policy compilation 2012 - Dorothy Waide Centre for Early Learning

POLICY 

Policy & Procedures 

Handbook 

A work in progress 

2012 

(print date for this copy: Wednesday, 24 October 2012) 

___________________________________________________________________________________________ 

WHS and Policy Statements – Griffith Child Care Centre Inc. 2012 

Review Date -‐ 14/08/2012 p. 1

POLICY 

Published by the Griffith Child Care Centre Inc 

1 Middleton Ave, Griffith 

P: 0269626833 

E:info@dotwaidecentre.org.au 

W: www.dotwaidecentre.org.au 

___________________________________________________________________________________________ 



POLICY 

TABLE OF CONTENTS 

Philosophy 5 

Cultural Competency 7 

Na6onal Quality Standard. 9 

Planning for Children’s Learning 11 

Curriculum and Play Statement 24 

The Centre Environment: 27 

Medical Condi6ons and Medica6on 31 

Accidents, Incidents, Injury, Trauma and Illness 33 

Behaviour -‐ geOng the best out of kids 36 

Dental Health 38 

Asthma 42 

Diabetes 45 

Sun Safety 49 

Tobacco, drug and alcohol free environment 51 

Emergency and Evacua6on 54 

Evacua6on Procedure 64 

Hygenie: Infec6on Control 66 

Nappy Change 78 

Wai6ng List, Enrolment and Orienta6on 83 

Disciplinary Code of Prac6ce 87 

Ethical Prac6ce 88 

Excursions 91 

Harassment Free Workplace 95 

Online Privacy 97 

Confiden6ality and Privacy 99 

Social Networking 100 

Communica6on 101 

Acceptance and Refusal Authorisa6on Policy 104 

Arrival and Departure 105 

Supervision 107 

Website 109 

Blog 111 

Staff 112 

Students and Volunteers 118 

Students and Volunteers Induc6on Protocol 119 

Work Place Safety 120 

Handbook -‐ Students & Volunteers 123 

___________________________________________________________________________________________ 



POLICY 

Philosophy 

___________________________________________________________________________________________ 



Philosophy 

Our Mission .... 

The Dorothy Waide Centre for Early Learning provides the highest quality care 

and educa;on for young children, and accommodates the needs of their 

families in our community. 

Values 

The staff and management of the Dorothy Waide Centre for Early Learning 

embrace the following values: 

★ 

★ 

★ 

★ 

★ 

★ 

Each child has the right to be an individual and to have its physical and 

emo_onal needs catered for at all _mes. 

Our care and child centred early learning program are of the highest 

possible standard and reflect the latest knowledge and ideas. 

The individuality of parents and families is respected, and our prac_ce 

of care and educa_on is appropriate to the child’s family situa_on. 

Our prac_ce respects and reflects the community’s aspira_ons for care 

and educa_on of young children. 

Our Centre is responsibly managed and the service provided is 

affordable within our community. 

The individual needs of staff are respected and the Centre provides a 

suppor_ve environment for their personal and professional needs. 

Of significance is our acknowledgement and respect for our na_ons first 

people. Respect comes from understanding, and it is our aim to ensure our 

prac_ces acknowledge the unique cultures of all peoples and to ensure that 

no one is disadvantaged while accessing our service. It is our aim to reflect 

each person and families unique culture within our day to day program, and 

find ways that celebrate this. Of par_cular note is that our prac_ce will find 

ways to interweave aspects of Aboriginal culture and prac_ce within our 

program. 

A child’s early years determine much of their future development. Research 

has shown that the first eight years of a child’s life are the forma_ve, basic 

years and that the opportuni_es that they experience during this _me will 

have las_ng and far-‐reaching effects. 

Our Centre’s overall aim is to allow each child in our care to achieve their 

poten_al and to find ways to achieve this crea_vely. Overall, we hope to 

create an environment where children can become enthusias_c, inquiring 

and challenged. Children are encouraged to follow their own interests; to 

take risks where they become in a sense, the catalyst for their own 

curriculum. 

The children provide the lead for the adults within the Centre, involve 

themselves in individual and group projects and where possible are 

encouraged to record what they have done in their own words -‐ through 

paint, crag, clay, song or drawing. 

Our curriculum is based around a number of key concepts and focus points 

reflec_ng the Na_onal Early Years Learning Framework (EYLF) Belonging, 

Being and Becoming.. 

The key principles that guide the EYLF and our own understandings focus on 

crea_ng an environment where the following are embedded in our prac_ce: 

• Secure, respec@ul and reciprocal rela;onships -‐ with children, families 

and colleagues 

• Partnerships -‐ with families, children, early childhood educators, and 

community. 

• High expecta;ons and equity -‐ where every child, family and educator 

is valued and catered for. 

• Respect for diversity -‐ where difference is acknowledged and celebrated 

in respec@ul ways that enhance our understanding, 

• Ongoing learning and reflec;on -‐ where we as educators take the ;me 

to reflect on what and why we do what we and what might change and 

why. 

Our key learning outcomes are aligned to the Na_onal Early Years Learning 

Framework and encompass the following key understandings: 

• Children have a strong sense of iden_ty 

• Children are connected with and contribute to their world 

• Children have a strong sense of wellbeing 

• Children are confident and involved learners 

• Children are effec_ve communicators. 

POLICY 

So how is this curriculum delivered? What does it look like? What will my 

child learn? 

Our curriculum is built around a play based program, focussed on the 

interests of young children and also the inten_onal planning undertaken by 

educators. 

Play provides opportuni_es for children to learn as they discover, create, 

improvise and imagine. Play and learning are entwined in such a way that it is 

difficult to separate. What we know is that when children play with other 

children they create social groups, test out ideas, challenge each other’s 

thinking and build new understandings. 

As educators our role is to create suppor_ve environments where children 

can ask ques_ons, solve problems and engage in cri_cal thinking. 

Children’s immersion in their play illustrates how play enables them to simply 

enjoy being. 

As early childhood educators we will take on many roles in play with children 

and use a range of strategies to support learning. We will engage in sustained 

shared conversa_ons with children to extend their thinking, asking ques_ons 

like “ I wonder how that happened? What would happen if? What else can 

you tell me about this? Tell me about this?” 

As educators within the learning environment we will provide a balance 

between child led, child ini_ated and educator supported learning. We will 

plan and create learning environments that encourage children to explore, 

solve problems, create and construct. 

Our rou_nes and play experiences will provide children with a sense of 

security and stability, enabling children to predict what will happen next, 

build confidence and a sense of self. 

We will work with children to promote and model posi_ve ways to relate to 

others. Ac_vely suppor_ng the inclusion of all children in play, helping 

children to recognise when play is unfair and offer construc_ve ways to build 

a caring, fair and inclusive learning community. 

To assist your child to achieve these skills, our team will provide 

opportuni_es for your child to ... 

___________________________________________________________________________________________ 



POLICY 

• be held, cuddled, loved, listened to in a safe a secure environment with 

people who care and understand their individual “ways of being and 

knowing” 

• be crea_ve -‐ with music, language, drama, blocks, clay, paint, dough, 

paper, natural materials etc. 

• take risks, challenge their thinking, skills and ideas. 

• drama_se the family and adult world through role-‐play and the use of 

incidental themes. 

• experience a wide range of textural and sensory ac_vi_es. enjoy quiet 

_mes of concentra_on with books, puzzles and manipula_ve games. 

• enjoy and par_cipate in outdoor ac_vi_es as well as story-‐_me and 

music. 

• have opportuni_es to build friendships with peers and with children 

older and younger than they are -‐ reflec_ng the broader community. 

Key Points 

• The early years are cri_cal in each individuals development and how they 

achieve in the rest of their life. 

• Each child is seen as a unique and special person. 

• The opportunity to play and the use of it as a tool for learning is seen as a 

cri_cal component of our approach to working with young children. 

• Crea_ng opportuni_es for children to capable, resourceful and resilient are 

essen_al in building strong independent children. 

• A connectedness with parents and family is important in how we all work 

together for the benefit of each child. 

We will create opportuni_es for your child to build a posi_ve self-‐image. The 

coopera_on of parents and our staff in this task, by guiding the child to 

develop at their own rate and by understanding that your child will need to 

adjust to a variety of situa_ons and people, is a vital part of the educa_onal 

aspect of our Centre. 

Offering a wide range of s_mula_ng individual and group ac_vi_es and 

experiences provides this. 

We will do this by: 

• seong limits, providing choices, encouraging conversa_on and giving 

responsibili_es. 

• valuing what each child achieves and by seong an example of self-control. 

• by valuing life and the world around us. 

• by encouraging children to test their ideas, to experience success 

and failure, to ques_on, to describe, to observe and to express their 

feelings. 

• encouraging children to feel confident about themselves. 

• having a stable staff, using various teaching methods and by crea_ng 

a caring, loving environment. 

We appreciate parent involvement in the Centre and welcome opportuni_es 

to share ideas and experiences. If you feel you would like to contribute, 

please do not hesitate to ask. 

Your child’s day.... 

During the day your child will have opportuni_es to do many exci_ng 

ac_vi_es, listen to stories, play with friends and to have quiet _mes. 

Some things to bear in mind about our centre and the day are: -‐ 

Children apend the centre in a variety of care op_ons -‐ some are here for five 

days a week, others are only for one day. Some children are also here for long 

periods and others for only a short number of hours. 

There are children apending from many different backgrounds -‐ different 

family types and different ethnic groups -‐ all are valued and made to feel part 

of our extended family. 

Talk to your child about their day at the centre -‐ if they want to -‐ and admire 

what they bring home. Don’t be too concerned if they don’t bring home art 

or crag work -‐ they have been involved in so much during the day that they 

just never got around to doing some, and there are many ways to be crea_ve 

and to build meaning. 

Our daily diary is a great way to catch up on the days happenings and will 

provide a star_ng point for discussions at home. 

___________________________________________________________________________________________ 



POLICY 

Cultural Competency 

Na-onal Law: Sec;on 3(3) 

Na-onal Regula-ons: 78 -‐ 80. 102, 113, 160 -‐ 162, 168, 

155, 

Na-onal Quality Standard: QA 1.1.1, 1.1.2, , QA2, 

Preamble: 

“Educators who are culturally competent respect mul;ple 

cultural ways of knowing, seeing and living, celebrate the 

benefits of diversity and have an ability to understand and 

honour differences. This is evident in everyday prac;ce 

when educators demonstrate an ongoing commitment to 

developing their own cultural competence in a two way 

process with families and communi;es. 

Educators view culture and the context of family as central 

to children’s sense of being and belonging, and to success in 

lifelong learning. Educators also seek to promote children’s 

cultural competence. 

Cultural competence is much more than awareness of 

cultural differences. It is the ability to understand, 

communicate with, and effec;vely interact with people 

across cultures. 

Cultural competence encompasses: 

• being aware of one’s own world view 

• developing posi;ve a]tudes towards cultural 

differences 

• gaining knowledge of different cultural prac;ces 

and world views 

• developing skills for communica;on and 

interac;on across cultures.” EYLF p.16 

Within our Philosophy this statement outlines our 

commitment to the First Australians and indeed all cultures 

that reside in this country and our obliga_ons to them. 

“Of significance is our acknowledgement and respect for 

our na_ons first people. Respect comes from 

understanding, and it is our aim to ensure our prac_ces 

acknowledge the unique cultures of all peoples and to 

ensure that no one is disadvantaged while accessing our 

service. It is our aim to reflect each person and families 

unique culture within our day to day program, and find 

ways that celebrate this. Of par_cular note is that our 

prac_ce will find ways to interweave aspects of Aboriginal 

culture and prac_ce within our program. “ Centre 

Philosophy 2012. 

Cross Cultural and Non Discrimina6on 

The staff, parents and management of this Centre endorse 

the concept of a cross cultural and non discriminatory 

curriculum, and believe that this perspec_ve should be 

implemented throughout all Centre Programmes. 

They believe that educa_onal programmes should support 

the child’s self esteem and pride in family, community, 

ethnic and linguis_c heritage. 

To this end it is understood that:-‐ 

Each educator undertakes to implement a cross cultural, 

an_-‐discriminatory perspec_ve to the curriculum, 

encouraging posi_ve aotudes towards gender equity, and 

the provision of equal opportunity for all. 

Each educator acknowledges and respects the beliefs and 

feelings of the many cultures represented within the 

community and their expecta_ons with regards to their 

children’s upbringing and educa_ons. 

Each educator seeks awareness of his/her own feelings, 

beliefs and background, and evaluates the effect these may 

have on aotudes and interac_ons. 

The physical environment of the Centre and its 

programmes -‐ including objec_ves, focus and direc_on, 

incidental learning opportuni_es and group ac_vi_es -‐ 

reflect its commitment to a cross cultural and non 

discriminatory perspec_ve. 

The programme is recorded, so that parents and visitors 

can become aware of its objec_ves and implementa_on. 

The programme is developmentally based and relevant to 

the child’s life experiences, interests and social skills. 

Curriculum: Implementa6on of cross cultural curriculum 

Observa_on of the local community served by the Centre, 

and iden_fica_on of the Socioeconomic and cultural 

grouping of its families. 

Observa_on of the developmental and linguis_c levels and 

the interests and experiences (with other cultural groups) 

of the children. 

Prepara_on of a culturally appropriate learning 

environment which allows children to discover differences 

and similari_es in readily apparent, concrete ways. 

___________________________________________________________________________________________ 



POLICY 

Development of a broad cultural and non-‐bias perspec_ve -‐ 

which challenges stereo typing and discriminatory 

behaviour and encourages peaceful, just and equitable co-opera_on 

-‐ in all areas of the programme. 

Children whose developing aotudes are influenced 

towards a posi_ve view of diversity will acquire:-‐ 

An expanded awareness of others. 

A greater capacity to communicate. 

An increased willingness and ability to co-‐operate. 

A growing sense of social responsibility. 

A high level of personal confidence and self esteem. 

___________________________________________________________________________________________ 



POLICY 

Na6onal Quality Standard. 

The new Na_onal Quality Standard is divided into seven 

areas that contribute to the quality of early childhood 

educa_on and care. 

These areas have been iden_fied by research and are: 

1. Educa_onal program and prac_ce 

2. Children’s health and safety 

3. Physical environment 

4. Staffing arrangements (including the number of 

staff looking ager children) 

5. Rela_onships with children 

6. Collabora_ve partnerships with families and 

communi_es 

7. Leadership and service management 

A new na6onal ra6ng system 

A new ra_ng system will be introduced with this new 

system. Each service will be assessed on their 

performance across the seven quality areas that make 

up the new Na_onal Quality Standard and given one 

overall ra_ng. This overall ra_ng is determined by the 

ra_ng for each of the seven quality areas. This will 

provide an overall picture of the quality of a service. 

There are five levels against which services across 

Australia will be assessed based on the Na_onal 

Quality Standard. 

• Unsa_sfactory: indicates that a service is not 

mee_ng the standard and the regulator is working 

closely with the service to immediately improve its 

quality. If there is no improvement the centre will be 

closed. 

• Opera_ng Level: indicates that a service is working 

towards mee_ng the standard. All new services will 

commence opera_on with an Opera_ng Level ra_ng. 

• Na_onal Quality Standard: indicates that a service is 

mee_ng the standard. 

• High Quality: indicates that a service is exceeding the 

Na_onal Quality Standard. 

• Excellent: indicates that a service demonstrates 

excellence and is recognised as a leader in the sector. 

Services will need to apply to be assessed against this 

ra_ng. 

Currently: 

Our Centre has maintained the highest ra_ng for 

Accredita_on since the system was established. 

Validators commen_ng on the quality of care and 

educa_on provided and the environment maintained 

by the staff and commipee. 

A good quality early childhood centre: 

Has a clear philosophy and goals, agreed between 

the centre and the families, which guide all ac_vi_es 

at the centre. 

Appreciates, respects and fosters the individuality 

and the interdependence of all children, including 

children from diverse backgrounds and children who 

have addi_onal needs. 

Considers the appropriateness of all experiences 

and ac_vi_es affec_ng the children in rela_on to 

their development. 

Encourages families to become involved in the 

Centre and fosters the rela_onship between staff 

and families so that they can support one another 

in their complementary roles. 

Key Points 

• Na_onally administered quality assurance program. 

• Looks at all aspects of centre opera_on. 

• Involves all staff and parents. 

• Focuses on key indicators of quality care and 

educa_on. 

• Details of our services accredita_on status are 

displayed. 

___________________________________________________________________________________________ 



POLICY 

Programme, Planning 

& Documenta_on 

___________________________________________________________________________________________ 



POLICY 

Planning for Children’s Learning 

Planning strategies encourage the early childhood educator 

to think about every dimension of the child's experience 

rather than opera_ng with a focus on what are tradi_onally 

referred to as "ac_vi_es". 

This policy should be read in conjunc_on with the Centre 

Philosophy Statement. 

“Children ac;vely construct their own understandings and 

contribute to others’ learning. They recognise their 

agency, capacity to ini;ate and lead learning, and 

their rights to par;cipate in decisions that affect 

them, including their learning.” 1 

Educators use the ideas of Emergent curriculum to follow 

the interests and passions of the children and as a way to 

plan experiences and build new knowledge. 

This requires educators to carefully observe children, listen 

apen_vely to and document children’s voices, and be 

flexible and open to ‘run’ with children’s ideas rather than 

always the educators own.. This is not to say that the 

educator has no input, in fact educators may well have a 

general topic they think is important for children to study 

and they may purposely include certain materials or 

experiences related to it as beginning points to arouse 

children’s interest and curiosity.. 

Educators’ prac_ces and the rela_onships they 

form with children and families have a significant 

effect on children’s involvement and success in 

learning. Children thrive when families and 

educators work together in partnership to support 

young children’s learning. 

Children’s early learning influences their life 

chances. Wellbeing and a strong sense of 

connec_on, op_mism and engagement enable 

children to develop a posi_ve aotude to learning. 

Repeatedly within the Early Years Learning 

Framework, the child is seen as the centre of all 

our planning decisions. To achieve the best 

outcomes for the child we consider the Principles, 

Prac_ces and Learning Outcomes as equal in their 

influence on our prac_ce. 

The five Learning Outcomes are designed to capture the 

integrated and complex learning and development of all 

children across the birth to five age range. 

The outcomes are: 

• Children have a strong sense of iden_ty 

• Children are connected with and contribute to their 

world 

• Children have a strong sense of wellbeing 

• Children are confident and involved learners 

• Children are effec_ve communicators. 

In this early childhood seong there are a number of ways 

that we as educators document and plan for children’s 

learning as we embrace the EYLF and children make 

progress towards the five learning outcomes. 

•Our emergent curriculum is constantly evolving in 

response to children’s changing needs and interests, 

parental and community interests and concerns, and 

educators’ priori_es. Each of these key elements shapes 

the direc_on for future learning. 

•Emergent curriculum is cyclical.As educators get to know 

children and their families they observe children’s 

learning, discuss and share ideas with colleagues and 

families, interact with children and con_nue to monitor 

learning progress and document learning. This process is 

repeated con_nually. 

•Emergent curriculum is flexible and responsive. 

Educators plan flexibly with children, as curriculum is 

constantly evolving in response to children’s interests, 

building on children’s strengths, needs and interests 

1 BELONGING, BEING & BECOMING The Early Years Learning Framework for Australia p9 

___________________________________________________________________________________________ 



POLICY 

•Emergent curriculum is collabora_ve. Emergent 

curriculum provides opportuni_es for adults and 

children to contribute to decision-‐making processes. 

•Emergent curriculum makes children’s learning and 

educator’s thinking visible. 

Educators document learning with children, colleagues and 

parents. They engage as partners in discussion and 

reflec_on about their learning experiences and document 

learning through a range of tools to make the learning 

process visible. In the process, educators’ own thinking, 

planning and decision-‐making is made visible. 

plans as they respond to the changing needs of individual 

children and the children in the group as a whole. 

Educators are inten_onal about planning and making 

decisions concerning 

· The emo_onal climate of the room, deliberately making 

choices that help children to feel safe, secure and have 

a sense of belonging 

· The physical climate of the room, with apen_on given 

to the use of space and loca_on of materials to support 

children’s developing independence 

· The temporal rhythms of the day, ensuring that children 

are unhurried and that there is a calm flow about the 

rou_nes and transi_ons over the day 

· The planned experiences, ensuring that they are invi_ng 

and excite children’s interests 

· The interac_ons that they share with children, crea_ng 

opportuni_es to challenge, scaffold and extend 

children’s thinking, skills and disposi_ons towards 

learning. 

See the end of this document for further reading on the 

Inten;onal teacher. 

The role of the engaged educator 

Themes or projects may emerge as a result of children's 

prolonged interest, and collabora_on over _me, rather 

than ‘always learning about the seasons because we have 

always done this’ ’ With under three year olds, the only 

theme that is appropriate is “Me, Life, and the World!” 

Stonehouse (2003) 

Inten6onal teaching 

Inten_onal teaching happens when educators have a 

learning focus in mind, use strategies to support children’s 

learning, and monitor and adjust these strategies and 

interac_ons based on observa_ons of the children’s 

learning. Inten_onal teaching requires educators to 

ar_culate to parents, colleagues and others why the play 

based prac_ces they observe are important for suppor_ng 

children’s learning. This can include talking about very 

familiar, well-‐prac_sed strategies; a new strategy; or an on-the-‐spot 

decision to use a par_cular strategy to support a 

spontaneous, teachable moment. 

Educators make deliberate and spontaneous decisions and 

plans to support children’s learning every day, both wripen 

and unwripen.They create short-‐term and long-‐term 

Working with young children involves much more than 

simply providing a range of learning experiences that are 

tradi_onally provided in early childhood seongs and 

assuming that as children play they will develop.. 

Engaged educators take an ac_ve, inten6onal role in the 

learning using a balanced approach that combines 

children’s interests and needs with systemic requirements 

to focus on the significant learning highlighted in Early 

Years Learning Framework. 

The role of the engaged child 

Inten_onal and engaged educators also acknowledge and 

support the roles children play in their learning as ac_ve, 

engaged learners. While emergent curriculum approaches 

draw on a range of inten_onal teaching prac_ces, the 

emphasis is on co-‐constructed learning. 

Co-‐constructed learning recognises the importance of 

educators and children making meaning as they interact 

together. 

Jordan describes co-‐constructed learning as follows: 2 

· the child is recognised as a powerful player in his or her 

own learning 

2 

Jordan, B 2004, “Scaffolding learning and co-constructing understandings”, Chapter 3 in Anning, A, Cullen, J, & Fleer, M (eds), Early 

Childhood Education Society and Care, Sage publications, London, California and New Dehli p. 34. 

___________________________________________________________________________________________ 



POLICY 

· educators become aware of what children know and 

understand 

· educators value children’s exper_se as much as their 

own 

· children hold expert knowledge, at other _mes 

educators do. 

The reciprocity within the rela_onship relies on the 

willingness of both children and educators to see 

themselves as learners, and to share their knowledge 

irrespec_ve of whether the adult or child ini_ated the 

topic. 

