CHCPOL504B Develop and implement policy - Aspire Learning ...

Contents 

Contents 

Before you begin 

v 

How to work through this learner guide 

v 

Assessmentvi 

Resourcesvii 

Overview: The National Quality Framework (NQF) and the 

Framework for School Age Care (FSAC) 

ix 

Introduction: Developing and implementing policy 1 

Chapter 1: Researching and consulting to develop policies 3 

1.1 Evaluating existing policies relevant to the organisation 4 

1.2 Undertaking research and consultation for policy development 10 

1.3 Consulting stakeholders during policy development 16 

1.4 Providing mechanisms to facilitate discussion about policy 21 

1.5 Developing policies that reflect the organisation 24 

1.6 Ensuring policies include implications for resourcing, implementation 

and review mechanisms 

Discussion topics 30 

Chapter summary 30 

Checklist for Chapter 1 31 

Assessment activity 1: Researching and consulting to develop policies 32 

Record your employability skills 33 

27 

Chapter 2: Testing draft policies 35 

2.1 Developing and implementing a consultation plan to test draft policies 36 

2.2 Discussing implementation issues and modifying policy 42 

2.3 Notifying those affected in time to take remedial action 44 




Assessment activity 2: Testing draft policies 47 


© Aspire Training & Consulting 

iii

CHCPOL504B Develop and implement policy 

Chapter 3: Developing policy materials 49 

3.1 Preparing policy materials to facilitate understanding and implementation 50 

3.2 Developing policy proposals 55 




Assessment activity 3: Developing policy materials 60 


Chapter 4: Implementing and reviewing policies 61 

4.1 Developing and following the policy implementation plan 62 

4.2 Developing and using information and promotion strategies for wide 

dissemination 

4.3 Reviewing policies 71 




Assessment activity 4: Implementing and reviewing policies 80 


67 

Final assessment: CHCPOL504B Develop and implement policy 81 

Employability skills 85 

Appendices87 

Appendix 1: How the learner guide addresses the unit of competency 87 

Appendix 2: Employability skills 90 


iv

Chapter 1: Researching and consulting to develop policies 

Chapter 1 

Researching and consulting to develop 

policies 

The operator of an outside school hours care (OSHC) service is responsible for ensuring 

that relevant policies are in place, and that they are current and appropriate for the 

setting. Whether you are undertaking an extensive policy review, or looking at one or 

two policies that have been ear-marked for evaluation, policy development needs to draw 

on significant background information. Using a range of internal and external sources 

contributes to policy documents that meet current industry and national regulations, 

best practice and the unique needs of your service. 

Input from stakeholders such as employees and families should be encouraged and 

acknowledged, because individuals from different parts of the service can comment with 

different perspectives on the efficiency and effectiveness of current practices. Planning 

consultation processes is an effective way to ensure that feedback and recommendations 

are valid and sufficient. 

In this chapter you will learn about: 

1.1 Evaluating existing policies relevant to the organisation 

1.2 Undertaking research and consultation for policy development 

1.3 Consulting stakeholders during policy development 

1.4 Providing mechanisms to facilitate discussion about policy 

1.5 Developing policies that reflect the organisation 

1.6 Ensuring policies include implications for resourcing, implementation and review 

mechanisms 


3


Steps involved in evaluation 

A policy document is a work in progress, and its currency and relevance need to be 

regularly reviewed. An evaluation reflects on what is currently happening in your 

service and how well the current policies reflect these practices and attitudes. It identifies 

processes that work well but that have not been recorded as policy, and the requirements 

for new processes to be developed. 

Removing obsolete references 

The first and most simple step of your evaluation is to scan existing policies for 

circumstances and terminology that no longer apply to your service. If there have been 

changes to your service since the policy was last reviewed, these changes can be reflected 

in new policies. Policies that contain out-dated or inaccurate details usually seem less 

authoritative overall, and are less effective in regulating procedures. 

This includes items such as: 

• obsolete staff titles 

• references to legislation or industry standards that are no longer current, such as the 

National Childcare Accreditation Council (NCAC) system 

• references to services that are no longer provided, or that are not provided in the 

same way. 

Identifying difficulties in policy usability 

Policy evaluation should consider the practicality of the policy document. These 

considerations include whether the policy is written in plain English and is easy to 

understand. Having policies in more than one language can be appropriate for OSHC 

services that provide services to families from non-English speaking backgrounds. 

