Indigenous community.  Invite local people and elders from our communities to contribute to the program. Invite extended families of Indigenous children to participate in the program.  Use local language as much as possible within the program, label items in the local indigenous language if possible.  Find a ‘sister’ school from a remote area to interact with including sharing drawings, photos and stories  Plant Indigenous trees and plants in gardens.  Play traditional Indigenous games.  Ensure the service has a range of Indigenous resources such as maps, flags, music, puzzles, books, dolls, videos, posters etc…  Ensure all educators implement genuinely inclusive practice and demonstrate a meaningful understanding and acknowledgement of Indigenous Culture.  Play indigenous music as part of the program and in the background 38

Following are some strategies that will assist in capacity building for individual educators:  Attend relevant cultural awareness training  Meet and talk with Aboriginal people outside of the service. These connections will help educators challenge stereotypes and extend their understanding of the Indigenous Culture in all its diversity  Consult regularly with knowledgeable groups (such as Inclusion support, Yugambeh Museum society, etc.)  Be aware of and access resource groups in the local area  Read widely about current issues relating to Indigenous peoples using mainstream and non- mainstream media (Including Koori Mail and other Indigenous publications)  Watch Indigenous TV programs such as NITV  Listen to Indigenous radio (www.cbonline.org.au has a list)  Access Indigenous websites and social networking pages  Visit local Indigenous sites under consultation with Yugambeh leaders and programs to extend knowledge of local Indigenous issues.

# Most of this policy has been written as a summary of the document “Including Aboriginal Australia in your Service” by Gangari Bamford & Associates. For more information refer to original document.

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Young Discoverers Limited Reconciliation Action Plan

Our vision for reconciliation As a ministry of CrossLife - a baptist church, Young Discoverers aims to provide high quality, family oriented child care and early education that understands the needs of the individual child and family and seeks to holistically provide the best start for all facets of a healthy, productive life. We seek to provide an environment of love and care that aligns with our Christian faith. Our vision is for the Young Discoverers community to actively contribute to the reconciliation of Indigenous and non-Indigenous Australians by embracing the rich Indigenous culture of our land and actively challenge racial biases. In the book “Our mob, God’s story” Julie Dowling says “I believe the bible is connected to all cultures through peace and not through inculcation”. We seek to contribute to reconciliation through peace. 2 Corinthians 5:18 “All this is from God, who reconciled us to himself through Christ and gave us the ministry of reconciliation”.

We believe the Christian gospel holds a unique priority for those at the margins of our society and desire to reconcile with Aboriginal and Torres Strait Islander Australians and learn from their deep wisdom and caring for creation.

Our business Young Discoverers is made up of four not for profit services owned by CrossLife - a baptist Church and delivers quality early education and care to children ranging in age from babies to school age. We have two Long Day Care centres in Helensvale and Highland Reserve and two OSHC centres in Highland Reserve (The Well) and Emmanuel College. Our educators are committed to becoming more knowledgeable about Aboriginal and Torres Strait Islander cultures and embrace and acknowledge the indigenous culture within our programs and practice in meaningful and respectful ways. We aim to share and explore our growing knowledge of Indigenous Young Discoverers Helensvale culture with the children in our care and their families and embed this within our program. How we developed our RAP An Aboriginal and Torres Strait Islander Inclusion checklist was filled out by our ‘He is risen’ educators to identify areas unique to our service. A practice questionnaire was by Aboriginal Artist Linda Syddick filled out to identify further areas. Our “Aboriginal and Torres Strait Islander” Napaljarri. policy, Mission statement, Statement of Philosophy and the Baptist Union of Indigenous artist from Australia's Victoria RAP were consulted. Our “Journey of discovery” journal was referred Western Desert to. The book “Our mob, God’s story” was referenced to gain perspective on region. Aboriginal and Torres Strait Islander people and their faith.

A draft RAP was compiled using the above resources and given to 2 of our indigenous educators to review. The draft was then reviewed by the Board of management. 40

Relationships We believe that we enrich our children’s sense of becoming when we incorporate our community history within our daily practice. We recognise the importance of reciprocal respectful relationships with children, families and community. We believe that restoring relationships is core to God’s purpose and we should care for all people, particularly those who are marginalised and vulnerable.

Action Responsibility Timeline Measureable target Seek to build Centre Ongoing This is an ongoing task that should continually be pursued relationships with Director until we have built relationships with the indigenous members Indigenous in our community. members of our community Book Indigenous Centre Ongoing Ongoing relationship with indigenous presenters (e.g. Auntie culture shows as Director Di, Uncle Allan) part of our calendar

Respect We place children at the centre of our community and therefore choose to focus our efforts on teaching children to respect our indigenous heritage. The Young Discoverers environment values respect for each other. This respect extends to the Aboriginal and Torres Strait Islander people as we strive to better understand the value of social justice. We need to be respectful and mindful of children’s cultural traditions and home languages. Action Responsibility Timeline Measurable target We will actively incorporate All educators Ongoing Indigenous flags and greeting at reception. our indigenous heritage within Embed indigenous culture in classrooms with our Centre life flags, colours, artwork, curriculum, language. Educators are aware of significant celebration times in the indigenous calendar. We will choose indigenous Centre Ongoing Increased indigenous resources in the Centres resources if appropriate when Director e.g. music, puzzles, books, dolls etc. buying resources We will say the All Educators Ongoing Children have learnt the acknowledgement and Acknowledgement of country it is said at all community events with the children daily and at special events We will advertise indigenous Centre Ongoing Aboriginal and Torres Strait Islander significant community events and Director events on display. Notice board displaying cultural days to the Young upcoming community events. Discoverers community Opportunities Creating opportunities for Indigenous people is important when resourcing Young Discoverers. It is a blight on our national history that to date this culture has largely been ignored by Australia in general. Action Responsibility Timeline Measurable target Investigate opportunities to Executive Ongoing Find ways to target indigenous educators when increase Aboriginal and Torres Director we have job vacancies. Increase number of Strait Islander employment Aboriginal and Torres Strait employees in our opportunities. organisation Commission indigenous Board of Ongoing When artwork is required on spaces consider artwork where applicable management indigenous artwork and murals by indigenous & Centre people Directors Encourage educators and All YD Ongoing Resources available for staff on indigenous admin staff to learn more employees history and culture. Staff meetings discuss about Aboriginal and Torres indigenous history and culture and invite staff to Strait Islander culture read resources available. Educators will attend 41

relevant in service courses e.g. Journey of Discovery. Tracking Progress and Reporting Action Responsibility Timeline Measurable target RAP progress to be reported Directors Bi-annually Progress report included bi-annually at the at Directors meetings bi- Directors meeting and annually to the YD Board. annually and to the YD Board annually Rap to be integrated within Executive Reviewed Inclusion in manual and regular ongoing input. our Policy Manual for all Director annually educators and families Directors

Stations of the Cross Bunjil So Loved by Dr Miriam-Rose Ungunmerr by Safina Stewart by Glendora (Glenny) Naden Baumann (OA) Language group: Gubbi Gubbi (Kabi Aboriginal elder from Nauiyu Mabuiag Island, Torres Strait, Kabi), Wakka Wakka and Koa (Guwa) (Daly River) Wuthathi (Coffs Harbour)

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