Successful co-‐constructed learning also relies on educators’ 

willingness to build content knowledge about topics of 

interest to children and skills for engaging children in 

sustained and meaningful conversa_ons about these 

topics. 

A balanced approach to planning within an 

emergent curriculum 

A balanced approach to planning involves the integra_on of 

long-‐ and short-‐term decisions with daily and emergent 

responses to children’s interests and ideas. A balanced 

approach enables educators to incorporate children’s 

voices, ideas and interests with their own educator-‐led 

focus for learning. Crea_ng opportuni_es for children to 

take an ac_ve role in decision-‐making is important, as the 

greater degree of choice that children have in their 

learning, the greater the degree of involvement in their 

learning. 3 

A balanced approach to planning develops over _me and 

with experience, as children and educators become familiar 

and comfortable with the process. 

In prac_ce, achieving a balance involves: 

· balancing individual, small group and whole group 

learning opportuni_es 

· responding to children — taking into account their 

different capaci_es and desires to work together and 

engage in topics of mutual interest 

· looking for opportuni_es or “hooks” to incorporate 

aspects of curriculum content into the learning 

experiences that develop from a child’s emerging 

interests 

· monitoring the learning that is taking place and looking 

for gaps in the learning and development areas 

· finding an opportunity to “plant a seed” when an 

important aspect of learning and development has not 

been evident in the children’s interests 

· using daily rou_nes and transi_ons as opportuni_es to 

extend learning, eg Was that safe? Was it fair? What do 

you think we need to do?” 

· careful organisa_on of the centre day so that there are 

opportuni_es to manage differing interests 

· incorpora_ng community events as a springboard for 

new learning opportuni_es 

· explicitly modelling coopera_ve learning strategies and 

encouraging children to assist one another 

· recognising any obstacles to learning as they arise and 

helping children to brainstorm and try out possible ways 

to solve them (this will require explicit modelling at the 

beginning of the year) 

· providing opportuni_es for children to share ideas using 

their preferred form of interac_on, recognising the wide 

range of skills and abili_es children demonstrate when 

communica_ng with others 

· introducing topics, knowledge, skills and disposi_ons 

that children need to develop 

· ongoing modelling and encouragement when planning 

with children. 

How we record and track children’s growth, 

development and interests. 

The program reflects an emergent curriculum and is 

developed from the Na_onal Early Years Learning 

Framework. 

A child and family centred approach is paramount to the 

curriculum and its implementa_on. A number of key 

elements are cri_cal to its development and 

implementa_on within the Centre. 

Documenta6on: A number of documenta_on styles are 

used to track the curriculum and its planning and usage 

across the centre. 

These are: 

Provisions – what we provide day to day for the children. 

This is recorded in most of the playrooms on a large A3 

sheet and modified as changes are iden_fied and added. 

The provisions is about the addi_onal materials and ‘things’ 

we will provide to enhance the child’s day, developed from 

what we know and learn about each child, their needs and 

interests. 

3 

Laevers, F 2005, Deep Level Learning and the Experiential Approach in Early Childhood and Primary Education, Research Centre for 

Early Childhood and Primary Education Katholieke Universiteit Leuven. 

___________________________________________________________________________________________ 



POLICY 

•Provisions does not include the base we will provide each 

day, nor is it’s inten;on to track “ac;vi;es” 

Children’s Poreolio’s – each child has a por{olio (digital or 

non) in which we, together with family can document the 

child’s development and learning. Por{olio’s are owned by 

the child and family. We welcome input from the family in 

the documenta_on process. Por{olio’s can be digital and/ 

or books and folders of collected samples. 

What do we collect and record: 

•Anecdotal records of what the child is doing and which 

demonstrate growth, development and learning 

•Learning stories 

•Examples of art work 

•Photographs that record demonstrated growth, 

development and learning 

It is important that the five learning outcomes are reflected 

in the documenta_on of children’s learning, ogen a well 

captured story of what children tell you they know will 

reflect aspects across all five learning outcomes. 

Documenta_on can be _me consuming, so its important to 

capture what is different, exci_ng and demonstrates 

children’s new understandings. It’s not good enough to 

capture and record examples that we could “_ck off” in 

three seconds. 

Por{olios are the principle tool we use will use to 

document children’s development. On occasion we may 

use developmental checklists to determine or refine 

processes. 

Language used within the por{olio is to reflect the text of 

the EYLF – it is to be in simple, plain English and to avoid 

the use of “jargon”. Learning Outcomes should be 

iden_fied within the documenta_on. 

As por{olio’s are completed they can be handed onto the 

parent, ensure that any significant issues are recorded or 

reported on with a developmental summary. 

Developmental Summary -‐ this is to provide a snapshot of 

the child and will be the principle record we retain of the 

child's _me with us. This should detail the child’s 

development, learning against the five learning Outcomes 

and planning strategies. It should also reflect the key 

learning outcomes you and the family have developed for 

the child. 

Transi6on to School Repor6ng – A report on each child 

moving onto school is prepared by the staff. This is based 

on our observa_ons and knowledge of the child. Copies of 

the report may be handed to your class room educator 

when your child commences school. The language in the 

report draws from the EYLF and the 5 Learning Outcomes 

and is on plain English. 

Daily Diary/Evalua6on/Program – our daily diary in each 

playroom is our record of the day, what the children have 

been doing, what they are discovering, how they u_lize the 

equipment, resources and environment and how they 

interact. The daily diary serves many purposes – it provides 

a record to the parent of what has happened, it provides 

for the Centre staff a record of the program and an 

evalua_on tool and in addi_on a source of observa_ons. 

Individual Diaries – parents have the op_on of providing a 

small “diary” for their child, this is essen_ally a two-‐way 

communica_on book. A method by which the parent can 

tell us what is happening at home and we will talk about 

what happens at the centre. This op_on is essen_al for 

young children and all children under the age of two years 

will have one of these books. In many instances these 

diaries become our principle tool for colla_ng informa_on 

on the children under 2 years. 

Daily Diaries – we have been keeping daily diaries since 

1986 and provide an extensive record of the growth of the 

centre, its staff and the children and families involved in the 

centre. 

Programming for individual children: 

In many services programming for the individual child is 

completed on a rota_onal or focus child system. Essen_ally 

this means that each child is focused very 10 to 12 weeks 

over a year. Not the most ideal system. 

Our program allows us to include all children within the 

program, and because it is child centred it follows the 

children’s interests and needs as they arise. This allows for 

immediacy and for a more child centre program and 

curriculum to be implemented. It has more meaning for 

children and for staff can have greater sa_sfac_on. 

Staff use observa_ons taken each week on every child, a 

deep understanding of each child and their family to 

support them in developing appropriate development 

plans for each child. 

What is important to consider are the goals you set for 

each child to achieve or that you hope they will meet. 

___________________________________________________________________________________________ 



POLICY 

These should be reflect the Learning Outcomes and 

become the basis of how you access learning and progress. 

Addi6onal ques6ons to be considered while 

planning: 

•What are the children telling me that they are interested 

in? 

•What do children tell me they know? 

•What are parents and other family members telling me 

that they want children to experience and know about? 

•What do I observe and what am I aware of that is 

important in the lives of these children and families? 

•What is going on in the community? 

•How can I use the tasks of daily living in a meaningful 

way? 

•How can I use my own interests and talents, as well as 

those of family members and colleagues, in the interests 

of children? 

•Are there any community or cultural observances that 

should be reflected in some way in the children's 

experience? 

•What does my professional knowledge about children 

and about prac_ce tell me to introduce to children? 

•What can I do construc_vely with unexpected 

opportuni_es and events? 

Developing the Wrigen Plan … 

Planning needs to encompass: 

•the rou_nes of daily living 

•the physical environment 

•rela_onships and interac_ons (between children, 

between early childhood staff and children, between 

parents and early childhood staff) and between 

educators themselves 

•provisions for play, as well as addi_onal experiences and 

opportuni_es. 

Stonehouse 4 suggests that planning and reflec_on 

processes require early childhood staff to think about every 

dimension of the provisions. However, the wripen plans for 

a par_cular period of _me can never cover every provision. 

She calls the equipment and materials, that are available to 

children at all _mes “stable dimensions of the provisions – 

that may be included within a planning policy such as this. 

What does a wripen plan look like? What elements do we 

include? What informa_on do we need to include, leave 

out etc? 

Stonehouse (2002) suggests that “wripen plans do not 

have to be structured according to _me, that is, they do not 

have to be wripen as a _metable.” 

Plans are about the provisions we put in place for children 

and the adults who work with them to make meaning. 

How they are used will depend on the children and adults 

on the day, week or month. Is it possible to predict how 

children will use any provision we provide? 

Planning formats should focus apen_on on the most 

significant dimensions of children's experience. 

Planning needs to be linked to the Principles, Prac_ces and 

Learning Outcomes and should reflect cri_cal thinking by 

educators on what, why and how planning in implemented. 

Planning needs to reflect the five learning outcomes, and 

these should be “unpacked’ in your own language. 

Significantly a wrigen plan: 

•is informed by documenta_on of various kinds and 

evalua_on of previous plans. 

•presumes deep and broad knowledge about children and 

prac_ce with children. 

•is made in advance and is adjusted all the _me, in 

response to a variety of circumstances. 

Our Planning Process 

Our plan in essence follows a reflec_ve planning cycle. It is 

built on planning goals that are developed from the 

Learning Outcomes, principles and Prac_ces of the EYLF. 

These planning goals guide the thinking of educators and 

reflect expecta_ons for each child in the group. 

• Collec6ng data -‐ from observa_ons, voices of 

children /parents, projects, mind maps, major and 

minor topics, learning stories etc., whats comes 

from the previous planning process; mapping these 

discussions into a planning model. 

• Analyse -‐ What learning is taking place here? How 

does this link to the major planning outcomes for 

your playroom? What other learning outcomes are 

visible or intended or unintended? 

• Plan -‐ What other learning is possible ... What will 

you plan for now? What might be next? 

• Reflect/Review -‐ What happened? What was 

interesting? What might you change, add, etc? 

Think about this is holistic view -‐ as a team, with 

children, parents and the community. 

4 Practice of Relationships, NSW Curriculum Framework 2002 

___________________________________________________________________________________________ 



POLICY 

When developing a plan for provisions for 

children the following may be sources of ideas: 

• A child's indica_on of interest 

• Parents' or family members' sugges_ons 

• Observa_on by self or colleagues 

• Interest of colleague, self or other member of the 

community 

• Community events or facili_es. 

Stonehouse says that “iden_fying the source of ideas gives 

early childhood staff an opportunity to think about the 

extent to which they are listening and observing to find out 

what children are interested in doing, and the extent to 

which family members are used for ideas and input.” 

The Program: 

The High/Scope areas of learning and the approach taken 

directly intersect with the principles, prac_ces and learning 

outcomes demanded by the Early Years Learning 

Framework. 

Our educa_onal program embraces the principles of The 

High/Scope Curriculum of ac_ve par_cipatory learning 

nurturing interac_ons and offering physical, emo_onal and 

intellectual support. Appropriate adult support is a cri_cal 

element in caring for and educa_ng young children. 

Through ac;ve learning, the children construct knowledge 

that helps them make sense of their world. That is, 

children follow their inten_ons and engage in key 

experiences which promote their intellectual or cogni_ve, 

social and physical development. 

Through this inten_onal programming approach, each 

child’s independence, curiosity, decision making, 

coopera_on, persistence, crea_vity, and problem solving 

abili_es are fostered. 

Some examples of these key experiences in which our 

children engage are: 

• Recognising objects by sight, sound, touch, taste and 

smell 

• Pretending and role playing 

• Having fun with communica_on, language and literacy 

• Building social rela_onships with other children and 

adults 

• Expressing crea_vity in art, movement and singing 

• Engaging in physical indoor and outdoor ac_vi_es 

High/Scope Developmental areas 

for 

Infants and Toddlers 

Sense of self 

Social rela_ons 

High/Scope Developmental areas 

for 

Kindergarten and Pre-‐school 

Ini_a_ve 

Social rela_ons 

Outcome 1. 

Outcome 2. 

Outcome 3. 

Children have a strong sense of iden;ty 

Children are connected with and contribute to their 

world 

Children have a strong sense of well being 

Crea_ve representa_on 

Movement 

Crea_ve representa_on 

Movement and music 

Outcome 4. 

Children are confident and involved learners 

Communica_on and language 

Explora_on and early logic 

Language and literacy 

Mathema_cs and science 

Outcome 5. 

Children are effec;ve communicators 

where children and adults learn best through hands-‐on 

experiences with people, materials, events, and ideas. 

That principle — validated by decades of research — is the 

basis of High/Scope's approach to teaching and learning 

and is ours. 

Ac;ve par;cipatory learning encompasses key learning 

experiences in all the developmental areas in which the 

children from Infants through to Pre-‐school engage. 

The children take the first step in the ac;ve par;cipatory 

learning process by making choices and following through 

on their plans and decisions. Our educators and parents 

expand the children’s thinking with diverse materials, 

• Sor_ng and matching, coun_ng objects, fiong things 

together and taking them apart 

• An_cipa_ng, remembering, and describing sequences of 

events. 

The children’s interests and choices are at the heart of all 

programming because the educators and children partner 

in the learning process. Educators though{ully provide 

materials, plan ac_vi_es, and talk with the children in ways 

that both support and challenge what the children are 

observing and thinking. 

Program planning and review occur daily. Ac_vi_es can be 

extended from the previous day and new ac_vi_es planned 

___________________________________________________________________________________________ 



POLICY 

based on the children’s interests. Ac_vi_es are both child 

ini_ated, build on the children’s natural curiosity and are 

matched with their current and emerging abili_es in each 

developmental area to ensure ac_vi_es are crea_ve, 

exci_ng, s_mula_ng, challenging and fun. 

There are five ingredients of ac;ve par;cipatory learning; 

materials, manipula_on, choice, child language; and adult 

scaffolding. Each are briefly described in turn beginning 

with materials. 

Materials: We like open-‐ended materials that are 

abundant, diverse, age-‐appropriate and appealing to the 

senses and that lend themselves to being used in a variety 

of ways to expand the children’s experiences, s_mulate 

their thought, enhance their language and socialisa_on 

abili_es and care for the environment. Our families and 

the wider community are invited to assist in the collec_on 

and provision of interes_ng recyclable materials. 

Manipula-on: Children make discoveries as they handle, 

examine, combine and transform materials and ideas 

through hands-‐on and mind-‐on contact with materials 

Choice: Children choose materials, change and build on 

their play ideas, and plan ac_vi_es according to their 

interests and needs. 

Child language and thought: Children describe what they 

are doing and understanding. They communicate verbally 

and non-‐verbally as they think about their ac_ons and 

modify their thinking to take new learning into account. 

Adult Scaffolding: ‘Scaffolding’ means adults support the 

children’s current level of thinking or efforts and challenge 

them to advance to the next stage of development. This is 

achieved through encouragement and helping the children 

to extend or build on their work by talking with them about 

what they are doing, by joining in their play, and by helping 

them to solve problems that arise. In this way, adults help 

children gain knowledge and develop crea_ve problem-solving 

skills. 

THE DAILY SCHEDULE 

Posi6ve adult-‐child interac6on 

Both the adults (educators) and the children work as 

partners sharing control throughout the day. That is, the 

children are in control of child-‐sized decisions such as 

where to play, how to play, and what and who to play with. 

The carers are in charge of adult-‐sized decisions, including 

establishing the daily rou_ne, arranging and equipping the 

classroom, and keeping children physically and 

psychologically safe. 

Interac_on strategies used to encourage ac_ve learning 

include offering children comfort and contact, par_cipa_ng 

in children’s play at their level, having conversa_ons with 

children throughout the day, encouraging rather than 

praising children’s efforts and suppor_ng children to 

problem solve by using the six steps to conflict resolu_on. 

Child friendly learning environment 

The playroom is divided into permanent designated 

learning, or interest areas, such as, art and crag, 

construc_on, language and literacy, nature and science. 

The interest areas and the educa_onal materials used in 

them are labelled with a photo and the wripen name so 

children can use materials and then pack them away by 

themselves when they have finished play. 

This procedure provides an understanding of how the 

world can be organised and at the same _me promotes 

ini_a_ve and independence. 

The daily rou6ne 

The daily rou_ne provides a balanced variety of 

experiences. Children engage in both individual and play 

with others, par_cipate in both small and large groups, 

assist with clean-‐up, socialise during meals, develop self-care 

skills, and exercise their small and large muscles. 

Some parts of the rou_ne revolve around children’s plans 

and choices and other parts are planned and set in mo_on 

by the educators. 

The daily rou_ne is designed to provide consistency and 

predictability while allowing enough flexibility for children 

not to be rushed or bored as they carry out their ac_vi_es. 

A regular rou_ne gives the children a sense of control and 

helps them to act independently. Components of the daily 

rou_ne include: gree_ng _me, planning _me, work _me, 

cleanup _me, recall _me, meal and snack _me. 

___________________________________________________________________________________________ 



POLICY 

Gree-ng -me: The educators greet the children and 

parents to provide a smooth transi_on from home to the 

centre. This may happen formally at 9.00am for older 

children and informally with younger children. 

This gree_ng _me will be an opportunity for staff to discuss 

with children any an_cipated changes to the daily rou_ne, 

including staff changes, a special visitor and for children to 

plan what they may do next. 

Plan -‐ Do -‐ Review -me: The children plan by making 

choices about what they will do and the area where they 

will play in, and the materials they will use. They then carry 

out their ideas or plans in work ;me. Educators ensure 

interest areas and play materials are assessable and contain 

a wide range of materials for work _me. 

Clean up _me is next. A transi_on warning is given to begin 

clean-‐up _me which helps children to further understand 

the find-‐use-‐return principle. Finally, the children reflect on 

and review their plans/ work (ac_vi_es) with their teacher/ 

carers and the other children in recall ;me. 

From this ‘Plan Do Review’ sequence, children learn to act 

with inten_on and reflect on the consequences and in this 

process gain confidence as storytellers, thinkers, problem-solvers, 

and decision makers. 

Small-‐group -me: Small group _me is where a group of 

children meet with their primary care giver, at a consistent 

_me and place, to work with materials selected for them. 

The children explore, create, problem-‐solve or build with 

materials in their individual ways. The educator supports 

the children to pursue their ideas and observe and listen to 

ways they play and converse. In this _me, anecdotal notes 

about what has occurred and plans for the next day are 

documented based on key experiences. 

reading. Children who rest /sleep usually head off to the 

sleep room for their rest. 

For younger children, ager lunch they gather for a story, are 

quietly readied for bed and then sepled for rest. This 

ensures a smooth and relaxing transi_on to sleep. 

Large-‐Group Times: 

The children and educators join together for coopera_ve 

play. They listen to and tell stories and enjoy music and 

movement sessions. 

Sharing news is a popular ac_vity at this _me, with children 

using the “news bags”These ac_ve learning sessions 

develop the children’s language skills, music and movement 

and self-‐esteem. 

Outdoor play: Outside _me is where children enjoy 

physical, noisy and vigorous play. Children exercise their 

large muscles, enjoy nature, and collaborate with others. 

Ac_vi_es include running, jumping, throwing, climbing, 

digging, gardening, bike riding, swings, water play, 

carpentry and making interes_ng places for drama_c play 

and playing along with others when using and opera_ng 

larger equipment. 

Care of the environment: The children are encouraged to 

care for the environment and materials within it. This care 

helps the children to develop independence, community 

spirit and respect for others. 

All the ac6vi6es and experiences acknowledge each 

child’s uniqueness and the need to be nurtured within a 

flexible environment. 

Snack and Lunch: The emphasis during snack and 

meal_me is social interac_on, nutri_on and health and 

hygiene. The children enjoy prac_cing their self-‐help skills 

as they self select their food. The children sit at tables to 

eat with a staff member, thus, making meal _mes pleasant 

and enjoyable for all. Before and ager each meal the 

children wash their hands 

Sleep/rest -me: The centre believes some quiet period is 

an important component of a day in long day care. 

All children are encouraged to rest, but no child is forced to 

sleep. 

Ager lunch older children gather in a circle, and will 

par_cipate in a yoga/relaxa_on exercise. This goes for 

around 15 -‐ 20 mins and is followed by massage and quiet 

___________________________________________________________________________________________ 



POLICY 

The Program: 

Documen_ng children’s learning and understanding 

through the day is the program. This records what children 

did and learnt through what you, as educators provided 

through the day, week, month and year. 

You record what is significant, reflec_ng on how children 

have learnt, what they tell you they know and how this is 

reflected in the Learning Outcomes. 

You can record this through photos, videos, audio 

recordings of conversa_ons/interviews and through your 

notes and joongs. 

Our program is done on the computer, using the app. 

Keynote. It should capture and tell the story of the day. 

Demonstrate that you know and understand what children 

know and understand. 

Addi6onal reading to support this policy: 

The Inten6onal Teacher: 

Inten_onal teaching prac_ces are characterised by Epstein 

as: 5 

•High expecta6ons — When educators expect that 

children will experience success in learning, they create 

the condi_ons that support the development of 

children’s knowledge and skills. When children recognise 

that educators hold high expecta_ons of them, they feel 

valued and capable, in turn encouraging the 

development of posi_ve disposi_ons towards learning. 

•Planning and management — Educators balance plans 

to introduce par_cular content with related topics and 

interests that arise from children. In addi_on they 

manage both individual behaviour and whole-‐group 

dynamics. 

•Learning-‐oriented centre seOng — Educators model 

respect for the learning environment, encouraging 

children to value the centre seong as a place where 

learning occurs for children and adults. 

•Engaging experiences — Educators recognise that 

learning opportuni_es connected to children’s ideas and 

experiences are more likely to capture children’s interest 

and apen_on. Educators understand that learning 

should be supported in ways that match and extend 

individual children’s current capabili_es. 

•Thougheul ques6oning — Educators understand the 

importance of challenging and s_mula_ng thinking 

through interes_ng provoca_ons. Skilful ques_oning 

enables educators to gather insights into children’s 

interests, knowledge and ways of thinking. 

•Feedback — Educators present informa_on, make 

comments, ask ques_ons and iden_fy contradic_ons in 

children’s thinking. They pose “What if” challenges to 

provide effec_ve feedback. Such feedback focuses on 

learning rather than judgment, e.g. “I really like the way 

you found some paper towel to wipe up the water, now 

the floor isn’t slippery”. 

Na6onal Regula6on: Clause 73, 74, 75, 76, 

Na6onal Quality Standard: Q1, Q2, Q3, Q4. Q5. Q6, Q7 

5 

Adapted from Epstein, A 2007, The Intentional Educator: Choosing the best strategies for young children’s learning, NAEYC, 

Washington DC, p. 5. 

___________________________________________________________________________________________ 



POLICY 

Planning Cycle- this reflects the playroom learning outcomes and goals set. It includes what happens over a week, 

what influences the day or week, what might be surprising, conversations with parents, children and colleagues. 