Identifying gaps in policy content 

Asking a series of questions as you evaluate each policy individually can help you to 

identify policy areas that may need improvement. Questions may include: 

• Does the policy fit with the philosophy, mission and goals of the OSHC service 

• Does the policy take into account the legislation that applies to OSHC 

• Are all policies required by the ACECQA National Quality Standard included in 

the document 

• Do all relevant people follow the policy 

• Are staff confused over the processes outlined in the policy 

• Are the needs of the OSHC community reflected in the policy 

The following example demonstrates how an OSHC supervisor evaluates existing 

policies to determine their currency and relevance to the organisation. 


8


1.3 Consulting stakeholders during policy 

development 

Continuous improvement is an ongoing process that all children’s services must 

practice. Consulting with stakeholders and receiving their feedback is an important part 

of continuous improvement. Consultation on policy to ensure relevance and acceptance 

of ideas is one example of how continuous improvement practice can provide better 

outcomes for children, staff and the community. 

Policies should provide consistent instruction in expected behaviour and responses 

to certain situations. If management were solely responsible for laying down policies 

without consultation with other stakeholders, they would be likely to reflect only the 

opinions and personal values of individual members of management. Instead, policies 

should be designed in a collaborative way, so that they reflect the needs and values of 

the whole organisation, its service users and the local community. 

Consultation can take place in many different ways. It can include formal meetings, 

emails, memos or formal written requests. Where there are geographic or time 

constraints, consultation my occur by teleconferencing or videoconferencing, or 

through surveys and questionnaires. A mix of several of these methods can be used to 

ensure a more comprehensive coverage of stakeholders. 

Stakeholders 

A stakeholder is an individual or group inside or outside the organisation who has some 

direct interest in the conduct, actions and outcomes of the organisation’s services. The 

development and implementation of a policy usually impact on several groups, so all 

relevant stakeholders should be consulted when developing a policy or making changes 

to an existing one. 

Stakeholders can include: 

• colleagues 

• children 

• families and significant others 

• other organisations and professionals 

• government agencies 

• funding bodies 

• community groups 

• management. 

Colleagues 

Staff usually have experience and knowledge of gaps in policy, and the emerging needs 

of the service. 


16


Aboriginal and Torres Strait Islander community organisations have a strong presence 

in both rural and urban regions, with some specialising in children’s services. 

Management 

Directors, school board members, finance managers, and work health and safety 

(WHS) personnel have responsibilities for guiding policy. Appropriate managers 

who can assess and direct policy formulation also include school principals and local 

council representatives. They can incorporate knowledge of both specific and broad 

areas of legislation in OSHC contexts to provide feedback about current and potential 

policies. OSHC management is responsible for making final decisions about what policy 

is adopted. Managers can understand the potential effects of policy in different ways, 

depending on your area of expertise, and the issues that you are currently involved with. 

In the following case study, an OSHC worker consults with a number of stakeholders 

about a policy. 

Case study 

Natalie recognises the need for consultation about the development of the asthma policy. To 

supplement the information she has received from speaking to a representative at the Asthma 

Foundation, Natalie plans the following meetings and discussions: 

• An interview with a GP, who can provide additional resources for asthma management 

• A meeting with the newly enrolled child and his parents, to discuss how proactive and 

responsive policies could be designed to manage his asthma effectively 

• A phone call to the National Outside School Hours Services Association (NOSHA) for advice 

about the limitations placed on OSHC workers to administer asthma medication 

• Informal discussions with staff members to invite suggestions for non-technical language that 

is easily understood, to maximise the clear wording of the policy 

After consultation with these parties, Natalie feels more confident that the policy not only meets 

legislative requirements, but that it is relevant for the staff and children who use the service. 

Practice task 3 

Identify one of the compulsory policy areas identified in the table in section 1.1 of this resource. 

Locate the policy area as it is described in the Guide to the Law and National Regulations on 

the ACECQA website. Keeping in mind the requirements of this policy that must be included 

in your service policy documents, create a table similar to the following, listing stakeholders 

who should be consulted to inform this policy area. Include a short description of the type of 

information you would seek from each. 