Reflect/Review!"!What!happened?!!What!was! 

interesting?!!What!might!you!change,!add,!etc?!!Think! 

about!this!is!holistic!view!"!as!a!team,!with!children,! 

parents!and!the!community.!! 

Data!"!from!observa>ons,!voices!of!children!/parents,!projects,!mind!maps,!major!and! 

minor!topics,!learning!stories!etc. 

Plan!"!What!other!learning!is!possible!...!What!will!you!plan!for!now?!!What!might!be!next?! 

DATE: _____________________ 

Analyse!"!What!learning!is!taking! place! here?! !How! 

does!this!link!to! the! major! planning! outcomes!for! 

your!playroom?!!What!other!learning!outcomes!are! 

visible!or!intended!or!unintended? 

___________________________________________________________________________________________ 



POLICY 

Date : 2012 

OutcOme'1: 

ChILDREN)HAVE)A)STRONG) 

SENSE)OF)IDENTITY 

Outcome'2 

ChILDREN)ARE)CONNECTED) 

WITh)AND)CONTRIBuTE)TO) 

ThEIR)WORLD 

Outcome'3 

ChILDREN)hAVE)A)STRONG) 

SENSE)OF)WELLBEING 

OutcOme'4: 

ChILDREN)ARE)CONFIDENT)AND) 

INVOLVED)LEARNERS 

OutcOme'5: 

ChILDREN)ARE)EFFECTIVE) 

COMMuNIC)ATORS 

Other'Happenings'and'interests' 

7Other)things)that)may)occur) 

during)the)day)&)children’s) 

interests 

Please refer to the planning 

cycle and reflection 

documents, daily program 

and children’s portfolios 

(digital). 

strategies strategies strategies strategies strategies 

Outcomes: planned and unexpected learnings - in terms of the learning outcomes identified within the EYLF: 

Holistic Approaches Responsiveness to children Learning through Play Intentional Teaching Learning Environments Cultural Competence 

What does this look like in this playroom and with this age and these children? What are we focussing on at the moment and how is this visible? 

___________________________________________________________________________________________ 



POLICY 

Type%to%enter%text 

Analysis of this observation. What does this tell me about the child, use the outcomes to support your analysis. 


Implications for learning - what will you plan for? What changes will you make to routine? What changes will you 

make to environment and available resources? What will you make available to the child/ren in this room? 


___________________________________________________________________________________________ 



POLICY 

___________________________________________________________________________________________ 



POLICY 

Curriculum and Play Statement 

Play is a crucial part of children’s development, the 

opportunity to learn through involvement, through trial and 

error is cri;cal to how we cope with life and interact with 

other. Our day is filled with opportuni;es to test our skills, 

build on our ability to communicate and interact with others, 

gain new knowledge and retest learned skills. It’s about the 

process of learning and never about a produced product, its 

about fun, its about being safe, nurtured and trusted. 

Science and Maths: 

Within the curriculum, science is an important component, as 

it allows children to begin to understand their world. Science 

promotes process skills such as observa_on, inves_ga_on, 

comparing, classifying, crea_ng, predic_on, explana_on, 

verifica_on, analyzing and communica_on. Through science 

we learn about biology, chemistry, physics and geology. 

Science experiences are open ended and child orientated 

discovery tours. We encourage the child to discover the 

process and the reac_on, and then to explain or describe 

what has happened. 

Through our science program, we are giving children 

experiences, skills and knowledge that they can revisit at a 

later stage. Science is a lot of fun. 

Number, shape, size, seria_on and form all cons_tute integral 

parts of our math program. Allowing children to have 

experience with numbers, shapes and other math concepts, 

enables them to develop understandings rela_ng to these 

concepts, and also lays the ground work for more complex 

and abstract concepts to be understood at a later date. 

Math concepts are part of our whole day and we offer 

children many opportuni_es to experience and gain 

knowledge about these concepts 

Crea6vity: 

Within the playrooms we have aim to create an environment 

that allows the child to experiment, and grow. 

To aid this we do not display children's art or crag, though 

the children are free to do this if they wish. While we don’t 

display their art works, we do provide posi_ve 

encouragement for what they have achieved -‐ taking photos, 

taking copies for por{olios and by discussing what they have 

achieved. 

Children not only enjoy crea_ng but also enjoy showing their 

finished product and are very proud of it. In most instances 

children prefer to take what they have created home, so that 

they can share with you what they have created during the 

day. 

We do have on display, posters on a variety of topics -‐ 

reflec_ng different cultures, environments, ac_vi_es and 

many other topics. Reproduc_ons of works of art from the 

masters are also displayed, exposing children to classic 

examples of art. 

By providing a visually unclupered environment we are also 

allowing children the freedom to explore art and crea_ve 

experiences for themselves -‐ not copying someone else’s idea 

or method. 

Children’s completed art works are usually placed into 

children’s lockers, or can be found on the drying racks. 

Music: 

Music within the curriculum allows children to experience 

many things -‐ pleasure, joy and crea_ve expression. It allows 

us to release and show emo_ons, to explore movement, and 

it has therapeu_c values and enhances our self worth. 

Within the Centre, music is used in a variety of ways, to 

enhance the environment, create moods, for therapeu_c 

uses, & it offers opportuni_es to move, sing, dance, play and 

explore. Children are exposed to music from all over the 

world, from a variety of cultures and styles. They experience 

and develop an awareness of musical contrasts, respond to 

different rhythms, have the opportunity to sing a variety of 

songs and also to have heaps of fun. 

Music is in every part of our day. We will sing all your 

favourite nursery rhymes, but we will also sing new songs, old 

songs and also the latest rap songs. We will change the style 

of tradi_onal songs -‐ so don’t be surprised if Humpty Dumpty 

sounds like a rap song. 

Language: 

The acquisi_on of communica_on and the ability to assign 

symbols to thoughts is an amazing process -‐ especially when 

you consider the age of the child and the amount of input 

they have received when they start to communicate with you. 

Language is one of the most important facets of a child’s 

development. Language helps us to communicate, express 

___________________________________________________________________________________________ 



POLICY 

ourselves, think and socialise. The amount of language skill 

we have determines how we interpret the world and are able 

to reflect on what we see and experience. The more 

opportuni_es we have to express our ideas and to verbalise 

our thoughts and experiences, the beper our language 

abili_es will become. 

It is important that language is not only about the spoken 

word, but also encompasses other crea_ve and expressive 

processes -‐ pain_ng, drawing, sculpture, wri_ng, music, 

songs, movement etc. 

Within our curriculum, language forms an important 

component. Educators provide opportuni_es to imitate and 

model appropriate communica_on techniques and this is 

done through providing verbal and physical feedback, & 

providing frequent opportuni_es to experience language in a 

variety of forms -‐ spoken, wripen, etc. Educators use open-ended 

ques_ons to encourage children to talk about what 

they are doing or what they have created. 

We have an extensive children’s library and enjoy 

opportuni_es to tell, read and make up stories. We enjoy 

sharing experiences -‐ the children’s and ours. We also use 

photo’s, video, television, scrap books, posters, puppets, told 

stories, show and tell, role play and drama, excursions and 

sequence ac_vi_es to aid in language development. 

Children and self-‐esteem: 

Feeling good about ourselves is very important. If we feel 

valued, we achieve and we mostly behave in an appropriate 

and responsible way. For a child, feeling good about 

themselves is a learning process, it takes _me and lots of 

input from those around to allow the child to develop a 

posi_ve self-‐image, but while it may be hard work, the 

benefits are many. 

Well being and engagement are essen_al for children to learn 

successfully. 

By working with the parent, we can build in the child a 

posi_ve and responsible young ci_zen. A person who feels 

confident, stable, who enjoys life, friendships and who enjoys 

learning. To create this person we use lots of praise and 

posi_ve feed back about what they achieve, we provide a 

warm and loving environment, we allow the child freedom to 

explore and be a master of what they do, we offer choice and 

most of all we offer support. 

As part of our program on self-‐esteem, we encourage the 

children to learn about physical characteris_cs, about how 

the body works, about the differences and similari_es 

between people. We will look at nutri_on, health care, safety, 

where people live, communi_es, neighbourhoods, families, 

employment, & we will look at our likes and dislikes. It fact 

there isn’t much we don’t cover in this area and the good 

thing about it is, we do it everyday. 

Children with Addi6onal Needs: 

The Centre has access to addi_onal support needed to 

effec_vely educate and care for children who have addi_onal 

needs -‐ whether physical or intellectual. These agencies will 

educators with any child who may have any special needs or 

developmental delay. Educators will also work in conjunc_on 

with other agencies in Griffith -‐ Speech Pathology, 

Occupa_onal Therapist, Early Interven_on, Hearing 

Challenged or the Early Childhood Support Class to support 

children’s needs. 

Should a child need addi_onal help with speech, behavioral 

problems or any other delay issue, educators may talk to you 

about the this addi_onal support. Depending on the disability 

or delay, the organiza_on may have access to addi_onal 

educator support. 

As we work with the children and get to know them, we may 

also come across problems that may not be apparent to you. 

Educators are available to discuss children’s development 

with families through the year, and if there is a need for 

addi_onal support, we will be able to advise on the direc_on 

families can take. 

Tracking child’s development 

In each playroom you will find your child’s’ developmental 

records – these are located in special folders -‐ por{olios. 

These por{olios contain informa_on about your child’s 

progress, including samples of art, crag, photo’s and wripen 

observa_ons on play and how this relates to their 

development and the Learning outcomes. 

These records to determine our programme. P{arents are 

encouraged to take the opportunity to read through their 

child’s por{olio throughout the year and are invited to add 

comments and thoughts too. 

All educators may and can add comments to these books. 

If parents require informa_on on how their child is 

progressing feel confident to share documenta_on. 

If parents request an one to one interview with educators 

please choose an appropriate _me to do this. 

___________________________________________________________________________________________ 



POLICY 

How the children are grouped: 

Children will be based in one of three home rooms – babies, 

toddlers or preschoolers. 

Though these rooms are aged based, for much of the day 

children will be cared for in a mul_ aged group. 

These groups are based on family and mul_ age units, and 

latest research indicates that that they are the most 

appropriate for young children in a group care situa_on -‐ a lot 

like being in a large home like environment. 

Children cared for in a mul_ aged group (Family Grouping) 

have a beper opportunity to develop good language, 

cogni_ve, social, fine and gross motor skills. Ogen there are 

fewer behavioral problems -‐ with children sharing more ogen 

and interac_ng in posi_ve ways. 

Mul_ aged grouping also allows the educators to develop a 

more flexible and child centred approach to caring for all 

children. It allows for more op_ons within curriculum 

development and also allows educators to develop more 

stable long-‐term rela_onships with all children. 

Obviously there are few areas we have to take into 

considera_on when mixing all ages together and one of these 

is safety. Educators should be conscious of the need to 

ensure all children are closely supervised and that the play 

environments are toddler safe. 

To aid for smooth transi_on for toddlers to the 3 – 5 

preschoolers group, we have added a 3 year olds transi_on 

group. They are based in the middle (2 – 3’s) playroom. Our 

aim is to provide them opportuni_es to develop skills which 

will aid in a successful transi_on to the older children’s group. 

Providing quality care is the aim of our educators and 

commipee. Educators take an ac_ve role in ensuring that 

children are cared for in an appropriate manner -‐ where the 

child’s and parents needs are considered paramount. 

Educators keep up to date with current trends and knowledge 

related to the Early Childhood Field and have direct input into 

the development of policy etc. 

Our staffing roster is designed to provide our nursery with 

familiar staff at the start and end of the day, and also for key 

staff from each playroom – this will allow for greater 

consistency in each playroom. Each school term some 

members of the team will change rooms – to give each the 

opportunity to work with different age groups. 

Each primary care team member will be responsible for a 

group of children in their home room – they will be your 

primary contact person for informa_on in your child’s 

development. They will complete child development records 

and your child diary (if they have one). 

Key Points 

• The opportunity to play is cri_cal to human development. 

• Children have the opportunity to mix with different ages 

during the day. 

• Seeing children as capable, resourceful and resilient is 

cri_cal in building strong independent young people. 

___________________________________________________________________________________________ 



POLICY 

The Centre Environment: 

Na6onal Regula6on: Clause 25; Part 4.3, Clause 103, 104, 

105, 107, 108, 110, 111, 112, 113, 114, 115, 168, 285, 

Na6onal Quality Standard: QA1, 2, 3,(specifically 3.1, 

3.1.2, 3.1.3, 3.2.1; 3.2.2, 3.3.1, 3.3.2), 4, 5, 6, 7 

Preamble: 

The Na_onal Early Years Learning Framework tells us that 

learning environments for young children should be 

welcoming spaces that reflect and enrich the lives and 

iden__es of children and families par_cipa_ng in the 

seong. 

With this in mind the environments -‐ both indoors and out 

-‐ we have created at Dorothy Waide Centre reflect the 

broader community and also the lives of all those involved 

in the centre. 

Our hope is that the environments we create for children 

support and enhance opportuni_es for learning. That they 

are vibrant and flexible spaces that are responsive to the 

interests and abili_es of each child. That they cater for 

different learning capaci_es and learning styles and invite 

children (and their families) to contribute ideas, interests 

and ques_ons. 

Our outdoor learning spaces are unique feature of this 

service, with one of the largest outdoor spaces of any early 

childhood seong in the country. Our hope is that it reflects 

the natural world and our unique Australian way of life. 

Our play spaces incorporate natural elements that include 

plants, trees, vegetable gardens, sand, rocks, mud, water 

and other elements such as hills etc. The inten_on is that 

this invites children (and adults) to engage in open-‐ended 

interac_ons, spontaneity, risk-‐taking, explora_on, discovery 

and connec_on with nature. 

The spaces we have created are beau_ful, many see them 

not as playgrounds, but as gardens for children. These 

spaces foster an apprecia_on of the natural environment, 

develop environmental awareness and provide a pla{orm 

for ongoing environmental educa_on. 

There are spaces that are designed for big games, group 

ac_vi_es and lots of running around, other spaces invite 

children to be alone or just with a few friends. There are 

spaces that encourage children to climb, to test their ideas, 

their skill and some spaces which are great for quiet 

reflec_on. 

In these environments we see the possibility for children to 

BELONG, to BE and to BECOME. 

Our indoor spaces mirror our connec_on with the 

outdoors. Timber furnishings, objects of interest, works of 

art, furnishings found ogen in the home, our desire to 

create the feeling of home, a place that is familiar and 

comfortable and suppor_ve. 

All spaces promote opportuni_es for sustained shared 

thinking and collabora_ve learning. 

Where possible the environments and resources we use 

and that children access, highlight our responsibili_es for a 

sustainable future and promote children’s understanding 

about their responsibility to care for the environment. They 

can foster hope, wonder and knowledge about the natural 

world. 

The physical environment is an important aspect of your 

child’s day. Some people refer to it as the “third teacher”. 

Children should feel comfortable and also challenged by 

their environment. 

Within the three playrooms we allow for stability and 

familiarity -‐ changing only the ac_vi_es and rearranging 

principle learning areas over a period of _me -‐ not every 

day or every week. 

Outdoors: 

Outdoors, we have created a play-‐space that offers a 

variety of sensory experiences. We have designed areas 

that encourage small group play, gross motor skills, risk 

taking and also group ac_vi_es. 

Our planning for outdoors focuses on building gross motor, 

crea_ve, language and fine motor skills. We use movable 

equipment to create exci_ng play areas and develop 

interpersonal skills. 

We have two outdoor play environments. 

Our nursery/toddler playspace features garden beds, large 

decked play areas, _ered decked areas, pathways and 

sogfall play zones. 

This space is one that has a series of in_mate “rooms” 

great for focusing small groups. It is a shady res{ul area. 

The sand pit is always popular. It is covered with an 

ornamental grape vine that provides a cool play shaded 

play area in summer and a dappled sun lit area in winter. 

During autumn it is covered with richly coloured leaves. 

___________________________________________________________________________________________ 



POLICY 

The tunnel and _ered decking are also great places to play, 

offering different vantage points from which to launch an 

ac_vity or just watch the world go by. 

A sog fall play area allows us to set up climbing equipment 

in a safe environment. 

A decked area has allowed us to create outdoor teaching 

areas, which offer protec_on from the sun, yet invite 

children to play in small and large groups with a variety of 

planned ac_vi_es. 

The larger playground is based on a natural environment 

and includes within it’s landscaped spaces areas for 

children to play ball games, explore the natural 

environment, ride bikes, build with sand, and touch the sky. 

A vegetable garden, orchard and growing forest en_ce 

children and expand their experience with the natural 

environment. 

The large sandpit offers space to build the ul_mate 

sandcastle, with a cool tunnel linking it to a large sog fall 

zone where children have the opportunity to create with a 

variety of moveable materials. 

Bridges access both the sog-‐fall and sand pit areas. The 

areas are surrounded in lush semi-‐wetland plants and 

shrubs. The hill through the centre offers an exci_ng view 

on the playground and different space for children to view 

their world. A simple waterfall dropping from the hill to 

the sandpit adds sound and a relaxing feel to the area. 

Note that all the plants are child safe. 

Playrooms: 

Each playroom has a different focus -‐ because all children 

mix together for much of the day -‐ we have found this to 

work well. 

The small playroom concentrates on Gross Motor and 

Sensory ac_vi_es -‐ these are great for babies and toddlers. 

The middle playroom is planned around games, 

construc_on, music, crea_ve and language ac_vi_es. It 

focuses on the needs of the 2 – 3 year old, and their quest 

for knowledge, speedy language acquisi_on and sense of 

fun. 

The large playroom is focused on the needs of the 3 – 5 

year old. It allows for long-‐term group projects to be 

undertaken, construc_on, music, language and our 

computer lab provides opportuni_es for children to 

develop computer skills and teamwork. 

Ager lunch the middle playroom becomes our sleep and 

rest room for those children who are lucky enough to 

recognize the value of sleep. 

For children not res_ng they will be in the preschool 

playroom. 

One of the key planning concepts is a desire to create a 

home like atmosphere, one that is stable and unclupered. 

This ensures children a calm and familiar space each day. 

Children’s Art and Crao Work 

You may no_ce that the walls are not covered in children’s 

art work, nor is it dangling from the ceiling! 

Children spend long periods of _me in care, and in the end 

the Centre becomes an extension of home. 

We do not hang copious amounts of art work in our home, 

nor do we dangle it in our faces. While we admire the 

work of children and talk about what they are crea_ng, 

record their progress through photographs, to cover the 

walls with huge amounts of artwork would create an 

environment which is too busy and distrac_ng. 

Our desire is to create environments which are respec{ul 

and pleasant. Environments which encourage children to 

explore. 

Children’s artwork is collected into their por{olio and also 

available to take home -‐ either in their bag or drying on the 

art racks in each playroom. 

___________________________________________________________________________________________ 



POLICY 

Remember that art and crag work is a product of the 

process of discovery and interpreta_on. Our focus is on 

process -‐ the process of turning thought into a tangible 

interpreta_on of what the child sees or is involved in. 

Children do not need to have something to take home 

each day. In fact, children can be crea_ve in lots of ways -‐ 

in their play, role play, building and construc_ng as well as 

their art work. 

Key Points 

• The environment is a cri_cal factor in how we work with 

children. 

• The home like atmosphere is an important feature of the 

centre. 

• Playrooms are set up to promote children’s development 

in different ways. 

___________________________________________________________________________________________ 



POLICY 

Health 

___________________________________________________________________________________________ 



POLICY 

Medical Condi6ons and 

Medica6on 

Na6onal Law and Regula6on 

Na_onal Law: Sec_on 167 (protec_on from harm and 

hazards); Sec_on 173 (medical Condi_ons) 

Na_onal Regula_ons: Regula_ons 90 -‐ 91, 92–96, 178, 181– 

184 

Ra6onale: 

Ensure that children’s medical needs are effec_vely and 

appropriately catered for at all _mes. 

This policy is for managing medical condi_ons and sets out 

prac_ces in rela_on to the following: 

• the management of medical condi_ons 

• if a child enrolled has a specific health care need, 

allergy or relevant medical condi_on, 

procedures requiring parents to provide a medical 

management plan 

• requiring the development of a risk minimisa_on 

plan in consulta_on with the child’s parents 

• requiring the development of a communica_ons 

plan for staff members and parents. 

The medica6on must be administered: 

• from its original container before the expiry or 

use-‐by date 

• in accordance with any instruc_ons apached to 

the medica_on or provided by a registered 

medical prac__oner 

• for prescribed medica_ons, from a container that 

bears the original label with the name of the child 

to whom it is prescribed 

• with a second person checking the dosage of the 

medica_on and witnessing its administra_on 

• details of the administra_on must be recorded in 

the medica_on record. 

Strategies: 

Medica_on (including prescrip_on, over-‐the-‐counter and 

homeopathic medica_ons) must not be administered to a 

child at a service without authoriza_on by a parent or 

person with the authority to consent to administra_on of 

medical apen_on to the child. 

Wripen permission should be obtained from the parent or 

guardian prior to medica_on being administered and this 

should be on the appropriate Medica_on Permission Form. 

If the child is ill and needs some mild form of pain relief -‐ 

Paracetamol -‐ and wripen permission has not been 

obtained then medica_on may be given following contact 

with parent -‐ please note down _me parent contacted and 

what permission was given and what for also note down 

ac_on taken. Paracetamol should NOT be given for high 

temperatures, unless the temperature has spiked above 

38.5 and in consulta6on with Nominated Supervisor. 

Paracetamol many reduce the symptoms of the fever but 

the parent should s_ll be contacted and medical advice 

sought. 6 

Parent Permission by Telephone: 

In the case of an emergency, it is acceptable to obtain 

verbal consent from a parent, or a registered medical 

prac__oner or medical emergency services if the child’s 

parent cannot be contacted. In the case of an anaphylaxis 

or asthma emergency, medica_on may be administered to 

a child without authorisa_on. In this circumstance, the 

child’s parent and emergency services must be contacted 

as soon as possible. 

When phoning for permission to administer medica_on use 

an addi_onal staff member to verify that the parent has 

given permission. 

Staff member one should contact the parent advise of the 

situa6on, ask parent for advice on ac6on to be taken, if 

permission is given to administer medica6on, tell the 

parent that you will ask another staff member to speak to 

them and validate that medica6on is to be administered. 

Both staff should then counter sign the medica_on form to 

verify the dosage rate, _me to be administered and 

medica_on type. 

6 Staying Healthy In Child Care 2011 Draft 

___________________________________________________________________________________________ 



POLICY 

Medical Condi6ons: 

For children with medical condi_ons such as Diabetes, 

Asthma and Anaphylaxis, parents are asked to provide a 

Medical Management Plan for the condi_on while children 

are in care. 

This plan should be prepared by the children’s medical 

prac__oner. 

Where necessary staff are to trained in the use of medical 

procedures as required. 

Medica6on administra6on: 

Medica_on can only be administered by the assigned staff 

member in each playroom -‐ according to established roster 

or by the Supervisor or another staff member ac_ng on 

direc_on by supervisor. All medica_on administered should 

be countersigned by another staff Member. . 

Medica_ons should be administered according to the 

direc_ons received from the parent and once administered 

should be recorded in the appropriate way. Note the _me 

the medica_on is actually administered 

Always read the label carefully before you give any 

medica_on -‐ be sure that the child’s name is on the bople 

and the dose rate is similar to that the parent has given 

permission for. 

Where possible learn the side effects of the medica_on and 

inform the parent if any of these are observed in the child. 

Where necessary all staff should be trained in appropriate 

use of medical equipment and medica_on administering. 

Especially -‐ Nebuliser, Diabetes injec_ons etc 

When looking at the medica_on always check expiry date -‐ 

do not administer if past date. Always check storage details 

eg should be refrigerated. 

Medica_ons should be in their original container and 

include the child’s name, expiry date and name of person 

who has prescribed the medica_on. Medica_ons can 

include Homeopathic medicines as long as the labeling 

procedure is as indicated. 

NB -‐ We are not to administer Non Prescribed 

Medica6ons. 

How To Use The Medica6on Sheet 

Each child who requires medica6on is to have an 

individualised medica6on administra6on form. 

•Parents requiring their child to have medica_on while in 

care, should complete their child’s individual medica_on 

form located in the Medica_on folder in their child’s home 

room. 

•It is important that all details on this sheet are completed 

correctly and that staff are given all necessary informa_on 

regarding the reasons for medica_on and actual 

administra_on of same. 

•If these details are not supplied, then staff will NOT 

administer medica_on. 

•Parents are to counter sign permission to verify that staff 

have administered medica_on during the day. 

Loca6on of Medica6on Forms 

•Medica_on forms are located in each of the three home 

rooms. 

•Team leader is too check the medica_on form each day. 

•As children require medica_on a new sec_on within the 

medica_on folder should be established for that child. 

•Completed medica_on forms should be filed in the child’s 

enrollment folder in the office. 

Storage of Medica6on 

•Medica_ons are to be stored in the Bople Prep area in 

the medica_on cabinet, where possible they should be 

fiped with childproof caps. If the medica_on is not stored 

in a childproof container ask the parent to provide one next 

_me. 

•Medica_ons which require refrigera_on should be stored 

on the top shelf in the small bar fridge in the bople prep. 

room. Medica_ons are to be placed in the marked 

medica6on container. 

•Parents should advise staff that the medica_on has been 

placed in the locked cabinet or refrigerator. 

Key Points: 

•Medica_on can only be given if all permission forms have 

been signed. 

•Medica_on must be for the nominated child and in the 

correct dose. 

•Only prescribed medica_on can be administered. 

•All medica_on administered must be witnessed by 

another team member and counter signed.= 

Reference: 

Staying Healthy in Child Care, 2011 Drag 

___________________________________________________________________________________________ 



POLICY 

Accidents, Incidents, Injury, 

Trauma and Illness 

Links to Na6onal Regula6ons 

12 Meaning of serious incident 

For the purposes of sec_on 174(5) of the Law, the following are 

prescribed as serious incidents— 

1.(a) the death of a child— 

1.(i) while being educated and cared for by an educa_on and 

care service; or 

2.(ii) following an incident while being educated and cared 

for by an educa_on and care service; 

2.(b) any incident involving injury or trauma to, or illness of, a 

child while being educated and cared for by an educa_on and 

care service for which— 

1.(i) the apen_on of a registered medical prac__oner was 

sought, or ought reasonably to have been sought; or 

2.(ii) the child apended, or ought reasonably to have 

apended, a hospital; 

3.(c) any incident where the apendance of emergency services at 

the educa_on and care service premises was sought, or ought 

reasonably to have been sought; 

85 Incident, injury, trauma and illness policies and procedures 

(1) The incident, injury, trauma and illness policies and 

procedures of an educa_on and care service required under 

regula_on 168 must include procedures to be followed by 

nominated supervisors and staff members of, and volunteers 

at, the service in the event that a child— 

(a) is injured; or 

(b) becomes ill; or (c) suffers a trauma. 

86 No6fica6on to parents of incident, injury, trauma and illness 

(1) The approved provider of an educa_on and care service must 

ensure that a parent of a child being educated and cared for 

by the service is no_fied as soon as prac_cable, but not later 

than 24 hours ager the occurrence, if the child is involved in 

any incident, injury, trauma or illness while the child is being 

educated and cared for by the educa_on and care service. 

88 Infec6ous diseases 

(1) If there is an occurrence of an infec_ous disease at an 

educa_on and care service, the approved provider of the service 

must ensure that reasonable steps are taken to prevent the 

spread of the infec_ous disease at the service. 

(2) If there is an occurrence of an infec_ous disease at a centre-based 

service, the approved provider of the service must ensure 

that a parent or an authorised emergency contact of each child 

being educated and cared for by the service is no_fied of the 

occurrence as soon as prac_cable. 

176 Time to no6fy certain informa6on to Regulatory Authority 

(1) For the purposes of sec_on 174(3) of the Law, a no_ce must 

be provided within 7 days of the relevant event or within 7 days of 

the approved provider becoming aware of the relevant 

informa_on. 

(2) For the purposes of sec_on 174(4) of the Law, a no_ce must 

be provided— 

(a) in the case of a no_ce under sec_on 174(2)(a)— 

(i) in the case of the death of a child, as soon as prac_cable but 

within 24 hours of the death, or the _me that the person 

becomes aware of the death; and 

(ii) in the case of any other serious incident, within 24 hours of the 

incident or the _me that the person becomes aware of the 

incident; 

1. (b) in case of a no_ce under sec_on 174(2)(b) or a 

no_ce of a maper referred to in regula_on 175(2)(b), 

within 24 hours of the complaint or incident; 

2. (c) in any other case, within 7 days of the relevant event 

or within 7 days of the approved provider becoming 

aware of the relevant informa_on. 

Ra6onale 

To provide a safe environment for children and staff within the 

centre. 

To ensure all incidents and accidents are properly inves_gated 

To ensure correc_ve ac_on is taken to prevent re-‐occurrence and 

reduce the risk poten_al of the working environment 

To iden_fy hazards in the workplace. 

To provide an effec_ve repor_ng mechanism for all incidents and 

to all relevant par_es. 

87 Incident, injury, trauma and illness record 

(1) The approved provider of an educa_on and care service must 

ensure that an incident, injury, trauma and illness record is kept in 

accordance with this regula_on. 

___________________________________________________________________________________________ 



POLICY 

Strategies 

Serious Accident/Injury Repor6ng 

Accidents or injury-‐ will be regarded as incidents that require 

medical apen_on. 

Should an injury occur, a copy of the Incident, injury, trauma and 

illness record should be completed and of the two copies made 

and two (one original and one copy) of these should be placed on 

file and one (copy) passed onto the parent. 

It is important that the accident be reported in a way that is 

objec_ve and accurate. 

Should the accident require some form of hospitaliza_on then a 

copy of the accident report should be sent to the Insurance 

Broker -‐ currently AON -‐ for their records. 

All accidents should be reported on the appropriate form, three 

copies should be made. It is important that all details are 

accurately recorded. 

Where the injury is considered serious – eg broken limb, gash etc, 

then addi_onal statements will be requested from all staff 

involved. 

Injuries which require further treatment should be referred to 

staff members with 1st aid qualifica_ons, for more serious cases, 

parents should be no_fied and where necessary medical apen_on 

sought. 

If the injury has occurred through equipment failure or unsafe 

prac_ces, this should be brought to the immediate apen_on of 

the Director or ac_ng supervisor and appropriate ac_on should be 

taken. 

Incident Repor6ng 

Incidents are minor accidents which may require some 

ministra_on of first aid -‐ usually a cold pack, bandaid or TLC. 

Should an incident occur, please complete the Incident, injury, 

trauma and illness record form. 

The parent should be advised of the incident, and asked to sign 

that the report -‐ a copy of the report to be provided to the parent 

on request. 

If the incident has occurred through equipment failure or unsafe 

prac_ces, this should be brought to the immediate apen_on of 

the Director or ac_ng supervisor and appropriate ac_on should be 

taken. 

Trauma Requiring Medical Agen6on 

If a child is injured or becomes ill while in care and, in the opinion 

of the nominated/cer_fied supervisor of the Centre, needs 

immediate medical or dental apen_on, then the following acton 

should be immediately taken: 

• Contact the emergency contact person on the child’s 

informa_on card and following that contact the child’s 

doctor, next. 

• if the situa_on requires immediate apen_on contact the 

Ambulance and have the child admiped to hospital -‐ DO 

NOT TAKE THE CHILD IN YOUR AND ANY STAFF 

MEMBER’S CAR. 

• Ensure that the parents are no_fied of the ac_on taken 

and ensure that a wripen report is complete. 

• A no_fica_on of the incident and that DoCS are sent a 

copy of same. A copy of the form for DoCS can be found 

in the File Cabinet – DoCS Accident Forms. 

Serious Illness requiring Medical Agen6on 

All illness reports should be made on the Incident, injury, trauma 

and illness record form. 

If the illness requires medical apen_on, then a copy of this report 

should be provided to the regulator. 

Procedure for a Death at the Centre 

The Na_onal Regula_ons require the nominated supervisor of a 

children’s service advise the State regulator immediately, of the 

death of a child apending the service or a serious accident that 

requires such a child to receive medical, dental, or hospital 

treatment. 

Note: Please give no_ce in one of the ways listed below: 

phone Central Licensing and Regulatory Support. 

Contact the Ambulance and Police -‐ 000 

Contact the parents and ask them to come to the centre 

immediately and advise that there has been a serious incident-‐ do 

not advise of death at this stage. 

Contact the Regulator -‐ 1800 619 113. 

Complete a wripen report of all incidences surrounding the death. 

Advise other parents to come to the centre and remove their 

children. 

Advise commipee of what has happened. 

Contact Community Health -‐ 6962 3900 -‐ and ask for a grief 

counselor to come to the centre for support. 

The Regulatory Authority 

NSW Early Childhood Educa_on and Care Directorate 

Department of Educa_on and Communi_es 

Website: www.det.nsw.edu.au 

E-‐mail: cslicensing@dhs.nsw.gov.au 

Post: Locked Bag 4028 

ASHFIELD NSW 2131 

Phone: (02) 02 9716 2100 or 1800 619 113 (toll free) 

Fax: (02) 9716 2162 

___________________________________________________________________________________________ 



POLICY 

Ager you have apended to the child complete 

the incident report form. Note there is only 

one report form (this covers all incident, 

accident and trauma reports) 

Procedure for Comple6on of Forms: 

Complete each sec_on as appropriate. 

Ensure that all details are correct. 

Ensure that is checked by a Responsible Person 

(this could be the Nominated or Cer_fied 

Supervisor) or the play room team leader. 

In the comments sec_on of the daily roll add a 

note for the parent to ask playroom staff 

about the accident and to check the accident 

report. 

Ask parent to sign the report, ask if they would 

like a copy (see the check box on the form 

beside where the parent signs) provide a copy 

if requested and note this has been done on 

the form. 

Ensure that the Nominated or Cer_fied 

Supervisor is aware of the report. 

If the incident requires ac_on regards safety of 

equipment please undertake appropriate 

ac_on as soon as is prac_cal. 

Copies of the report should be filed in the 

child's file in the office. If a report is to be filed 

with the Regulator this should be undertaken 

by the Nominated or Cer_fied Supervisor. 

___________________________________________________________________________________________ 



POLICY 

Behaviour -‐ geOng the best out 

of kids 

Na6onal Regula6ons: Regula_ons 155, 168 

Na6onal Quality Standard: 

Part 4.5: Rela_onships with children 

Quality Area 5: Standards and Elements 

Element 5.2.2 

Preamble: 

We endeavour to model appropriate behaviour and 

encourage children to feel good about themselves and to 

express their feelings. 

We do not use any form of corporal punishment on 

children, believing that to do so suggests to children that 

hiong someone is okay and an appropriate way of dealing 

with anger or frustra_on. 

Working with children requires both a great deal of 

pa_ence and an understanding of how children think. 

Our Behaviour modifica_on programme is based on 

asser_ve discipline -‐ a consistent and posi_ve approach to 

managing children’s behaviour. It is based on clear 

guidelines to expected behaviours, consistency in carrying 

out discipline methods and respect for the child in a 

posi_ve and esteem building way. 

In rela_on to the laper, it requires that we have an 

understanding of how children learn and what makes them 

_ck and how this can effect their behaviour. 

There is one important fact that you should be aware of -‐ 

Children in our care should not be physically, 

psychologically or emo_onally abused at any _me. Should 

you be found to be harming a child in any way, then you 

will face immediate dismissal. 

Children are all different -‐ some are quiet, some boisterous, 

some really funny and some may “drive you up the wall”. 

But young children are never Naughty. Children’s behaviour 

is ogen affected by controllable elements around them. 

Some of these indicators are :-‐ 

• Boredom 

What is important to remember is that children learn the 

rules of society by observing those around them and how 

they behave and interact with each other. It is our role to 

understand this and to provide the guides for children to 

develop by. Children also take _me to understand rules and 

guides, therefore it is important to allow _me for rules to 

be assimilated. 

Following is a brief outline of the type of behaviour you 

might expect from children as they grow, this is not 

defini_ve and you should take the _me to look through the 

many references available in our library to gain further 

informa_on. 

Birth to six months: 

• The baby feels needs -‐ _red, hunger, hot, lonely -‐ 

yet it doesn’t know how to change any of these 

feelings other than by making noise and seeing 

what eventuates. 

• Even young babies are looking, listening and 

learning -‐ so it is of great importance to touch, talk 

to, look at and communicate with them. 

• It helps to let the baby know -‐ I’m glad you’re 

here, I will understand and meet your needs, you 

have the right to be here and you have the right to 

feel safe all the _me. 

Six to eighteen Months: 

• The child is beginning to explore their 

surroundings. 

• They think about the Whole Body and are able to 

begin and end ac_vi_es. 

• They are to young to learn self discipline and are 

not aware of danger, and the need to be given a 

safe environment. 

• Children are curious and it can help if you provide 

different experiences for them to explore. It helps 

to let the child know -‐ to be curious and try new 

things is natural, I can see you busily doing things, 

I will s_ll look ager you, even though you can 

some things by yourself, I s_ll love you for being 

you, You don’t have to try hard to get my apen_on 

and you have the right to feels safe all the _me. 

• Hunger 

• Tiredness 

• Lack of apen_on -‐ or a sudden change in focus of 

apen_on 

• Current situa_on within the environment around 

them 

Eighteen months to three years: 

• The child starts to show feelings more clearly -‐ 

anger, excitement. It becomes helpful if carers 

start to explain the results of the child’s ac_ons -‐ 

___________________________________________________________________________________________ 



POLICY 

especially in rela_on to the effects on others 

around them. 

• The child is becoming independent and will begin 

to say No more ogen. They are s_ll dependent 

though and need to be looked ager. 

• It really helps to let the child know -‐ You’re glad 

their here. to be curious and to try things is 

natural, I will s_ll look ager you, even though you 

can some things on your own, You can do some 

things by yourself, You can show your feelings, You 

can think about your feelings, You can say No, you 

have the right to feel safe all the _me. 

Three to Five Years: 

• The child alternates between being confident and 

shy, boisterous, withdrawn, easy and difficult to 

get on with. 

• The child is trying to establish themselves as being 

different from you and yet becomes scared and 

confused at being alone. 

• The child wants to be right, to win and be praised. 

• It really helps your child to know -‐ that you are 

glad they’re here, You can s_ll be needed even 

though you are independent, You don’t have to be 

angry, scared, sick or silly for me to take of you, 

You can show your feelings, you can be direct n 

asking what you want, Other people have feelings 

and needs too, You have the right to feel safe all 

the _me. 

Behaviour Modifica6on: 

Appropriate Ways to Manage Behaviour 

• Concentrate on posi_ve and appropriate 

behaviour 

• Try to Show by example the type of behaviour you 

expect. 

• Keep your promises and be consistent. 

• Praise more than censure. 

• Avoid baples you can not win. 

• Help your child to express their feelings so that 

they don’t build up. 

• Divert, distract, ignore where possible. 

• Provide reasons where possible for any 

disciplinary ac_on. 

• Try to see the incident in the context of the day. 

• Make the Centre as safe as possible. 

• Don’t be afraid to say sorry. Adults can be wrong. 

• Be forgiving of yourself. 

• Encourage good feelings -‐ they are an investment. 

• Give children a choice -‐ it makes them feel that 

you have respect for them and that they have 

control over their own lives. 

• Be posi_ve and good humoured -‐ don’t be 

sarcas_c or nega_ve -‐ or they will learn these 

ac_ons as being appropriate. 

Expecta6ons: 

Rule of Thumb: 

Expecta_ons for concentra_on and being able to apend to 

any task at any one _me. Dr Stuart Shanker suggests that 

you allow one minute for each year they are. So for a child 

who is one year old -‐ you would expect them to be able to 

apend for around a 1 minute, for a child who is 3 years old, 

3 minutes etc. 

As a last resort only... 

Use Time Out as a means of changing behaviour -‐ remove 

the child from the scene of the ac-on and sit them away 

from the ac-vity, explain to them why they are there and 

that when they can par-cipate in a posi-ve way and co-operate 

with everyone, they can return and join in. NO 

LONGER THAN two to five minutes. 

Our Expecta6ons : 

We expect all those involved with the centre to... 

• be gentle with ourselves and others -‐ being kind and 

not hur{ul. 

• to move safely both indoors and outside. 

• to be careful about our own work and that of 

others. 

• to protect our belongings and the belongings of 

others. 

• to be gentle with insects, plants and animals. 

• to take care of ourselves in a healthy way. 

___________________________________________________________________________________________ 



POLICY 

Dental Health 

Related Legisla6on 

Na6onal Law: Sec_on 167, 173, 174 

Na6onal Regula6ons: Regula_ons 12, 85–87,89, 90 -‐ 91, 

92 -‐ 96, 168, 177–178, 181 -‐ 184 

A. To promote good dental health behaviour to help reduce 

the prevalence of dental caries (tooth decay) in all 

preschool children. 

B. To facilitate the preven;on and management of dental 

trauma (accidents) for all children in childcare se]ngs. 

Background 

(a) The dental health of Australian children has improved 

over recent decades, with a drama_c decline in the 

experience of dental caries. 

(b) However, there are clear inequali_es in dental health 

with higher rates of dental caries in all children living in 

socially disadvantaged areas, rural and remote areas, 

and among Aboriginal children and children from 

culturally and linguis_cally diverse (CALD) backgrounds. 

There are also a small but significant propor_on of 

preschool children who suffer very severe and 

extensive dental decay requiring hospitalisa_on and 

treatment under general anaesthesia. 

(c) Once a child begins to walk accidents involving the 

mouth are common. Injuries may vary from small chips 

(fractures) to the tooth being knocked out (avulsed). 

Therefore, a dental health policy in childcare seongs is 

important to: 

(i) promote good dental health behaviour in all 

children (and parents) to help reduce the prevalence of 

dental caries, especially in all children who are in the high 

risk category 

(ii) facilitate the preven_on and management of 

dental trauma in all children in childcare seongs 

(iii) raise the awareness of dental health and dental 

disease with childcare personnel. 

Key References 

1. Australian Dental Associa_on. Dental FAQs – What 

should I do in a dental emergency? Available from 

hpp://www.ada.org.au/ faqs/faq,documen_d, 

26802,category,Dent al_Emergency.aspx. 

2. Levine RS, S_llman-‐Lowe CR. The Scien_fic Basic of 

Oral Health Educa_on. London: BDA, 2009. 

3. NSW Department of Health. Early childhood oral 

health guidelines for child health professionals. 2nd 

edi_on. NSW Department of Health, 2009. Available 

from hpp://www. health.nsw.gov.au/policies/gl/ 

2009/pdf/ GL2009_017.pdf 

4. NSW Health. My First Health Record: The NSW Child 

Personal Health Record. Sydney: NSW Health, 2007. 

Available from hpp:// www.health.nsw.gov.au/pubs/ 

2008/child_ health_record.html 

5. NSW Department of Health. NSW messages for a 

healthy mouth. 2nd edi_on. NSW Department of 

Health, 2007. Available from hpp:// 

www.health.nsw.gov.au/pubs/2007/ pdf/ 

healthy_mouth.pdf 

6. St. John Ambulance Australia. Australian First Aid. 

4th edn. St John Ambulance Australia, 2007 

Available from hpp://www. stjohn.org.au/ 

index.php? 

op_on=com_content&task=view&id=198&Itemid=2 

24 

7. Na_onal Health & Medical Research Council. Dietary 

guidelines for children and adolescents in Australia. 

NHMRC, 2003. Available from hpp:// 

www.nhmrc.gov.au/_files_nhmrc/file/publica_ons/ 

synopses/ n34.pdf 

___________________________________________________________________________________________ 



POLICY 

Good Dental Health Behaviour Prac-ce 

To promote good dental health behaviour and help reduce 

the prevalence of dental caries (tooth decay) in all 

preschool children. 

Childcare staff should: 

In General 

Develop and implement dental health promo_on / 

educa_on programs in childcare seongs, in consulta_on 

with dental professionals (eg provide appropriate and 

accurate dental health literature for children, parents/ 

carers and childcare staff). 

Oral Hygiene and the Preven6on of Tooth Decay 

Puong a baby to bed with a bople of milk, juice or any 

sweet liquid can cause tooth decay. 

Honey, glycerine, condensed milk or other s_cky, sweet 

foods or liquids on a baby’s dummy can cause tooth decay. 

Children have high nutri_onal requirements so they usually 

need to have more frequent meals. It is appropriate to 

provide 6 small meals for children daily. However, it is 

important to limit the number of _mes sugary snacks are 

offered as they are a major cause of tooth decay. 

Note: Up to 2-‐21⁄2 years of age, small hard pieces of food 

such as nuts and seeds, carrots, apples and celery should 

be avoided as they could be inhaled and induce choking in 

young children. 

Tap water (boiled _ll 12 months of age) is the best drink in-between 

meals and at bed_me. 

Provide water for children to drink and rinse their mouth 

with ager meals. 

Report to the family any signs of: 

• visible decay 

• gum swelling 

• infec_on of the mouth (gums are very red or 

bleeding) 

• problems chewing, ea_ng, swallowing 

• the child complaining about oral discomfort and 

pain 

• the child complaining about being woken up at night 

with a sore tooth. 

Advise all parents/carers to take their child to a dental 

professional as soon as possible. (Refer to Appendix A for 

a sample form for parents) 

Encourage all parents/carers to take their child for regular 

dental checkups (once a year is best). 

Offer children a varied selec_on of healthy snacks, such as: 

vegetables (eg corn cobs, carrot s_cks, cherry tomatoes), 

cheese, hard boiled eggs, • baked beans, fresh fruit, cold 

cooked pasta, and wholemeal bread with 

lean meat. 