Policy area and 

regulation number 

Stakeholder 

Reason for consultation 


20

Chapter 1: Researching and consulting to develop policies 

When developing policy, it is important to continually refer back to the philosophy 

statement and identify any conflict between the two statements. For example: 

• a policy that requires the organisation to dispose of all waste into the same receptacle 

is probably not committed to environmental sustainability 

• policies that prohibit non-enrolled siblings to enter the premises at any time may 

not fulfil a philosophy that states the importance of family to children’s wellbeing. 

Your service may operate in the not-for-profit sector in a socially disadvantaged area, 

with a philosophy to support social equity for all children, regardless of their family’s 

financial or social situation. Access to this service may include policies that prioritise 

enrolments and provide additional fee relief for families who can prove financial 

hardship. 

The following table outlines some practical variables that often differ between OSHC 

services. 

Service variables 

Type of service offered 

Administration and 

management structure 

Staff ratios and 

qualifications 

The children who attend 

the service 

The physical environment 

Cultures and languages 

spoken by service users 

Examples 

Some OSHC operate school holiday programs only, while others 

provide before school care, after school care or a combination of 

all three. Policies need to reflect the specific programs and activities 

that are held at the service, such as meals and excursions. 

Policies vary depending on whether the service is administered by: 

• the school to which it is attached 

• the local council 

• a not-for-profit organisation 

• a commercial organisation. 

When operated on a school site, OSHC policies must be in line with 

school policies, including behaviour support and fire evacuation 

procedures. 

Some policies require workers to take on more tasks or higher 

level responsibilities than they are trained to perform. Costs of staff 

training need to be considered in providing resources for policy 

implementation. 

Policies should reflect the number and age range of children who 

attend the service. They should take into account the presence of 

children with disabilities and children who come from different 

cultural backgrounds. 

The internal and external layout of your centre may lead to policies 

that are specific to the safety and wellbeing of children. These 

can include policies about security of the centre’s boundaries, and 

restrictions for children and others to access certain areas. 

Policies may need to be written in several languages. They may 

refer to cultural practices that are specific to the makeup of the local 

community. 


25


2.1 Developing and implementing a consultation 

plan to test draft policies 

The process of producing a policy’s first draft already requires much research and 

discussion. Up to this point, you consult with stakeholders to identify what the policy 

should look like. When you have the first draft in hand, it is time to seek input and 

feedback on how it will work when implemented. It is inappropriate to implement 

policies without first taking all measures to ensure their soundness and legality. This 

allows any required adjustments to be made so as to finetune the policy before the 

implementation phase. Consultation and review are just as important at this stage in the 

process, before policies are signed off, as it was during the earlier development phase. 

Testing policies can involve one or more of the following options: 

• Consulting again with experts, consultants and other professionals who can look 

over the draft policy and make final comments or changes 

• Gathering a small sample of stakeholders to read and discuss the policy 

• When it is safe and appropriate to do so, trialling the draft policy on a small scale 

in the workplace 

Policy draft reviews can call on the same groups of stakeholders as were consulted 

early in the policy development process. If you appointed a working group or policy 

subcommittee, these representatives should still be working towards final approval and 

implementation. Relevant experts and legal representatives should review any draft 

policies that have legal and safety implications. Feedback on the draft policy should 

also be sought from staff, families and children. 

Collecting feedback 

Some organisations select several employees and family members to read the policy, 

ask questions and provide feedback. Test groups or sample groups can be selected from 

employees or other stakeholders who are most affected by the policy. Ask the group to 

read the policy through. At this point, it is important to ensure that these stakeholders 

can understand and follow the policy. It can help to ask the group to consider a range 

of scenarios that might be relevant to the policy, and ask questions like, ‘What if … ’ 

The policy should also be reviewed at this point with senior managers, the school 

principal and board members, since their support and approval is a crucial part of the 

policy being accepted. 


36

Chapter 2: Testing draft policies 

Assessment activity 2 

Testing draft policies 

Your trainer or assessor may require you to complete this assessment activity and will 

provide you with instructions as to how to present your responses. They may adjust the 

assessment activity depending on the circumstances of your training program. 

The following table maps the assessment activity for this chapter against the element 

and performance criteria of Element 2 in CHCPOL504B Develop and implement policy. 