Choose snacks that are appropriate to the age of the child. 

All children should have their teeth checked at each child 

health visit. 

All children should have a dental assessment by a dental 

professional by the end of their second year. 

Tooth brushing 

The use of fluoride toothpaste for the preven_on and 

control of dental caries is interna_onally recognized as 

being both safe and highly effec_ve. 

Children who brush twice a day with fluoride toothpaste 

have beper dental health than those who brush less 

frequently. 

Adults are advised to keep their own teeth and gums 

healthy through regular brushing with fluoride toothpaste. 

Bacteria can pass over to a baby’s mouth on dummies, 

boples and spoons. 

Childcare staff should ac_vely encourage all parents / 

carers to brush their children’s teeth morning and night 

ager ea_ng. 

Toothpaste should be stored where children cannot reach it 

or eat it. 

Infants 

As soon as the first teeth appear, at around 6 months, they 

should be cleaned using a child-‐sized sog toothbrush, but 

not with toothpaste. 

The easiest way to brush an infant’s teeth is to: 

-‐ sit, or lay, the child on your lap -‐ support child’s head -‐ 

clean teeth gently. 

Toddlers 

___________________________________________________________________________________________ 



POLICY 

From around 18 months of age teeth should be cleaned 

twice a day with a small pea-‐sized amount of low fluoride 

toothpaste (0.4-‐0.55mg/g fluoride), and a child sized sog 

toothbrush 

Children should spit out, but not swallow and not rinse. 

Spiong out toothpaste and not rinsing for half an hour will 

provide addi_onal benefits in helping prevent tooth decay. 

Toothpaste may be introduced earlier based on the advice 

of a dental professional. 

Toothpaste should always be used under supervision of an 

adult. Toothbrushing skills should be taught to all children 

of all ages but adults should brush a child’s teeth up un_l 

eight years of age. 

The easiest way to brush a toddler’s teeth is to: 

-‐ stand behind them 

-‐ support their head with one hand and hold the 

toothbrush with the other 

-‐ look directly into the child’s mouth or into a mirror to see 

where to brush. 

Parent and Child Dental Educa6on Program 

The following key points may be useful for childcare staff 

wishing to develop and implement educa_onal programs 

for children and their parents/carer. 

Educa_onal programs for children and their parents/carer 

must be developed using a partnership approach between 

childcare personnel and dental professionals. 

NSW Liple Smiles offers a wide range of age appropriate 

dental health ac_vi_es for childcare personnel to use. 

NSW Liple Smiles provides dental informa_on for parents / 

carers. 

B. Dental Trauma (accidents) Prac-ce 

To facilitate the preven;on and management of dental 

trauma (accidents) of all childen in childcare se]ngs. 

In general 

Develop and implement strategies to protect children from 

falls and damaging their teeth; and manage bleeding of the 

mouth in all childcare seongs. Consulta_on with dental 

professionals and facility risk managers is important. 

First Aid for a Knocked Out or Chipped Tooth in a Child 

In the management of any dental trauma, childcare 

personnel need to follow a logical sequence in order to 

es_mate the extent of the injury and to make an accurate 

diagnosis. 

The following sequence should be followed when a tooth is 

knocked out of its socket: 

Step 1 

Remain calm and try to find the tooth. A dental 

professional will want to see the tooth and/or the tooth 

fragment(s). It is important to know whether the tooth or 

tooth fragment(s) has been inhaled. 

Inhaled teeth are a medical emergency and the child 

MUST be taken immediately to the Emergency 

Department of a Hospital for a check-‐up and a possible 

chest x-‐ray. 

Step 2 

If it is a baby tooth, do not put it back in the socket because 

it will damage the underlying developing permanent (adult) 

tooth. Children aged 0-‐5 years of age are more likely to 

have baby teeth than permanent teeth. If there is any 

doubt about whether it is a baby tooth or an adult tooth, 

put the tooth in milk or saline and take the child to a dental 

clinic immediately. 

If a permanent tooth has been knocked out, place it in milk 

or saline immediately to avoid dehydra_ng and damaging 

the delicate cells on the root. Do not rinse or scrub dirt off 

the tooth. Do not allow the tooth to remain dry at any 

stage. 

No_fy parents / carers of the incident. 

Go to a dental clinic or the Emergency Department of a 

Hospital as soon as possible. Time is a cri_cal factor in 

saving the tooth. 

Remember In the following weeks or months ager the 

dental injury, if you no_ce any unusual red or swollen gums 

___________________________________________________________________________________________ 



POLICY 

in a child’s mouth, or if the tooth changes colour, advise the 

parents/carers to make an appointment at a dental clinic as 

soon as possible. 

Professional Development for Childcare Staff 

Professional development is an integral component for all 

childcare staff and opportuni_es to extend professional 

development are encouraged. Management, staff, families 

and their children all benefit when the prac_ces in 

childcare seongs are regularly reviewed and updated in 

light of current recommended research and prac_ce. 

A Dental Health Informa-on Session for childcare staff is 

available, free of charge, through your local Public Dental 

Service. 

Dental health resources are available at: 

www.health.nsw.gov.au/cohs/. For hard copies refer to 

Appendix B for order form. 

Source: 

hpp://www.rch.org.au/emplibrary/ecconnec_ons/ 

CCH_Vol7_No4_August2004.pdf 

Australian Dental Associa6on -‐ hpp://www.ada.org.au/ 

___________________________________________________________________________________________ 



POLICY 

Asthma 

Na6onal Regula6ons: 90, 94, 136 

Na6onal Quality Standard: 2.1.1, 2.1.4, 2.3.3 

Preamble 

Asthma represents a significant health problem in the 

Australian community affec_ng 1 in 6 children. Asthma is 

one of the most common causes of hospital admissions and 

visits to the doctor by children under five years of age. 

There is also evidence that the prevalence and severity of 

asthma in children is increasing. 

As children under the age of six years generally do not have 

the skills and ability to recognise and manage their own 

asthma effec_vely, we place importance on our role in 

ensuring that a child’s asthma symptoms are managed 

appropriately whilst in our care. 

Purpose 

The aim of this policy is to document strategies for 

implementa_on of best prac_ce asthma management 

within a Children’s Service’s seong so that: 

1 All children enrolled at the service who have asthma 

can receive appropriate apen_on as required 

2 A service can respond to the needs of children who 

have not been diagnosed with asthma and who have 

an asthma apack or difficulty breathing at the service 

Our Commitment 

Asthma management should be viewed as a shared 

responsibility. To this end each of the key groups within this 

service give the following undertakings: 

Strategies: 

The Management will: 

We are commiped to ensuring that children with asthma 

have the same opportunity for play and educa_on as 

children without the condi_on. By crea_ng an asthma 

friendly environment we aim to support the educa_onal 

opportuni_es of the child with asthma and their family. 

Values 

This Griffith Child Care Centre Inc is commiped to: 

• Raising the awareness of asthma amongst those 

involved with the Children’s Service 

• Providing the necessary procedures to ensure the 

health and safety of all persons with asthma involved 

with the Children’s Service 

• Providing an environment in which children with 

asthma can par_cipate in all ac_vi_es to their full 

poten_al 

• Providing a clear set of guidelines and expecta_ons 

to be followed with regard to the management of 

asthma 

Iden_fy children with asthma during the enrolment 

process. 

• Provide families with a copy of the Asthma 

Policyupon enrolment. 

• Provide all staff with a copy of the Asthma Policy 

and brief them on asthma procedures upon their 

appointment to the Children’s Service. 

• Provide opportunity and encouragement for staff 

to apend regular asthma training and ensure that 

at least one staff member responsible for first aid 

who has completed cer_fied asthma training 

(Emergency Asthma Management) is on duty 

whenever children are being cared for or 

educated, including off site excursions. 

• Provide an Asthma Record to all families of 

children with asthma upon enrolment. The 

completed Asthma Record is to be returned 

promptly, reviewed annually and kept in a central 

loca_on. 

• Ensure that all staff are informed of the children 

with asthma in their care. 

• Formalise and document the internal procedures 

for Asthma First Aid, for both children with a 

diagnosis of asthma, and those with no known 

diagnosis of asthma (first apack). 

• Ensure that at least one Asthma First Aid poster is 

displayed in a key loca_on. 

• Ensure that the Asthma Emergency Kit contains a 

blue reliever puffer (e.g. Airomir, Asmol, Epaq or 

Ventolin), a spacer device and child mask if 

necessary and concise wripen instruc_ons on 

Asthma First Aid procedures. 

___________________________________________________________________________________________ 



POLICY 

• Provide a mobile Emergency Kit for use on 

ac_vi_es outside the Children’s Service. 

• Iden_fy and, where possible, minimise asthma 

triggers. 

• Encourage open communica_on between 

families/ guardians and staff regarding the status 

and impact of a child’s asthma. 

• Promptly communicate any concerns to families 

should it be considered that a child’s asthma is 

limi_ng his/her ability to par_cipate fully in all 

ac_vi_es. 

Staff will: 

• Ensure that they maintain current Asthma First Aid 

training. 

• Ensure that they are aware of the children in their 

care with asthma. 

• In consulta_on with the family, op_mise the 

health and safety of each child through supervised 

management of the child’s asthma. 

• Ensure that all regular prescribed asthma 

medica_on is administered in accordance with the 

informa_on on the Child’s Asthma Record. 

• Administer emergency asthma medica_on if 

required according to the child’s Asthma Record. If 

no Asthma Record is available the Standard 

Asthma First Aid Plan should be followed 

immediately. 

• Document the use of medica_on according to 

service policy and no_fy parents/carers 

• Promptly communicate, to management and 

families, any concerns about the child’s asthma 

limi_ng his/her ability to par_cipate fully in all 

ac_vi_es. 

• Provide families with the contact details of the 

Asthma Founda_on if further asthma advice is 

needed. 

• Regularly maintain all asthma components of the 

first aid kit to ensure all medica_ons are current 

and any asthma devices are cleaned ager each use 

and ready to use. 

• Encourage children to carry their reliever 

medica_on and use their medica_on as soon as 

symptoms develop. 

• Iden_fy and, where possible, minimise asthma 

triggers. 

Families will: 

•Inform staff, either upon enrolment or on ini_al 

diagnosis, that their child has a history of asthma. 

•Provide all relevant informa_on regarding the child’s 

asthma via the Asthma Record as provided by the 

child’s doctor. 

•No_fy the staff, in wri_ng, of any changes to the 

Asthma Record during the year. 

•Ensure that their child has an adequate supply of 

appropriate medica_on (reliever) and spacer device 

clearly labelled with the child’s name including expiry 

dates. 

•Communicate all relevant informa_on and concerns 

with staff as the need arises e.g. if asthma symptoms 

were present during the night. 

Asthma First Aid 

A children’s service should have an Asthma Emergency Kit 

available for use in case of: 

• An emergency where a child has difficulty breathing 

• A child’s first agack of asthma 

• A child’s own asthma reliever puffer is unavailable, 

expired or empty. 

AND All staff should be aware of how to deliver the 

Asthma First Aid Plan. 

Each kit should contain a blue reliever puffer (Airomir, 

Asmol, Epaq or Ventolin), a spacer device (with mask for 

under 5’s), instruc_ons for use, and 70% alcohol swabs for 

cleaning. 

If a child has difficulty breathing or their asthma 

deteriorates, administer Asthma First Aid according to 

either: 

The Child’s Asthma Record First Aid Plan as signed by the 

family and/or doctor’s wripen instruc_ons. 

OR 

The Asthma First Aid Plan. 

If a child has difficulty in breathing and there is no 

no_fica_on on any wripen communica_on from the 

parents/ guardian about them having asthma; call an 

ambulance immediately, follow the Asthma First Aid Plan 

and contact the parents immediately. 

No harm is likely to result from giving a reliever puffer to 

someone without asthma. 

___________________________________________________________________________________________ 



POLICY 

Responding to an Asthma Emergency 

Signs & symptoms 

The pa_ent may: 

• be unable to get enough air 

• be short of breath 

• become anxious, subdued or panicky 

• focused only on breathing 

• coughing, wheezing 

• pale, swea_ng 

• blue around lips, ear lobes and finger_ps 

• unconscious. 

Management 

Unconscious pa6ent 

• follow DRSABCD 

Conscious pa6ent 

1. Help the pa6ent into a comfortable posi6on 

• usually siOng upright and leaning forward 

• be reassuring and tell pa6ent to take slow, 

deep breaths — ensure adequate fresh air 

2. Help with administra6on of pa6ent’s medica6on 

(4:4:4) 

• give 4 puffs one at a 6me of a blue reliever 

inhaler (use a spacer if available) 

• pa6ent takes 4 breaths aoer each puff 

• wait 4 minutes 

• if no improvement, give another 4 puffs 

3. If ligle or no improvement within minutes 

• ensure an ambulance has been called — triple 

zero (000) 

• keep giving 4 puffs every 4 minutes un6l 

ambulance arrives 

– children 4 puffs every 4 minutes 

– adults up to 6–8 puffs every 5 minutes 

• Record any asthma incident and file the completed 

form with all incident reports. No_fy the family and 

advise them of ac_ons taken. 

References: 

St Johns First Aid -‐ www.stjohn.org.au 

Asthma Founda_on of Australia hpp:// 

www.asthmafounda_on.org.au -‐ asthma Policy template 

for children’s services. 

___________________________________________________________________________________________ 



POLICY 

Diabetes 

Na6onal Law: Sec_on 169,172, 173,-‐ 174, 225 

Na6onal Regula6ons : Regula_ons 90–91, 92 -‐ 96, 

NQS: 2.1.1; 2.1.4. 2.3.2 

Preamble 

Diabetes is one of the most common chronic diseases of 

childhood and affects 1-‐2 per 1000 children and 

adolescents under 20 years. Appropriate diabetes care in 

the child care seong is important for the immediate and 

long term welfare of the child and to op_mize their 

behavioral and academic development. 

Griffith Child Care Centre Inc is commiped providing a safe 

and healthy environment that is inclusive for all children, 

staff, visitors and family members that are at diagnosed 

with diabetes. The aim of this policy and procedure is to 

minimize the risk of a diabe_c medical emergency whilst at 

our service, also ensuring that staff members are able to 

support the management of the illness. 

Strategies: 

A majority of staff have a current Senior First Aid Cer_ficate 

and are strongly encouraged to con_nue upda_ng it ager 

the 3 year valida_on. 

To facilitate effec_ve care for a child with diabetes it is 

necessary to form a partnership between the centre and 

the child's family with responsibili_es for both, and centres 

should: 

Ensure the family, parent or guardian provides the centre 

with: 

1. Details of the child's health problem, treatment, 

medica_ons and allergies 

2. Their doctor's name, address and phone number, 

and a phone number for contact in case of an 

emergency 

3. A Diabetes Care Plan following enrolment and 

prior to the child star_ng at the centre which 

should include: 

I. when, how and how ogen the child is to 

have finger-‐prick or urinalysis glucose or 

ketone monitoring 

II. 

III. 

IV. 

what meals and snack are required 

including food content, amount and 

_ming 

what ac_vi_es and exercise the child can 

or cannot do 

whether the child is able to go on 

excursions and what provisions are 

required. 

4. A Diabetes First Aid or Emergency Medical Plan 

following enrolment and prior to the child star_ng 

at the centre which should include: 

i. what symptoms and signs to look for that 

might indicate hypoglycaemia (low blood 

glucose) or hyperglycaemia (high blood 

glucose) 

ii. 

what ac_on to take including emergency 

contacts for the child's doctor and family or 

what first aid to give. 

___________________________________________________________________________________________ 



iii. 

An up to date photograph of the child 

should be included on any ac_on plan 

displayed at the centre. 

POLICY 

• Ensure availability of meals, snacks and drinks 

that are appropriate for the child and are in 

accordance with the child's Diabetes Care Plan. 

• In any medical emergency involving a child with 

diabetes, the centre staff should immediately dial 

000 for an ambulance and no_fy the family in 

accordance with the Regula_on and guidelines on 

emergency procedures, and administer first aid or 

emergency medical aid according to the child’s 

Diabetes First Aid or Emergency Medical Plan, or a 

doctor’s instruc_ons, or if these are not available, 

use the First Aid Plan for Diabe_c Emergency from 

Australian First Aid, St. John Ambulance Australia, 

2002, on the following page. 

• Ensure at least one staff member who has 

completed accredited training in emergency 

diabetes first aid is present in the centre at all 

_mes whenever children with diabetes are being 

cared for in the service. 

• Ensure opportunity for the child to par6cipate in 

any ac6vity, exercise or excursion that is 

appropriate and in accordance with their Diabetes 

Care Plan. 

• All meal trolleys are to include a list of children 

who have allergies or medical condi_ons and this 

should include an updated photo of the child and 

details of appropriate ac_on to be taken. 

• When meals are served or prepared by the Centre 

chef for the diabe_c child, staff member visitor or 

family member will receive a dis_nc_ve bowl that 

contains food suitable for their consump_on. 

• Ensure the family supplies all necessary glucose 

monitoring and management equipment. 

• Ensure the family and centre staff know it is not 

the responsibility of the centre staff to administer 

a child's insulin, or to administer parenteral 

injec_ons of glucose or glucagon in an emergency. 

Ensure the family understands that a child’s insulin 

should be administered before or ager care in the 

centre. 

• Ensure there is a staff member who is 

appropriately trained to perform finger-‐ prick 

blood glucose or urinalysis monitoring and knows 

what ac_on to take if these are abnormal. 

• Ensure there are glucose foods or sweetened 

drinks readily available to treat hypoglycaemia 

(low blood glucose), eg. glucose tablets, glucose 

jelly beans, Lucozade. 

• If a child has had an episode of hypoglycaemia 

and needed glucose food or drink, also provide 

the child with a slow-‐ac_ng carbohydrate food to 

help maintain blood glucose levels, eg. milk, raisin 

toast, yoghurt, fruit. 

• Ensure a loca6on in the centre for privacy for the 

child to do their own glucose monitoring or 

insulin administra6on if the child is able. 

___________________________________________________________________________________________ 



POLICY 

Emergency Procedure: 

St. John First Aid for Diabe6c Emergency 

Used with permission from St. John Ambulance Australia, 

© St. John Ambulance Australia, Australian First Aid, 

10/2002 

St. John DRSABCF Ac6on Plan 

This Ac_on Plan is a vital aid to the first aider in assessing 

whether the casualty has any life-‐threatening condi_ons 

and if any immediate first aid is necessary. 

D -‐ check for Danger 

• To you 

• to others 

• to casualty 

R -‐ check Response 

• is casualty conscious? 

• is casualty unconscious? 

S -‐ Send for Help 

A -‐ check Airway 

• is airway clear of objects? 

• is airway open? 

B -‐ check for Breathing 

• is chest rising and falling? 

• can you hear casualty's breathing? 

• can you feel the breath on your cheek? 

C -‐ check for signs of Circula6on 

• can you see obvious signs of any movement, 

including swallowing and breathing 

• can you feel a pulse? 

• observe colour of skin on face 

Diabe6c Emergency 

A diabe_c emergency may result from too much or too 

liple insulin in the blood. There are two types of diabe_c 

emergency – very low blood sugar (hypoglcycaemia, usually 

due to excessive insulin); or very high blood sugar 

(hyperglycaemia, due to insufficient insulin). The more 

common emergency is hypoglycaemia. This can result from 

too much insulin or other medica_on, not having eaten 

enough of the correct food, unaccustomed exercise or a 

missed meal. 

Signs and symptoms: 

If caused by low blood sugar, the person may: 

• Feel dizzy, weak, trembly and hungry 

• Look pale and have a rapid pulse 

• Be swea_ng profusely 

• Be numb around lips and fingers 

• Appear confused or aggressive 

• Be unconscious 

If caused by high blood sugar, the person may: 

• Be excessively thirsty 

• Have a frequent need to urinate 

• Have hot dry skin, a rapid pulse, drowsiness 

• Have the smell of acetone (like nail polish 

remover) on the breath 

• Be unconscious 

TIP – If unsure whether apack is caused by low or high 

blood sugar, give a sweet (sugar-‐containing) drink. Do not 

use ‘diet’ sog drinks. This could save the person’s life, if 

blood sugar is low, and will not cause undue harm if blood 

sugar is high. 

D -‐ Apply Defibrilla6on if available 

• If available -‐ follow voice prompts. 

• 

Recovery Posi6on 

• kneel beside the casualty 

• lig nearer leg at knee so it is fully bent 

upwards 

• place nearer arm across chest 

• place farther arm at right angles to body 

• roll casualty away from you onto side 

• keep leg at right angles with knee 

touching ground to prevent casualty 

rolling 

onto face. 

___________________________________________________________________________________________ 



POLICY 

Management of Diabe6c Emergency 

Caused by Low Blood Sugar 

If casualty unconscious: 

1. Follow DRSABCF 

2. Give nothing by mouth 

3. Call 000 for an ambulance 

If casualty conscious: 

•Give sugar, glucose or a sweet drink (e.g. sog drink 

or cordial – do not use ‘diet’ sog drinks or diabe_c-type 

cordials). 

•Con_nue giving sugar every 15 minutes un_l 

medical aid arrives or casualty recovers. 

•Loosen _ght clothing. 

•Seek medical aid if required. 

Caused by High Blood Sugar 

Follow Up: 

Any incident requiring medical apen_on will require a 

report to be submiped to the regulator. 

A no_ce will have to be made using the CSNSA 1 Form. 

Related documents: 

Source: 

Key Resources: 

Australian First Aid, St. John Ambulance Australia, 2002: 

www.stjohn.org.au ; 

Diabetes Australia: www.diabetesaustralia.com.au . 

Health & Safety in Children’s Centres : Model Policies & 

Prac_ces 2003 

If casualty unconscious: 

1. Follow DRSABCF 

2. Give nothing by mouth 

3. Call 000 for an ambulance 

If casualty conscious: 

• Allow casualty to self-‐administer insulin (do not 

administer it yourself, but help if needed). A 

casualty who has diabetes may carry a NovoPenTM 

to inject insulin. 

Seek medical aid if required. If help delayed, encourage 

casualty to drink sugar-‐free fluids. 

Informa_on supplied by Australian First Aid, 10/2002 and is 

the copyright of St. John Ambulance Australia. This 

informa_on is not a subs_tute for first aid training. St. John 

recommends that everyone is trained in first aid. For more 

informa_on on St. John first aid training and kits visit 

www.stjohn.org.au or call toll free 1300 360 455. 

___________________________________________________________________________________________ 



POLICY 

Sun Safety 

Na6onal Law: Sec_on 167 (protec_on from harm and 

hazards) 

Na6onal Regula6ons: Regula_ons 114, 168 

Preamble: 

Protec_on from the sun is important for all. 

Australia has the highest rate of skin cancer in the world. 

Research has indicated that young children and babies have 

sensi_ve skin that places them at par_cular risk of sunburn 

and skin damage. Exposure during the first 15 years of life 

can greatly increase the risk of developing skin cancer in 

later life. Early Childhood Services play a major role in 

minimising a child’s UV exposure as children apend during 

_mes when UV radia_on levels are highest. 

It is therefore important to provide an environment where 

protec_on from harmful ultraviolet rays is paramount. 

This can be done in a number of ways: 

• Providing a natural environment where shade is provided 

for outdoor ac_vi_es -‐providing protec_on for children and 

offering a safe and appropriate play area for children. 

• Providing hats for children and staff and ensuring that the 

brim adequately shades the face, neck and ears. 

• Following a protec_ve clothing policy that encourages 

parents to provide clothes that cover the upper arms, 

shoulders and have a high sun protec_on factor number. 

• Following a sunscreen policy that ensures all children and 

adults regularly apply factor 30 sunscreen. 

• Within the program there should be opportuni_es for 

children to explore aspects of sun-‐safety and how they can 

best ensure their own safety from over exposure to the 

sun. 

Babies 

Babies under 12 months will not be exposed to direct 

sunlight and are to remain in dense shade when outside. 

They will wear sun safe hats and clothing and small 

amounts of SPF30+ broad-‐spectrum water-‐resistant 

sunscreen may be applied to their exposed skin. 

Procedure: 

Outdoor play is before 11 am and ager 3 pm -‐ children will 

be encouraged to play out of direct sunlight and staff will 

provide ac_vi_es in shaded areas. 

Outdoor play between 11 and 3 pm is able to occur if the 

children are able to play in a full shade zone. 

Parents are to provide a suitable hat which protects the 

face, ears and back of the neck. The centre will provide 

addi_onal hats for children who do not bring in a hat -‐ 

these are to be washed regularly. Staff are to provide a 

suitable hat for wearing while outdoors. 

Hats that provide effec_ve sun protec_on should be 

encouraged throughout the whole year. 

Sunscreen 

Parents are asked to provide a suitable ‘Roll-‐on Applicator 

Sunscreen” clearly labelled with the child’s name. Factor 

30+ Sunscreen (NSW Cancer Council Sunscreen) is 

recommeneded. 

Sunscreen is to be applied to children and adults prior to 

outdoor play -‐ in the morning and agernoon. 

Sunscreen is to be applied through most of the year, except 

through the winter months, June and July. (see page 50 for 

addi;onal details) 

Enrolment Form includes permission for applica_on of 

Sunscreen. 

Parents should provide children with clothing which offers 

a high degree of protec_on from the sun -‐See clothing. 

Staff should ensure that they act as an appropriate role 

model for children while outdoors by applying sunscreen 

and wearing a suitable hat and clothing. 

All sun protec_on measures (including recommended 

outdoor _mes, shade, hat, clothing and sunscreen) will be 

considered when planning excursions and incursions. 

___________________________________________________________________________________________ 



POLICY 

Outdoor Ac6vi6es 

The centre will use a combina_on of sun protec_on 

measures whenever UV Index levels reach 3 and above. 

This will include: 

•From October to March sun protec_on is required at all 

_mes. Extra sun protec_on is needed between 11am 

and 3pm and during this period outdoor ac_vi_es should 

be minimised. Minimising outdoor ac_vi_es includes 

reducing both the number of _mes (frequency) and the 

length of _me (dura_on) children are outside. 

•From April to September (excluding June and July) 

outdoor ac_vity can take place at any _me. However, 

from 10am – 2pm sun protec_on is required. 

•In June and July when the UV index is mostly below 3, 

sun protec_on is not required. Extra care is needed for 

services in the far west and north of NSW and for all 

children who have very fair skin. 

All sun protec_on measures (including recommended 

outdoor _mes, shade, hat, clothing and sunscreen) will be 

considered when planning excursions and incursions. 

Shade 

All outdoor ac_vi_es will be planned to occur in shaded 

areas. Play ac_vi_es will be set up in the shade and moved 

throughout the day to take advantage of shade paperns. 

The centre will provide and maintain adequate shade for 

outdoor play. Shade op_ons can include a combina_on of 

portable, natural and built shade. Regular shade 

assessments should be conducted to monitor exis_ng 

shade structures and assist in planning for addi_onal 

shade. 

Hats 

Staff and children are required to wear sun safe hats that 

protect their face, neck and ears. 

A sun safe hat is: 

• Legionnaire hat. 

• Bucket hat with a deep crown and brim size of at 

least 5cm (adults 6cm). 

• Broad brimmed hat with a brim size of at least 

6cm (adults 7.5cm). 

Children without a sun safe hat will be asked to play in an 

area protected from the sun (e.g. under shade, veranda or 

indoors) or can be provided with a spare hat. 

Clothing 

When outdoors, staff and children will wear sun safe 

clothing that covers as much of the skin (especially the 

shoulders, back and stomach) as possible. 

This includes wearing: 

• Loose fiong shirts and dresses with sleeves and 

collars or covered neckline. 

• Longer style skirts, shorts and trousers. 

Children who are not wearing sun safe clothing can be 

provided with spare clothing. 

Role Modelling 

Staff will act as role models and demonstrate sun safe 

behaviour by: 

• Wearing a sun safe hat (see Hats). 

• Wearing sun safe clothing (see Clothing). 

• Applying SPF30+ broad-‐spectrum water-‐resistant 

sunscreen 20 minutes before going outdoors. 

• Using and promo_ng shade. 

• Wearing sunglasses that meet the Australian 

Standard1067 (op_onal). 

Families and visitors are encouraged to role model posi_ve 

sun safe behaviour. 

Educa6on and Informa6on 

Sun protec_on will be incorporated regularly into learning 

programs. 

Sun protec_on informa_on will be promoted to staff, 

families and visitors. Further informa_on is available from 

the Cancer Council website www.cancercouncil.com.au/ 

sunsmart. 

Source: NSW Cancer Council 2011 

Please note: Baseball caps or visors do not provide 

enough sun protec6on and therefore are not 

recommended. 

___________________________________________________________________________________________ 



POLICY 

Tobacco, drug and alcohol free 

environment 

Link to NQS Principles 

• Quality Area 2 -‐ Children’s Health and Safety. 

Link to Na6onal Regula6ons 

Clause 82 Tobacco, drug and alcohol-‐free environment 

1. The approved provider of an educa;on and care service must 

ensure that children being educated and cared for by the 

service are provided with an environment that is free from the 

use of tobacco, illicit drugs and alcohol. 

Penalty: $2000. 

Clause 83 Staff members and family day care educators not to be 

affected by alcohol or drugs 

1. (1) The approved provider of an educa;on and care service 

must ensure that the nominated supervisor or a staff member 

of, or volunteer at, the service is not affected by alcohol or 

drugs (including prescrip;on medica;on) so as to impair his or 

her capacity to supervise or provide educa;on and care to 

children being educated and cared for by the service. 

Penalty: $2000. 

2. (2) The nominated supervisor of an educa;on and care service 

must not, while educa;ng and caring for children for the 

service— 

1. (a) consume alcohol; or 

2. (b) be affected by alcohol or drugs (including 

prescrip;on medica;on) so as to impair his or her 

capacity to supervise or provide educa;on and care 

to the children. Penalty: $2000. 

Ra6onale 

Promo_ng a safe environment for all persons means ensuring that 

the areas u_lised by Griffith Child Care Centre Inc are free of 

smoking, and sa_sfy legal duty of care requirements under the 

Occupa;onal Health and Safety Act 8 . 

A smoke free environment policy is vital because children model 

adult behaviour (Cancer Council NSW, 2004). Children are prone 

to the harmful effects of environmental tobacco smoke because: 

• Their lungs and body weight are small so the dangerous 

substances in smoke are more harmful. 

• Children are not always able to move away from a 

smoker as adults are able to. 

In children passive smoking can contribute to the following 

condi_ons: 

• Sudden Infant Death Syndrome (SIDS or cot death) 

• lower birth weight, resul_ng from exposure to tobacco 

smoke in-‐utero 

• bronchi_s, pneumonia and other airway infec_ons 

• asthma 

• middle ear disease 

• respiratory symptoms (coughing, wheezing) 

• Exposure to environmental tobacco smoke for children 

can lead to: 

• adverse effects on cogni_on and behaviour • decreased 

lung func_on • worsening of cys_c fibrosis • 

meningococcal disease 9 

Policy statement 

• Passive smoking (the inhala_on of environmental 

tobacco smoke) increases risks to health (Cancer Council 

Australia, 2004). 

• Griffith Child Care Centre Inc has a duty of care under 

occupa_onal health and safety legisla_on to provide a 

safe and healthy environment for all persons 7 who 

u_lise the service for child care requirements or 

employment. 

• Griffith Child Care Centre Inc does not permit the 

smoking of any substance in any areas it u_lises for child 

care requirements or employment of persons. 

• Griffith Child Care Centre Inc has adopted a Smoke Free 

Environment Policy to protect all persons from the 

effects of environmental tobacco smoke. 

• The ‘environment’ refers to: Griffith Child Care Centre 

Inc buildings and outdoor areas and the service’s car 

park. Including both the Dorothy Waide Centre for Early 

Learning and Griffith Central Preschool sites. 

7 Persons – is defined as an individual, regardless of age or gender, who accesses the children’s service for any reason. 

8 Staff who fail to consider the safety of others at work by not complying with the non-smoking policy may be personally liable to a fine of up to $3,300 under 

Workplace Safety Act 2012 

9 http://www.ncac.gov.au/factsheets/fdcqa_factsheet_15.pdf 

___________________________________________________________________________________________ 



POLICY 

Strategies and prac6ces 

• Smoking will not be permiped in any enclosed areas 

u_lised by Griffith Child Care Centre Inc. 

• Smoking will not be permiped in any open space 10 

metres from the Griffith Child Care Centre Inc outdoor 

area or fence line. 

• Staff/carers are asked not to smoke during work hours. 

If you do you may need to change clothes if what you 

wear s_ll retains the smell of smoking. 

• Students, volunteers and visitors to the service will not 

be permiped to smoke on the premises and will adhere 

to the Smoke Free Environment Policy. 

• Griffith Child Care Centre Inc will ac_vely support and 

provide assistance for smokers to quit smoking. Contact 

131 848 for details on how to quit smoking. 

• The responsibility for enforcing this policy rests with 

staff/carers. All are obliged under the Work Health and 

Safety Act to protect the health of children, their fellow 

staff/carers, and visitors, while at the service. 

For Staff and Management this will mean 

• Children apending a child care service should have access to a 

completely smoke free environment while in care, including 

indoor and outdoor areas 

• Child care staff and management have a professional and 

ethical responsibility to ensure that child care environments 

are kept smoke free. 


ethical responsibility to ensure that children do not observe 

them smoking 

• Child care staff, carers and management have a professional 

and ethical responsibility to minimise instances where children 

may observe other adults smoking 


ethical responsibility to minimise the risk of children inhaling 

any residual environmental smoke if they have smoked a 

cigarepe prior to contact with children. 

Sources and further reading 

• Centre for Community Child Health (2006). Preven;ng 

passive smoking effects on children: Prac;ce resource. 

Retrieved Friday, 20 August 2010, from hpp:// 

www.rch.org.au/ccch 

• Na_onal Childcare Accredita_on Council. (2006). NCAC 

Smoke free environments: Posi;on statement October 

2006. Retrieved Friday, 20 August 2010, 

• Na_onal Occupa_onal Health & Safety Commission. 

(2003). Australian workplaces free from injury and 

disease: Guidance note on the elimina;on of 

environmental tobacco smoke in the workplace [NOHSC: 

3019(2003)]. Retrieved Friday, 20 August 2010, from 

hpp://www.ascc.gov.au/NR/rdonlyres/7479E22B-‐ 

EC1D-‐41D2-‐B939-‐657775661681/0/GNNOH 

SC30192003.pdf 

• Work Health and Safety Act 2011 Work Health and 

Safety Act 2011 

• Owen, A. (2007). Smoke free environments. Family Day 

Care Quality Assurance Factsheet #15. NSW: Na_onal 

Childcare Accredita_on Council Inc. 

• The Australian Safety and Compensa_on Council. 

(2006). Environmental tobacco smoke. Retrieved Friday, 

20 August 2010, from hpp://www.ascc.gov.au/ascc/ 

AboutUs/Publica_ons/Na_onalStandards/ 

IndexofNa_onalStandardsCodesofPrac_ceandrelatedGui 

danceNotes.htm 

• The Cancer Council Australia. (2004). Posi;on 

statement: Passive smoking. RetrievedFriday, 20 August 

2010, from hpp://www.cancer.org.au/documents/ 

Posi_on%20Statement%20Passive%20Smoking.PDF) 

• The Cancer Council Australia. (n.d.). Smoking posi;on 

statements. 

Retrieved Friday, 20 August 2010, from hpp:// 

www.cancer.org.au/content.cfm?randid=344445 

• The Cancer Council NSW. (2004). Smoke-‐free 

playgrounds: Fact sheet 5. Retrieved Friday, 20 August 

2010, from hpp://www.cancercouncil.com.au 

Policy review 

• The service will review the Smoke Free Environment 

Policy and procedures, and related documents including 

behaviours and prac_ces every 2 years. 

• Families are encouraged to collaborate with the service 

to review the policy and procedures. 

• Staff/carers are essen_al stakeholders in the policy 

review process and will be encouraged to be ac_vely 

involved. 

___________________________________________________________________________________________ 



POLICY 

Emergency 

___________________________________________________________________________________________ 



POLICY 

Emergency and Evacua6on 

Na6onal law and Regula6ons: 

Na6onal Law sec_ons 169, 174, 

Regula6ons 4, 12, 87, 97, 136, 168(2)(e) Standard 2.3 

Link to Na6onal Quality Standards 

Na_onal Quality Standard -‐ 2, 3, 4 & 7 

Policy statement 

Griffith Child Care Centre Inc has a duty of care to provide 

all persons 10 with a safe and healthy environment. 

The service defines ‘emergency’ as an unplanned, sudden 

or unexpected event or situa_on that requires immediate 

ac_on to prevent harm, injury or illness to persons or 

damage to the service’s environment. It is a risk to an 

individual’s health and safety. 

The emergency events or situa_ons the service’s 

Emergency Policy iden_fies and responds to are: 

• fires and/or grass fires 

• missing child 

• intruders (animal or human) 

• power failures or electrocu_on 

• the involvement of firearms or other weapons 

• structural damage 

• burglary 

• natural disasters, such as a flood, thunderstorm or 

earthquake. 

It is understood that there is a shared legal responsibility 

and accountability between, and a commitment by, all 

persons to implement the service’s Emergency Policy, 

procedures and prac_ces. 

The service also complies withWorkplace Health And Safety 

Na;onal Standards, codes of prac;ce, Australian Standards 

and best prac_ce recommenda_ons from recognised 

authori_es. 

The procedures rela_ng to the Emergency Policy are clearly 

labelled and displayed in the service for all stakeholders to 

read. 

WHS procedures and prac_ces should be easy to read and 

interpret. Services may need to consider obtaining 

informa_on in community languages. 

Ra6onale 

In an emergency situa;on it is impera;ve that a procedure 

be followed in order to maintain op;mum safety for all 

occupants of a building. 

Please refer to: 

Occupa_onal Health and Safety Amendment Bill 2011 

The service also complies with the 2004 NSW Children’s 

Services Regula6on and Educa6on and Care Services 

Na6onal Regula6ons (effec6ve 2012).which reflect 

addi_onal health and safety requirements. 

Fire Protec_on Associa_on Australia (FPAA) – 

www.fpaa.com.au 

The strategies, procedures and prac_ces documented in 

the Emergency Policy reflect the service’s WHS Policy. 

Responsibili6es of different stakeholders 

Please refer to the WHS Policy handbook. 

Risk management strategies 

Please refer to the service’s WPS Policy. 

Emergencies that require first aid 

Please refer to the service’s First Aid Policy. 

Emergencies that require persons to remain inside the 

service un-l further no-ce 

There are different strategies for emergencies that require 

persons to remain inside the service un_l further no_ce. 

For example, severe storm condi_ons may dictate that 

children and adults remain inside un_l further no_ce from 

the SES. 

In an emergency situa6on: 

Families will be contacted via phone or if possible via email 

to advise of the situa_on. 

10 

For the purpose of this policy, 'persons' include

POLICY 

Evacua-on drills 

Evacua_on drills are to be conducted regularly. A staff 

member is to take responsibility for arranging and 

documen_ng the evacua_on procedure. 

An evacua_on drill report should be completed at the end 

of each drill. 

happen on a regular basis and adhere to current guidelines 

on safe evacua_on -‐ eg “drop and roll” “Get down low and 

go go go”. 

Families 

Families are to be advised of safety drills and what has 

been discussed with children. 

Drills should be random, on different days, _mes, loca_ons 

and should involve different scenarios where possible -‐ eg 

fire, storm, dust storm, intruder etc. 

Documen6ng WHS procedures and prac6ces 

Refer to WHS {Policy Documents in conjunc_on with this 

policy. 

Dealing with the emo6onal and psychological impact of 

an emergency 

Emergencies involve more than a physical response to an 

unexpected or sudden event or situa_on. They have an 

emo_onal and psychological impact on people, which can 

affect individuals for an extended period ager the 

emergency. 

Play and learning experiences should be planned which 

encourage children to express their thoughts, feelings and 

emo_ons regarding an emergency. 

Informa_on is to be provided for educators and families on 

support networks and counselling services available for 

children, families and educators following an emergency. 

Dealing with the media 

In an emergency, or when an incident has occurred, Media 

may want to seek comment or “cover” the story. 

Only authorised people within the organisa_on are 

permiped to discuss incidents with the media. 

Care should be taken by all staff when talking outside of the 

service, about incidents that have taken place, conflict 

could arise over privacy or other factors. 

Communica6on with different stakeholders 

Children 

Children are to be given opportuni_es to discuss and 

prac_ce emergency evacua_on procedures -‐ including 

evacua_on from the building in case of fire. This should 

Informa_on on safety at home is to be provided through 

brochures, web-‐links and newslepers. 

Links to other policies 

This policy should be read in conjunc_on with the following 

policies documents and procedures: 

• Child protec_on 

• First aid 

• Food safety 

• Healthy ea_ng 

• Hygiene and infec_on control 

• Maintenance of buildings and equipment 

• Medica_on 

• Occupa_onal health and safety 

• Rest and sleep 

• Supervision 

• Suppor_ng children’s individual needs 

Sources 

• Fire Protec_on Associa_on Australia (FPAA). (n.d.). 

Retrieved 12 July, 2010, from hpp:// 

www.fpaa.com.au 

Further reading 

• Tarrant, S. (2002). Managing WHS in children’s 

services: A model for implemen;ng an 

Occupa;onal Health and Safety (WHS) 

management system in your children’s service. 

NSW: Lady Gowrie Child Centre. 

Useful NCAC resources 

• McLeod, P. (2005). Health and safety informa_on 

on the internet. Pu]ng Children First, 15, 12-‐13. 

• OSHCQA Factsheet #3 – Safety in children’s 

services. 

• QIAS Factsheet #23 – Safety in children’s services. 

• Tarr, K. (2006). Electrical safety in children’s 

services. Pu]ng Children First, 18, 7. 

___________________________________________________________________________________________ 



POLICY 

EMERGENCY PROCEDURE: ACCIDENT 

Ra6onale: 

To ensure that children and adults in care are safe at all _mes. 

Procedure: 

• DON’T PANIC. 

• ATTEND TO CHILD/ADULT -‐ 

D(danger) R(Response) A(Airway) B(Breathing) C (Circula6on) 

• DETERMINE NATURE OF INJURY, AND ACTION TO BE TAKEN. 

• CONTACT AMBULANCE 

-‐ 0 0 0 -‐ 

• CONTACT PARENT 

• COLLECT DETAILS OF ACCIDENT 

• All staff involved should complete a detailed statement of the accident, this should be completed as soon 

ager the accident as is possible and prac_cal. 

• Copies of these formal accident reports should be provided to the Parents, Insurance Company and 

authori_es. 

• Where a child has been hospitalized comple_on of the Serious Accident No_fica_on form for Community 

Services is required. See appendix. 

• IF CHILD NEEDS TO ATTEND HOSPITAL -‐ TAKE FILE TOO! 

Emergency: Designated Evacua6on responsibili6es 

Playroom 1 staff clear playroom 1 and nursery 

Playroom 2 staff clear playroom 2 -‐ check hallway/ storeroom 

Playroom 3 staff clear playroom 3 -‐ check storeroom/Laundry and kitchen 

other staff 

clear kitchen, office. 

collect parent sign on book. 

collect staff roll -‐ daily sleep sheet. 

collect first aid kits -‐ if possible. 

___________________________________________________________________________________________ 



POLICY 

EMERGENCY PROCEDURE: Building FIRE | Grass 

FIRE 

Ra-onale: 

To ensure children and adults are evacuated in the safest 

and quickest way possible. 

Pre Plan: 

Each day : 

Check all room exits are clear of furniture and equipment. 

Check emergency keys are in iden_fied loca_ons. 

Ensure that fire hazards are reduced. 

Ensure that emergency equipment is in place. 

Check safe assembly areas are iden_fied. 

Fire Safety -‐ if using candles, please consider the following 

when planning on using these, -‐ why? What is the reason 

for the candle? Where is it located? Can anything fall into 

it, catch fire or can it fall over? Are children close by, will it 

be leg unapended? If you have doubts about any of these 

ques_ons then don’t light the candle. 

Regularly: 

Talk about fire safety with children and your colleagues. 

Prac_ce safe exits from the building. How would you know 

there is a fire? Which door would you leave by? What if 

the door was locked? Or closed? How do you escape 

safely if there is smoke? 

Prac6ce: 

Go down low and Go Go Go 

Grass Fire: 

During the summer period there is increased risk of the 

blocks adjacent to the Centre catching fire and crea_ng 

grass fire risk. 

If there is a grass fire, move the indoors as quickly as 

possible, shut all the windows and doors to keep smoke 

out. 

Call the fire brigade immediately. 

Monitor the fire and hose down any spo{ires that may 

occur in the gardens from falling embers. 

Procedure: 

Raise the alarm -‐ DON’T PANIC 

Close all windows and doors to help contain fire -‐ DO NOT 

LOCK DOORS. 

Grab the Emergency First Aid Kit located on playroom 3 

crao bench. 

No_fy Office Immediately. 

Office will :-‐ 

Phone Fire brigade -‐ 000 -‐ give following informa_on -‐ 

Name of Centre -‐ Griffith Child Care Centre 

Address -‐ 1 Middleton Ave., Pioneer 

Nearest Cross Street -‐ Crn Watson Rd and Middleton Ave. 

Playroom staff to evacuate building: 

Then:-‐ 

Collect apendance sign on book and sleep sheet. 

Collect Gate keys -‐ located beside sliding doors. 

Organise an orderly Evacua_on of the building -‐ nearest 

safe exit. 

Evacuate to Carpark or big playground by the far gate -‐ 

which ever is safest. 