Part Element Performance criteria 

Part A 2 2.1, 2.2, 2.3 

Part A 

Consider the Sun Protection policy that you researched in Assessment activity 1. Using 

the policy provided on the Sun Smart website (www.sunsmart.com.au/downloads/ 

Protecting_others/oshc_sample_policy.pdf) as your draft policy, compile a report that 

includes the following information: 

1. How would you test this draft policy in your own workplace Using a table similar 

to the following, complete a consultation plan that outlines an appropriate testing 

and consultation schedule, including the individuals and experts who might be 

consulted. Include position titles rather than names. 

What needs to be done Who is responsible Date for completion 

2. What implementation issues might arise from the draft policy if it was tested in your 

workplace Include references to the specific organisational culture, local climate, 

different programs and types of service you provide. 

3. What modifications would you need to make so that this policy better fits the 

particular needs of your service 

4. How would you inform stakeholders of the changes made to the final version of the 

policy Design a piece of written communication that refers to the modifications, to 

inform a group of stakeholders about the final changes. 

Record your employability skills 

When you have completed the assessment activity, make sure you record evidence 

of how you have developed employability skills. You may use the table following the 

final assessment for this purpose. Keep copies of material you have prepared as further 

evidence of your skills. Refer to the information on employability skills in Appendix 2 

of this learner guide for further guidance. 


47

Chapter 3: Developing policy materials 

Discussion topics 

Learners in a classroom can form a discussion group or have a debate. Those in the 

workplace might like to brainstorm these ideas with their colleagues. If you are learning 

independently, you might like to set up a chatroom with other learners or ask a friend 

for their opinion. 

• ‘One of the functions of policies is to protect the organisation from liability, so 

policies should be written using legal terminology.’ How would you respond to this 

statement 

• Do you think that policies should attempt to cover as many situations or contingencies 

as possible Why or why not 

• ‘Personal experiences have no place in a policy proposal.’ Do you agree 

• How much information is too much in a policy proposal to a committee of 

management or board Discuss. 

Chapter summary 

• The key to a successful policy and related procedures is presenting them in an easyto-understand 

format and style. 

• The final format and presentation of policies and procedures differs between 

organisations according to their specific needs. 

• Each policy option should be accompanied by a more detailed account of the 

procedures to be followed to achieve the policy goal. 

• Clustering policies in line with the format of the National Quality Standard can 

make policies easier to present to auditors and assessors, and ensure compliance 

with OSHC requirements in a systematic way. 

• Write policies in clear, concise and consistent English, using language that is familiar 

to all stakeholders. 

• Policy proposals are written to address the identified need for policy development 

on behalf of service staff or families. 

• There is no universal format for policy proposals. Usually, the standard conventions 

for professional written communication apply. 

Checklist for Chapter 3 

Tick the box when you can do the following. 

 

Prepare policy materials to facilitate understanding and implementation 

 

Develop policy proposals 


59


Assessment activity 4 

Implementing and reviewing policies 

Your trainer or assessor may require you to complete this assessment activity and will 

provide you with instructions as to how to present your responses. They may adjust the 

assessment activity depending on the circumstances of your training program. 

The following table maps the assessment activity for this chapter against the element 

and performance criteria of Element 4 in CHCPOL504B Develop and implement policy. 

Part Element Performance criteria 

Part A 4 4.1, 4.2, 4.5 

Part B 4 4.3, 4.4, 4.6 

Part A 

Using the policy that you developed in Part B of Assessment activity 3, complete the 

following tasks: 

1. Develop a policy implementation plan, including a task breakdown, to suit the 

requirements of your own organisation. 

2. Write a short report outlining the methods that you would use to disseminate, 

promote and publicise the policy to: 

a) staff 

b) children 

c) families. 

3. Using one of these methods, develop information in the appropriate format to educate 

staff, children or families about the policy’s introduction. Include information that 

explains the reason for and benefits of the policy, how it will be implemented and 

responsibilities of the relevant stakeholders. 

Part B 

Using the same policy as in part A, complete the following task. 

Develop an evaluation plan to review the policy in your workplace. Include evaluation 

strategies that to invite feedback from all relevant stakeholders. Make sure your 

plan includes realistic time lines for gathering feedback, reviewing the policy and 

implementing changes. 

Record your employability skills 

When you have completed the assessment activity, make sure you record evidence 

of how you have developed employability skills. You may use the table following the 

final assessment for this purpose. Keep copies of material you have prepared as further 

evidence of your skills. Refer to the information on employability skills in Appendix 2 

of this learner guide for further guidance. 


80

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