Check off evacuated children against roll and check that all 

staff, visitors and children are accounted for. 

Contact parents -‐ using emergency numbers listed on roll 

Liaise with Emergency re: Missing Children/adults. 

All other Staff to evacuate building via nearest safe exit. 

Go Down Low and Go Go Go. 

___________________________________________________________________________________________ 



POLICY 

EMERGENCY PROCEDURE: SEVERE STORMS 

Ra6onale: 

To ensure children and adults are safe in the event of 

severe storms. 

Pre Plan: 

During storm seasons check that the centre and its 

environment are prepared for severe wind storms. During 

summer frequent and severe dust storms can occur, during 

this period there is a risk for some children and adults 

having severe asthma apacks. 

Each day 

Checking outdoors that everything is secure and that there 

is no rubbish or material that could “fly around”. 

Check shade sails are tethered correctly and secure. 





Procedure: 

Children and adults are to remain indoors away from 

windows and doors. 

Check that all children are inside. 

Reassure children. 

Should the building sustain damage contact 

SES -‐ STATE EMERGENCY SERVICES OR DIAL 000 

Contact Insurance Company to determine what ac_on 

should be taken ager ini_al damage has been repaired or 

secured. 

During Dust storms close all doors and windows -‐ if severe 

place wet towels below doors to seal against dust. 

During severe storms water could enter the building -‐ check 

the front door, kitchen door and laundry door for water 

entry. 

Also check in staff room for water entering the building 

around the window corner area. 

Regularly: 

Talk about storm safety with children and your colleagues. 

Prac_ce safe exits from the building. How would you know 

there is a fire? Which door would you leave by? What if 

the door was locked? Or closed? How do you escape 

safely if there is smoke? 

Prac6ce: 

Evacua_ng inside if there is a storm. 

Followup 

Incidents should be recorded and security procedure 

reviewed and updated. 

___________________________________________________________________________________________ 



POLICY 

EMERGENCY PROCEDURE: INTRUDER. 

Ra6onale: 

To ensure Children and Adults are safe at all _mes. 

Pre Plan: 

Staff to discuss on a regular ac_on they may take in case of 

an intruder -‐ human or animal. 

Each day 

Checking all doors and windows that everything is secure. 




Regularly: 

Talk about stranger danger and how we can keep safe from 

people who might scare us. 

Prac6ce: 

Evacua_ng inside if there is an intruder. 

Followup 



Procedure: 

Intruders posing a safety hazard 

Politely greet the intruder, iden_fy yourself and ask the 

purpose of their visit. Having a member of staff close by to 

secure the door and for support if needed. 

Explain that all visitors must sign in. 

It the intruder becomes agitated and refuses to leave the 

building peacefully endeavor to calm the person whilst 

trying to gain the apen_on of your staff member to call the 

police. 

If the caller persists, the children and staff will assemble 

together in a room away from the windows and doors and 

will be distracted by staff, sign on register /room rolls and 

telephone will be taken with them, and they will stay there 

un_l the police will arrive. 

If the person leaves before the police arrive do not apempt 

to detain them. 

If the person does not leave before the police arrive. 

Explain to the officers what has happened, so they can deal 

with the intruder and find a cause for arrest. 

Procedure if: Intruder is armed 

All staff will be alerted and the police contacted 

immediately. 

Try to remain calm diver_ng the intruder as far away from 

the children as possible. 

The children and staff will assemble togetherin a room or 

loca_on away from the windows and doors and will be 

distracted by staff, register and telephone will be taken 

with them, and they will stay there un_l the police will 

arrive. 

If the intruder shows a weapon try to remain calm do not 

try to disarm them, reassure them that it is not necessary 

for them to use it. 

Once the police arrive, make them aware of where the 

intruder is and any weapon you may have seen describing 

the intruder and repor_ng anything relevant the intruder 

may have said. 

All staff and children should remain where they are unless 

directed otherwise by the police. 

EMERGENCY PROCEDURE: MISSING CHILD 

___________________________________________________________________________________________ 



POLICY 

Ra6onale: 


Pre Plan: 

Iden_fy areas of risk when supervising children. 

Each day 

Checking all doors, windows, fences and gates that 

everything is secure. 


Regularly: 

Monitor supervision, maintain the roll and check the roll. 

Prac6ce: 

Maintain adequate supervision of all children at all _mes. 

Regularly check the roll -‐ informally and formally to ensure 

that you know where all children are at all _mes. 

Followup 



Check Excursion policy for addi_onal requirements on 

supervision for these events. 

Procedure: 

Each pupil who arrives or leaves the Centre should be 

signed into and out of care by a parent of guardian. 

Staff are to maintain and record a separate room roll 

indica_ng when children arrive and leave the centre. 

Staff maintain the appropriate high level of supervision 

throughout the day and are aware of the loca_on of all 

children in their care at all _mes. 

The roll should be checked once all children are gathered in 

the morning and in the agernoon. This can be done 

through a formal or informal process. The number of 

children is checked regularly by frequent roll calls. 

However, in the unlikely event that ager a roll call or at 

another _me it is no_ced that a child has gone missing. 

The following procedures will be followed. 

•Staff will maintain safety and well-‐being of other 

children. 

•A roll call will be taken. 

•An authorized supervisor or senior staff member and at 

least one other member of staff will search the 

immediate vicinity or centre grounds. Going to places at 

which the child was last seen, tracing the routes that 

they may have taken. 

•If the child is not found ager approximately 20 minutes, 

the AS will endeavor to contact the parents of the 

missing child by telephone. 

•If ager approximately 15 minutes the parents have not 

been contacted, the AS will contact the police. 

•Once police arrive all relevant informa_on about the 

child will be given. The police will then take over the 

search. 

•If off-‐site, the Group Leader will remain with the police 

to comfort the child when found and maintain regular 

contact with the Centre. 

•The remaining staff will return to the Centre with the 

rest of the children if off-‐site. 

___________________________________________________________________________________________ 



POLICY 

EMERGENCY PROCEDURE: POWER FAILURE 

Ra6onale: 


Pre Plan: 

What might might happen if there is a power failure. 

Power failure can have a significant impact on the 

opera_on of the centre. Prolonged power outages can 

disrupt the ability of the centre to carry out its task to 

effec_vely. 

For prolonged power outages it could mean that the centre 

has to bring in generators to source addi_onal power for 

such outages or consider closure un_l power is restored. 

Each day 

Checking all doors, windows, fences and gates that 

everything is secure. 


Regularly: 

Monitor supervision, maintain the roll and check the roll. 

Prac6ce: 

Maintain adequate supervision of all children at all _mes. 

Regularly check the roll -‐ informally and formally to ensure 

that you know where all children are at all _mes. 

Followup 



Procedure: 

First off 

If there is a power failure -‐ before calling for an electrician 

check the power boards for tripped circuits. If the circuit 

has been “tripped” switch it back on. 

If the circuit “trips” again, check what is on that circuit -‐ all 

power circuits are iden_fied by a number. Is there an 

appliance that is not working properly that could be 

causing the problem? IF so disconnect this appliance and 

then arrange for this to be checked. 

If the power failure is to be longer, contact the power 

company and iden_fy how long the outage will be for. 

If it is going to be for some_me and there is a risk posed to 

children then you will need to consider contac_ng the 

parents and closing the Centre un_l power is restored -‐ 

especially if this is during a heatwave. 

Other Considera6ons: 

Cold Holding -‐ Refrigera6on 

A refrigerator without power will keep food cold for 4-‐6 

hours as long as the door is kept closed. The length of _me 

is dependent on the temperature of the room and the 

temperature of the fridge before the power outage. 

Immediately: ␣ 

Record the _me the power outage began. ␣ 

Monitor and record food temperatures every 2 hours with 

a probe thermometer. ␣ 

Add ice to the refrigerators to maximize the _me the food 

stays cold. ␣ 

Minimize refrigerator opening. 

Start planning for: ␣ Reloca6on of food to a refrigerated 

truck, an alternate loca_on unaffected by the power 

outage, or to portable coolers. ␣ 

Immediate Use of Poten_ally Hazardous Foods that have 

risen into the Danger Zone (above 4°C/40°F) but have been 

there for less than 2 hours. ␣ 

Discarding food. Poten_ally Hazardous Foods that have 

been stored above 4°C/40°F for more than 2 hours need to 

be discarded. 

___________________________________________________________________________________________ 



POLICY 

Cold Holding -‐ Frozen 

A full freezer will keep food frozen about 2 days if the 

freezer is kept closed. A half-‐loaded freezer will keep food 

frozen about half a day if the freezer is leg closed. 

Immediately: ␣ 

Keep freezers closed. ␣ Add ice to the freezer and add 

addi_onal insula_on, covering the freezer with blankets, to 

assist in keeping the food frozen longer. 

Start planning for: ␣ 

Reloca6on of frozen food to a freezer truck, or an alternate 

loca_on unaffected by the power outage. ␣ 

Thawing of food. Poten_ally hazardous foods that have 

thawed but the temperature has not increased to above 

4°C/40°F can be safely cooked and eaten or cooked and 

refrozen. ␣ 

Refreezing of par6ally thawed foods. As a general rule, if 

there are ice crystals in the food, and there are no obvious 

signs of spoilage, then it's safe to quickly refreeze. Do not 

refreeze thawed ready-‐to-‐eat foods. ␣ 

Discarding food. Any food that has completely thawed and 

has been siong at room temperature for more than 2 

hours or an unknown period of _me, needs to be 

discarded. 

Mechanical Ven6la6on Immediately: 

Discon_nue interior cooking that produces steam, smoke 

and grease laden vapors. 

Cooking Immediately: 

Discard poten_ally hazardous foods that were in the 

cooking process but did not reach a safe final cooking 

temperature unless cooking can be completed immediately 

by an alternate method. 


Obtaining an alternate heat source for cooking. 

Never use gas barbecues or propane fueled 

appliances indoors. 

Hot Holding Immediately: 

Record the _me the power went out. ␣ 

Monitor hot holding temperatures hourly. 


Obtaining an alternate heat source for hot holding. ␣ 

Discarding food. All poten_ally hazardous foods that have 

been held in the Danger Zone (below 60°C/140°F) for more 

than 2 hours must be discarded. 

Ligh6ng Immediately: 

Restrict ac6vi6es to those that can be safely conducted in 

natural light whenever possible. 

Start planning for: Providing an alternate sources of 

ligh6ng. 

Ligh6ng Immediately: 

Restrict ac6vi6es to those that can be safely conducted in 

natural light whenever possible. 

Start planning for: 

Providing an alternate sources of ligh_ng. Candles are not 

recommended, use flashlights instead. 

___________________________________________________________________________________________ 



POLICY 

Air Condi6oning 

Heat-‐related illnesses can develop within a short period of 

_me when exposed to extreme heat. 

Immediately: 

Have drinking water available for all children. ␣ 

Keep shades drawn and blinds closed on the sunny side of 

the Centre. 

Start planning for: 

Monitoring of children for signs and symptoms of heat-related 

illness. 

Cooling with a cool bath, shower or cool down with cool, 

wet towels. 

Immediately: 

Heat 

Conserve body heat by dressing warmly in layers and using 

blankets. 

___________________________________________________________________________________________ 



POLICY 

Evacua6on Procedure 

Na6onal Law: Sec_on 179 

Regula6ons: 97, 168(2)(e) Standard 2.3 

Ra-onale: To ensure children and adults are 

evacuated in the safest and quickest way possible. 

Pre Plan: 

Each day 

Check all room exits are clear of furniture and 

equipment. 



First Aid Kits are accessible. 



Evacua-on Procedure: 

Then:-‐ 

* Collect apendance sign on book and 

sleep sheet. 

* Collect Gate keys -‐ located beside 

sliding doors. 

* Take a First Aid Kit with you. 

* Organise an orderly Evacua_on of the 

building -‐ nearest safe exit. 

* Babies in the evacua_on cot. 

* Evacuate to CARPARK or big 

playground by the far gate -‐ which ever 

is safest -‐ note designated assembly 

point sign 

* Check off evacuated children against 

roll and check that all staff, visitors and 

children are accounted for. 

* Contact parents -‐ using emergency 

numbers listed on roll 

* Liaise with Emergency re: Missing 

Children/adults. 

* All other Staff to evacuate building via 

nearest safe exit. 

* Go Down Low and Go Go Go. 

Raise the alarm -‐ DON’T PANIC 

Close all windows and doors to help contain fire -‐ DO 

NOT LOCK DOORS. 

No_fy Office Immediately. 

Office will :-‐ 

Phone Fire brigade -‐ 000 -‐ give following informa_on -‐ 

Name of Centre -‐ Griffith Child Care Centre 

Address -‐ 1 Middleton Ave, Pioneer, Griffith 

Nearest Cross Street -‐ Crn Watson Rd and Middleton 

Ave. 

Playroom staff to evacuate building: 

___________________________________________________________________________________________ 



POLICY 

Hygiene 

___________________________________________________________________________________________ 



POLICY 

Hygenie: Infec6on Control 

Na6onal Law: 173 

Na6onal Regula6ons: Regula_ons 4, 77, 81, 88, 106, 109, 

112, 168 

Reference: Staying Healthy in Child Care 2011 Drag 

Preamble: 

Griffith Child Care Centre Inc. is commiped to crea_ng a 

safe workplace through improving health, safety and 

wellbeing at work. 

Griffith Child Care Centre Inc. recognises that employees 

are central to effec_ve service delivery and can 

demonstrate the value it places on employees by 

implemen_ng measures which ac_vely protect and 

promote the health, safety and wellbeing of employees 

(including children, parents, students, volunteers, relievers 

and visitors.) 

The aim is to: 

•Reduce risks to health, safety and wellbeing. 

•Build a commiped and posi_ve aotude to health and 

safety. 

•Comply with all legal requirements. 

•Integrate the commitment into all ac_vi_es. 

While occupa_onal health and safety is a management 

responsibility, every staff member has a responsibility to 

uphold health and safety standards. 

Other related policies and procedure are: 

•Emergency procedures 

•Security Procedures 

•Incident Repor_ng 

•Non -‐ Smoking Policy 

This policy recognises that the health and safety of all 

employees (workers) within Griffith Child Care Centre Inc. is 

the responsibility of management and staff. 

In fulfilling this responsibility, management and staff have a 

duty to provide and maintain so far as is prac_cable a 

working environment that is safe and without risks to 

health. 

As workers you must: 

•care for your own and others health and safety 

•comply with any reasonable instruc_on from the person 

conduc_ng a business or undertaking (PCBU)(employer), 

so far as you are reasonably able 

•cooperate with all reasonable policies and procedures of 

the PCBU 

The Director and staff are responsible for the 

implementa_on and monitoring of this policy. To assist the 

monitoring of this policy, informa_on is presented to the 

Commipee of Management. 

The health and safety du_es of staff at all levels will be 

detailed in this policy. 

In fulfilling the objec_ves of this policy, Griffith Child Care 

Centre Inc. is commiped to regular consulta_on with 

employees to ensure that the policy operates effec_vely 

and that health and safety issues are regularly reviewed. 

___________________________________________________________________________________________ 



POLICY 

Hygenie: Infec6on and hygiene -‐ the 

Rela6onship 

Infec_ons can be spread in the following way: 

1. through the intes_nal tract -‐ through bowel mo_on. 

2. through respiratory tract -‐ fluids from nose, mouth, 

eyes, lungs. 

3. through direct contact or touching. 

4. through blood contact. 

Viruses and bacteria which cause infec_ons thrive in warm, 

moist and stuffy environments. Therefore it is 

advantageous to create environments which make it 

difficult for these infec_on causes to take hold. 

It is important that the Centre environment is clean and 

open. 

That staff and children observe good hygiene prac_ces -‐ 

washing hands prior to handling food, toile_ng, changing 

toddlers, wiping noses etc. and ager same, that equipment 

is well maintained and regularly cleaned using either a hot 

soapy washing solu_on, disinfectant solu_on, a sani_zer 

solu_on of 1:10 mentholated spirits. Toddler toys -‐ 

especially those which are mouthed. 

Hygenie: Hand washing Procedure 

When to wash your hands: 

•When you arrive at the Centre 

•Wash your hands 

•Apply infec_on control barrier lo_on according to 

instruc_ons 

•Before handling Food 

•Before Ea_ng 

•Ager Changing a nappy. 

•Ager going to the toilet. 

•Ager cleaning up Faeces or vomit. 

•Ager wiping a nose, either a child’s or your own. 

•Before going home. 

Hand washing -‐ simple advice that makes a big difference 

Good hand-‐washing habits help to stop the spread of 

infec_on and reduce the amount of _me teachers and 

students are absent from the centre due to infec_ous 

illness. 

Dr Paul Armstrong, NSW Health Ac_ng Director of 

Communicable Diseases, suggests: 

Children should wash their hands: 

• Before they eat or handle food 

• Ager playing 

• Ager blowing their nose 

• Ager going to the toilet 

• Ager touching their pets. 

Dr Armstrong said adults should help children know how to 

wash their hands correctly. 

Steps in washing hands are: 

• Wash with soap and running water 

• Wash front and back of hands as well as between 

fingers and nails 

• Rinse well with running water 

• Dry well all over. 

___________________________________________________________________________________________ 



POLICY 

Use of Hand Sani6sers 

Hand sani_zers can now be found in the entrances to 

nursing homes and hospitals and in many public areas. We 

all know the importance of proper hand-‐washing in 

reducing harmful germ transmission. However, there are 

_mes when there is no access to soap and water or not 

enough _me to wash thoroughly. 

How they work 

Hand sani_zers were developed for use ager washing 

hands or for those _mes when soap and water are not 

available. They are gels that can contain alcohol in order to 

kill the germs present on the skin. The alcohol works 

immediately and effec_vely in order to kill bacteria and 

most viruses. Alcohol can be very drying to the skin, so 

most brands of sani_zers also contain a moisturizer to 

minimize skin dryness and irrita_on. 

How much should you use? 

To use hand sani_zers effec_vely, place a small amount, the 

size of your thumbnail, on the palm of your hand and rub it 

over your en_re hand, including in your nailbeds. If the gel 

completely evaporates in less than 15 seconds, you have 

not used enough product. 

Benefits: 

• Hand sani_zers are convenient, portable, easy to use and 

not _me consuming. 

• Alcohol does not cut through grime. All dirt, blood and 

soil must be wiped or washed away first if the alcohol in 

the sani_zer is to be effec_ve. In such cases, hand-‐washing 

with soap and water is advised. 

• Hand sani_zers are not cleaning agents and are not 

meant as a replacement for soap and water, but as a 

complementary habit. Sani_zers are most effec_ve when 

used in conjunc_on with diligent hand-‐washing. 

The use of hand sani_zers is a habit that can help keep us 

all exposed to fewer germs, and therefore may decrease 

our chance of illness. Whether you are on the playground, 

using someone else's computer or visi_ng a friend in the 

hospital, take the _me to rub some on your hands. It is an 

easy step toward a healthy winter season. 

Signage -‐ ensure that hand washing signage is posted at all 

nappy change sta_ons and sinks where staff or children 

wash their hands. 

Reference: 

hpp://www.foodauthority.nsw.gov.au/consumers/keeping-food-‐safe/emergencies/ 

Health and Safety in Children’s Centres: Model Policies and 

Prac_ces 2011 drag 

• Several studies have concluded that the risk of spreading 

gastrointes_nal (stomach) and respiratory infec_on is 

decreased among families who use hand sani_zers. 

• Commercially prepared hand sani_zers contain 

ingredients that help prevent skin dryness. Using these 

products can result in less skin dryness and irrita_on than 

hand-‐washing. 

• Studies show that adding hand sani_zers to classrooms 

can reduce student absenteeism due to illness by 20 per 

cent. What's more, many kids think instant hand sani_zers 

are fun to use. 

Limita6ons: 

• Not all hand sani_zers are created equally. Check the 

bople for ac_ve ingredients. The alcohol content may be in 

the form of ethyl alcohol, ethanol or isopropanol. All of 

those are acceptable forms of alcohol. Be certain that no 

maper which type of alcohol is listed, its concentra_on is 

between 60 and 95 per cent. An alcohol content of less 

than 60 per cent isn't enough to be effec_ve. 

___________________________________________________________________________________________ 



POLICY 

Nappy Change Procedure 

GOALS -‐ What are we going to do? 

Na6onal Regula6ons (2011): 77, 106 

Na6onal Quality Standards/Elements: 2.3.2 

The NSW Work Health and Safety Act 2011 and the NSW 

Work Health and Safety Regula_on 2011 

Guide to the Na_onal Quality Standard (3) ACECQA (2011) 

Australian Standard for storage and handling of hazardous 

chemicals and materials (AS 3780) 

Preamble: 

Mee_ng the needs of children by providing clean nappies 

and a safe and hygienic place for changing children is a 

basic need that is important for children’s comfort and 

happiness. 

“Nappy changing and toile;ng rituals are also valuable 

opportuni;es to promote children’s learning, meet 

individual needs and to develop strong rela;onships with 

children. Having their needs met in a caring and responsive 

way builds children’s sense of trust and security—which 

relates strongly to the Early Years Learning Framework.” p. 

66, Guide to the Na;onal Law and the Na;onal Regula;ons 

2011. 

The Griffith Child Care Centre Inc. will follow best prac_ce 

guidelines for nappy changing to ensure the area is hygienic 

and to reduce the spread of infec_ous disease. 

The Griffith Child Care Centre Inc. aims to make the nappy 

change experience a relaxed, happy and social rou_ne that 

provides an opportunity for educators and children to 

further develop trus_ng and posi_ve rela_onships. 

STRATEGIES -‐ How will it be done? 

Griffith Child Care Centre Inc. will: 

• Provide adequate and appropriate hygienic 

facili_es for nappy changing; 

• Ensure nappy change facili_es are designed and 

located in a way that prevents unsupervised 

access by children; 

• Ensure that adult hand washing facili_es are 

located within the nappy change area; 

• Ensure that the nappy change facili_es are 

designed and maintained in a way that facilitates 

supervision of children at all _mes, having regard 

to the need to maintain the rights and dignity of 

the children. 

Nominated Supervisor will: 

• Develop and implement policies, procedures and 

training with educators to ensure nappy change 

procedures that support children’s safety, 

protec_on, rela_onships and learning. 

• Develop systems with educators to ensure that 

soiled clothing and soiled nappies are disposed of 

or stored in a loca_on children cannot access. 

Educators will: 

• Discuss children’s individual needs with families to 

ensure prac_ces are reflec_ve of the home 

environment and are culturally sensi_ve 

• Provide informa_on to families regarding 

children’s nappy change paperns; 

• U_lise nappy change _mes to interact with 

children on an individual basis. The nappy change 

_me will allow educators to converse, sing, play 

and generally interact with the child. This _me 

allows educators and children to learn more about 

each other and understand each child’s 

personality and personal strengths; and 

• Organise the nappy change area to promote 

posi_ve interac_ons and promote posi_ve 

___________________________________________________________________________________________ 



POLICY 

Nappy change 

learning experiences, e.g. place pictures or 

mobiles to s_mulate children’s interac_ons and to 

encourage learning. 

Educators will maintain effec6ve supervision at all 6mes 

by: 

• Fully supervising and maintaining physical contact 

with children throughout the nappy change 

experience. No child will be leg alone on a nappy 

change mat. 

• Keeping nappy change areas fully stocked with 

all required materials at all _mes. Educators are 

responsible for maintaining the supplies to meet 

the needs of individual children. Supplies will be 

readily accessible to staff to ensure efficiency and 

the health and safety of each child. 

• Encouraging mobile children to walk to the nappy 

change area. Educators will assist the child to walk 

up the steps onto the nappy change bench to 

reduce repe__ve movements by educators and to 

promote children’s agency. Where a child is not 

walking, educators will follow manual handling 

prac_ces to lig and carry the child to the nappy 

change mat. 

• Educators will prac_ce effec_ve hygiene by: 

U_lising the ‘Staying Healthy in Child Care’ 

prac_ces when changing a nappy to reduce the 

spread of infec_on. 

• These are: 

‣Wash hands. 

‣Place paper towel on the nappy change 

mat. 

‣Put on gloves. 

‣Remove the nappy and place in the nappy 

bin. 

‣Remove any soiled or wet clothing and 

place into a recycled plas_c bag. 

‣Clean the child’s bopom. 

‣ Remove the paper towel and put it in the 

nappy bin. 

‣Put the gloves in the nappy bin. 

‣Remove the gloves, peeling them back from 

the wrist and turning them inside out as 

they are removed. 

‣If a child requires specific cream, place a 

clean paper towel under the child’s bopom. 

Put on clean gloves. Place a suitable amount 

Addi6onal strategies 

of cream on the glove and spread onto the 

child’s bopom. 

‣Remove the paper towel and place it in the 

nappy bin. Remove the gloves and place in 

nappy bin. 

‣Dress the child. 

‣Wash and dry their hands. 

‣Return the child to the play area. 

‣Clean the nappy change mat and area with 

detergent and warm water. 

• Nappy change bins will have a ‘hands-‐free’ lid. 

Nappy bins will be located out of children’s reach, 

in a child proof cupboard where possible. Nappy 

bins will be emp_ed once during the day and at 

the end of each day. This may need to be done 

more regularly if there are soiled nappies. 

• Soiled Nappies are to be placed into the Nappy Bin 

located in the Laundry and this bin is to be 

emp_ed twice each day. 

• Urine Soiled nappies can be placed into the Nappy 

Bin located in the Nappy Change area and emp_ed 

twice each day. 

• Educators will clean nappy change mats and areas 

ager each use. They will be thoroughly cleaned 

with vinegar and warm water or with pH Neutral 

detergent and water and paper towel once during 

the middle of the day and at the end of each day. 

Nappy change mats will be placed in direct 

sunlight ager being cleaned. 

• Children’s nappies will be changed at scheduled 

intervals as determined by the nominated 

supervisor and educators. Nappies will also be 

checked throughout the day to ensure children are 

not suscep_ble to nappy rash and discomfort. A 

system to record this rou_ne will be maintained 

for repor_ng purposes. (Standards 2.1.2 & 2.3.1). 

___________________________________________________________________________________________ 



POLICY 

Sources 

• The NSW Work Health and Safety Act 2011 

www.workcover.nsw.gov.au/newlegisla_on2012/ 

Pages/default.aspx 

• Storage and Handling of Dangerous Goods: 

Guidance 

www.workcover.nsw.gov.au/formspublica_ons/ 

publica_ons/Documents/storage-‐handling-‐ 

dangerous-‐goods-‐1354.pdf 

• Approved First Aid Qualifica_ons 

www.acecqa.gov.au/qualifica_ons/approved-‐ 

first-‐aid-‐qualifica_ons 

• Staying Healthy in Child Care: Preven_ng 

infec_ous diseases in child care 5th edi_on (drag) 

2011 

___________________________________________________________________________________________ 



POLICY 

Hygenie : Toile6ng 

Preamble: 

Many diseases are spread by faeces, urine or other body 

fluids, and child care workers and children in care are at 

about twice the usual risk of diarrhoeal infec_ons and 

increased risk of hepa__s A. Risk and spread of infec_ous 

diseases are significantly reduced by safe toile_ng and 

toilet training methods. Toile_ng facili_es must be 

appropriate for the number and ages of children in care. 

Procedure: 

To minimise risks and the spread of infec_ous diseases that 

are transmiped by faeces and other body fluids or through 

toile_ng or toilet training of children, carers should: 

•Encourage children to flush the toilet ager use, and 

assist or teach children to wash their hands ager 

toile_ng using the guidelines on hand-‐washing 

technique. 

•Place any soiled clothes in a sealed plas6c bag for the 

family to take home, and keep inaccessible to children 

or animals. 

•Use a toilet in preference to a pogy-‐chair to reduce the 

risk of the spread of disease. 

•Aoer each use of a pogy (or pogy chair if used): 

•wear single use non-‐latex gloves, 

•empty popy into the toilet, 

•wash popy with warm water and neutral detergent 

using a cloth or brush that is only used specifically for 

this purpose, 

•do not rinse or wash popy in a sink used for hand-washing, 

 

•wash chair with warm water and neutral detergent if 

contaminated by urine or faeces, 

•wash hands ager. 

•Assist children to wash their hands, and ensure all 

children’s centre staff wash their hands, ager any 

contact with faeces, urine, vomit or any other body 

fluids. 

For children who have not fully learnt toile6ng or who 

have diarrhoea or have urinary or faecal incon_nence, ask 

family to supply a clean change of clothing. 

Use the following guide for cleaning a child ager toile_ng: 

•put on gloves (single use non-‐latex), nappy wipes, 

remove each towel ager use and dispose of, or place 

cloths in sealed container for washing or returning to 

parent, 

•if using the bath ensure to use warm water and test the 

water before puong the child in, preferably use running 

water or a hand held water spray and no plug or ensure 

the water level is low, 

• use a hand held shower and supervise the child at all 

_mes in washing, drying and dressing, 

•Use the following guide for children learning to toilet: 

•ask families to supply a few clean changes of clothing, 

•put on gloves (single use non-‐latex), 

•place any soiled clothes in a sealed plas_c bag for 

families to take home, and keep inaccessible to 

children 

•help the child use the toilet, 

•assist the child to wash their hands and staff must 

wash their hands ager assis_ng children with toile_ng, 

•remove gloves and wash hands agerwards. 

•Ensure children do not have access to any plas6c bags 

sealed or unsealed. 

•Exclude from care, children with infec6ve diarrhoea 

un6l their symptoms have ceased. 

•Be aware of the diverse styles of toile6ng children due 

to cultural or religious prac6ce (e.g. washing or 

douching instead of using toilet paper), and ask 

families to inform the centre of any cultural or religious 

issues of toile6ng that staff might need to be aware of. 

Relevant Legisla-on: (NSW); Occupa;onal Health and 

Safety Act 2000 and Regula;ons 2001 (NSW). 

Key Resources: Staying Healthy in Child Care, NHMRC, 

2011 (drag): hpp://www.health.gov.au/nhmrc/ . 

•Disposable materials such as gloves, nappies and paper 

should be disposed of at the end of the day in a sealed 

plas_c bag. Children’s clothes, towels, toys that are 

soiled should be placed in a sealed plas_c bag and given 

to parent. 

___________________________________________________________________________________________ 



POLICY 

Hygenie: Nose Wiping 

Preamble: 

To minimise the spread and risks of infec_ous diseases 

between children, other children and carers by ensuring 

nose wiping is conducted in an efficient way and according 

to recommended guidelines, carers should: 

•Ensure gloves and disposable 6ssues can used by all 

staff to wipe children’s noses. 

•If using ungloved hands ensure that you wash your 

hands before and aoer wiping the child's nose. 

•Teach children to wipe their own nose with their a 

disposable 6ssue, and how to keep their handkerchief 

or dispose of 6ssues in a bin. 

•Ensure both staff and children wash their hands aoer 

nose wiping. 


2011 (drag): hpp://www.health.gov.au/nhmrc/ . 

___________________________________________________________________________________________ 



POLICY 

Hygenie: Cleaning 

Preamble: 

It is important that children’s centre’s use recommended 

cleaning procedures because pathogenic microorganisms 

can stay on surfaces for long periods and can infect 

children, staff and visitors. 

With this in mind Griffith Child Care Centre inc will 

minimise the transmission of infec_ous diseases by using 

recommended cleaning procedures and complying with 

Regula_ons. 

Legisla6ve Requirements: Children’s Services Regula;on 

(2004) (NSW); Occupa;onal Health and Safety Act 2000 

and Regula;ons 2001 (NSW); Australian Standards for non-reusable 

containers for the collec_on of sharp medical 

items used in health care areas. 


2001: hnp://www.health.gov.au/nhmrc/ ; Managing OHS 

in Children’s Services, Tarrant. S., 2002; Best Prac;ce 

Guidelines in Early Childhood Physical Environments, Walsh 

& DOCS, 1996; Environmental Health fact Sheet – Sale of 

Secondhand Goods, NSW Health. 

Prac6ces: 

To minimise the transmission of infec_ous diseases by 

using recommended cleaning procedures, we will: 

•Purchase materials, equipment, toys and other products 

for the centre which are easy to maintain and clean. 

•Ensure staff wear gloves when cleaning. Addi_onal PPE 

(Personal Protec_on Equipment) is available aprons, eye 

protec_on etc. General purpose or ordinary kitchen 

(non-‐latex) gloves are sufficient for cleaning, wash them 

and hang them outside to dry when finished and wash 

hands ager removing gloves. 

•Use neutral detergent and water for general 

environmental cleaning, which is also sufficient for 

cleaning floors, toilets, nappy change areas, and for 

cleaning spills of or contamina_on by blood, faeces, 

urine, vomit and other body fluids. 

Adapted from the Australian guidelines for the prevention and control of 

infection in healthcare, National Health and Medical Research Council, 

Canberra, 2010. 

___________________________________________________________________________________________ 


Adapted'from'the'Australian*guidelines*for*the*prevention*and*control*of*infection*in*healthcare,'National'Health'and' 

Review Date -‐ 24/10/2012 p. 74 

Medical'Research'Council,'Canberra,'2010.'

POLICY 

•For cleaning and sani_sing food contact surfaces and 

utensils, use neutral detergent and water to remove 

visible contamina_on such as food waste, dirt or grease, 

then sani_se using metholayted spirit sani_ser mixed to 

instruc_ons. 

•All Chemical cleaners and sani_sers must be used 

according to supplier or manufacturer’s instruc_ons. 

•If prac6cal, use colour-‐coded cleaning equipment 

including sponges, buckets, mops, handles and gloves 

for each area, (e.g. blue sponge for general cleaning, 

green sponge for the kitchen and food prepara_on 

areas, yellow for cleaning infec_ous and isola_on areas 

such as nappy change areas, red for toilets, bathrooms 

and dirty u_lity areas). Keep them separate, and store 

cleaning products in locked cupboard away from 

children. 

•Make and display a waterproof chart to explain this 

informa_on clearly to staff, visitors, family and 

volunteers 

•Ensure staff clean up all faeces, urine or body fluid 

spills immediately. Work surfaces should be cleaned 

regularly or immediately following spills or when visibly 

soiled. 

•Cleaning items including water buckets, cleaning cloths, 

sponges and mop heads should be cleaned and air dried 

immediately following the cleaning of blood or body 

fluids. 

•Cleaning items and products should be air dried and 

stored in a locked area, inaccessible to children. 

•Ensure floors are dry aoer washing before allowing the 

space to be used by staff or children to prevent slips or 

falls. Place safety signage out in all areas where the 

floor has been cleaned. 

•The centre should swept prior to washing floors. 

Wash these facili6es and items daily: 

• bathrooms 

• tap handles, toilet, toilet flush handles, door knobs, 

wash basin, 

• nappy change area 

• nappy change surfaces and mats, 

• mouthed toys and other objects put in mouth, 

• Surfaces 

• tabletops, chairs, highchairs, cots, 

• all floors – sweep, mop, or vacuum when children 

are not present, 

• mapress covers and linen – if used by different child 

each day, 

Wash & Wipe these weekly: 

• low shelves, 

• door knobs, 

• toy storage shelves, 

• play/gym mats, 

• microwaves, 

• bed linen if used only by one child, 

• pillow and cushion covers, 

• sofas and chair clean or vacuum, 

• other surfaces commonly touched by children, 

• children’s dress up clothes. 

Special items and areas for cleaning: 

• Nappy change area 

• ager each nappy change and daily, 

• bibs – clean ager each use, 

• carpets – regular steam cleaning, especially in 

infant’s area, (end of each term) 

• dummies, boples and teats – should be cleaned 

according to the manufacture’s instruc_ons ager 

each use. 

Sand pits: 

• cover when not in use with an animal and vermin 

proof cover, 

• rake daily to remove sharp objects, spiders, insects, 

cigarepe bups and other rubbish, 

Laundry: 

• Store soiled laundry and linen in a separate area 

away from access by children, and separate from 

children's play and food storage and prepara_on 

areas, 

• linen or clothing soiled by faeces, urine, blood, 

vomit or other body fluids should be kept securely 

and separate from other laundry, and disposed of or 

washed separately from other laundry, 

• all soiled linen (including soiled by body fluids) 

should be washed by the end of each day in hot 

water and neutral detergent with adequate rinsing 

and drying, -‐ preferably send individual child’s linen, 

towels, face cloths, bopom cloths, 

___________________________________________________________________________________________ 



POLICY 

Garbage disposal: 

• use separate garbage containers in the nappy 

change, bathrooms, kitchen and play areas, 

• line indoor garbage container with plas_c bag, 

• empty daily and insert new lining, 

• clean indoor garbage containers weekly, 

• keep outdoor garbage area clean, 

• clean outdoor garbage container if there has been a 

spill. 

Needles, sharps and clinical waste (clinical waste includes 

material soiled by blood, soiled bandages and dressings, 

or used disposable medical equipment soiled by blood): 

• needles and sharps contaminated with blood or 

body fluids must be discarded directly into an 

impermeable and puncture resistant container 

designated for disposal of sharps (there are 

commercially available yellow biohazard containers) 

that comply with Australian/New Zealand Standard 

AS/NZS 4261 (reusable containers) or AS 4031 (non-reusable 

containers), 

• gloves, paper towel, _ssues and soiled disposable 

nappies are discarded into a plas_c lined garbage 

container and disposed of daily as general domes_c 

waste, 

• clinical waste (bandages, dressings, disposable 

medical materials, and disposable material soiled by 

blood) are discarded into a leakproof bag or plas_c 

lined container, 

• use tongs to pick up needles, sharps and small bits 

of contaminated material. 

Hygenie: Cleaning Toys and Children's 

Play Equipment 

Children's play equipment is to be cleaned on a regular 

basis. 

Mouthed toys are to be washed and sani_sed twice each 

day using hot soapy water and allowed to air dry where 

possible. Toys which may be damaged by prolonged 

contact with water should be wiped over with a suitable 

sani_sing agent. 

Other equipment should be washed and sani_sed prior to 

being packed away following program change -‐ at least 

every fortnight. 

Tables and chairs should be washed and wiped each day. 

Other equipment should be washed and cleaned as 

required. 

Disinfectants: 

Use the following cleaning agents to clean and disinfect 

surfaces: 

• Warm soapy water 

• Lemol Disinfectant to wash and clean surface 

• Metholayted Spirit to sani_se surface. 

Toys: 

• if secondhand toys are given to the centre, clean 

and air dry hard toys prior to being used by the 

children, wash sog toys at a temperature exceeding 

600C and hang out to dry in the sun or dry in a hot 

air clothes dryer, 

• do not spray sog toys with insec_cide. 

When using these cleaning agents use gloves to protect 

your hands. 

Wash your hands ager cleaning with these products. 

___________________________________________________________________________________________ 



POLICY 

Hygenie: The Environment 

The Environment that the children and staff work in should 

be safe and hygienic at all _mes. Safety hazards should be 

removed and cleanliness should be maintained as best as 

possible. 

Equipment that is broken or in any way unsafe should be 

made safe or removed and repaired. All unsafe areas 

should be made known to the supervisor and then this 

person will no_fy the commipee and maintenance officer. 

Supervision is required at all _mes of playrooms and 

playgrounds -‐ at no _mes are children to be leg 

unsupervised. The side playground should only be used if 

properly supervised. 

All poisonous and hazardous materials are to be stored out 

of the reach of children and cupboards that they are 

located in should have child proof catches fiped. 

Loca_on of ac_vi_es -‐ especially messy play -‐ should be 

thought out in rela_on to hand washing facili_es 

Cleaning the Centre -‐ including bathrooms, kitchen, 

playrooms, toys should be according to roster and be 

completed on a regular and where necessary weekly and 

daily basis. When using cleaning agents considera_on 

should be given to those which are environmentally safe 

and which are non toxic to children. 

Considera_on should be given to the purchase and supply 

of safe equipment and cleaning, pest and art materials. 

Safe prac_ces should be carried out at all _mes and be 

encouraged in children. 

Staff should read and understand the code of safe work 

procedures as set out under the code established for Work 

Cover and the Rehabilita_on programme apached to same. 

Reference: 

Reference: hpp://www.health.nsw.gov.au/news/ 

2005/20050111_00.html 

___________________________________________________________________________________________ 



POLICY 

Nappy Change 

Na6onal Regula6ons (2011): 77, 106 

Na6onal Quality Standards/Elements: 2.3.2 

The NSW Work Health and Safety Act 2011 and the NSW 

Work Health and Safety Regula_on 2011 

Guide to the Na_onal Quality Standard (3) ACECQA (2011) 

Australian Standard for storage and handling of hazardous 

chemicals and materials (AS 3780) 

Preamble: 

Mee_ng the needs of children by providing clean nappies 

and a safe and hygienic place for changing children is a 

basic need that is important for children’s comfort and 

happiness. 

“Nappy changing and toile;ng rituals are also valuable 

opportuni;es to promote children’s learning, meet 

individual needs and to develop strong rela;onships with 

children. Having their needs met in a caring and responsive 

way builds children’s sense of trust and security—which 

relates strongly to the Early Years Learning Framework.” p. 

66, Guide to the Na;onal Law and the Na;onal Regula;ons 

2011. 


The Griffith Child Care Centre Inc. will follow best prac_ce 

guidelines for nappy changing to ensure the area is hygienic 

and to reduce the spread of infec_ous disease. 

The Griffith Child Care Centre Inc. aims to make the nappy 

change experience a relaxed, happy and social rou_ne that 

provides an opportunity for educators and children to 

further develop trus_ng and posi_ve rela_onships. 


Griffith Child Care Centre Inc. will: 

• Provide adequate and appropriate hygienic 

facili_es for nappy changing; 

• Ensure nappy change facili_es are designed and 

located in a way that prevents unsupervised 

access by children; 

• Ensure that adult hand washing facili_es are 

located within the nappy change area; 

• Ensure that the nappy change facili_es are 

designed and maintained in a way that facilitates 

supervision of children at all _mes, having regard 

to the need to maintain the rights and dignity of 

the children. 

Nominated Supervisor will: 

• Develop and implement policies, procedures and 

training with educators to ensure nappy change 

procedures that support children’s safety, 

protec_on, rela_onships and learning. 

• Develop systems with educators to ensure that 

soiled clothing and soiled nappies are disposed of 

or stored in a loca_on children cannot access. 


• Discuss children’s individual needs with families to 

ensure prac_ces are reflec_ve of the home 

environment and are culturally sensi_ve 

• Provide informa_on to families regarding 

children’s nappy change paperns; 

• U_lise nappy change _mes to interact with 

children on an individual basis. The nappy change 

_me will allow educators to converse, sing, play 

and generally interact with the child. This _me 

allows educators and children to learn more about 

each other and understand each child’s 

personality and personal strengths; and 

• Organise the nappy change area to promote 

posi_ve interac_ons and promote posi_ve 

___________________________________________________________________________________________ 



POLICY 

Nappy change 

learning experiences, e.g. place pictures or 

mobiles to s_mulate children’s interac_ons and to 

encourage learning. 

Educators will maintain effec6ve supervision at all 6mes 

by: 

• Fully supervising and maintaining physical contact 

with children throughout the nappy change 

experience. No child will be leg alone on a nappy 

change mat. 

• Keeping nappy change areas fully stocked with 

all required materials at all _mes. Educators are 

responsible for maintaining the supplies to meet 

the needs of individual children. Supplies will be 

readily accessible to staff to ensure efficiency and 

the health and safety of each child. 

• Encouraging mobile children to walk to the nappy 

change area. Educators will assist the child to walk 

up the steps onto the nappy change bench to 

reduce repe__ve movements by educators and to 

promote children’s agency. Where a child is not 

walking, educators will follow manual handling 

prac_ces to lig and carry the child to the nappy 

change mat. 

• Educators will prac_ce effec_ve hygiene by: 

U_lising the ‘Staying Healthy in Child Care’ 

prac_ces when changing a nappy to reduce the 

spread of infec_on. 

• These are: 

‣Wash hands. 

‣Place paper towel on the nappy change 

mat. 

‣Put on gloves. 

‣Remove the nappy and place in the nappy 

bin. 

‣Remove any soiled or wet clothing and 

place into a recycled plas_c bag. 

‣Clean the child’s bopom. 

‣ Remove the paper towel and put it in the 

nappy bin. 

‣Put the gloves in the nappy bin. 

‣Remove the gloves, peeling them back from 

the wrist and turning them inside out as 

they are removed. 

‣If a child requires specific cream, place a 

clean paper towel under the child’s bopom. 

Put on clean gloves. Place a suitable amount 

Addi6onal strategies 

of cream on the glove and spread onto the 

child’s bopom. 

‣Remove the paper towel and place it in the 

nappy bin. Remove the gloves and place in 

nappy bin. 

‣Dress the child. 

‣Wash and dry their hands. 

‣Return the child to the play area. 

‣Clean the nappy change mat and area with 

detergent and warm water. 

• Nappy change bins will have a ‘hands-‐free’ lid. 

Nappy bins will be located out of children’s reach, 

in a child proof cupboard where possible. Nappy 

bins will be emp_ed once during the day and at 

the end of each day. This may need to be done 

more regularly if there are soiled nappies. 

• Soiled Nappies are to be placed into the Nappy Bin 

located in the Laundry and this bin is to be 

emp_ed twice each day. 

• Urine Soiled nappies can be placed into the Nappy 

Bin located in the Nappy Change area and emp_ed 

twice each day. 

• Educators will clean nappy change mats and areas 

ager each use. They will be thoroughly cleaned 

with vinegar and warm water or with pH Neutral 

detergent and water and paper towel once during 

the middle of the day and at the end of each day. 

Nappy change mats will be placed in direct 

sunlight ager being cleaned. 

• Children’s nappies will be changed at scheduled 

intervals as determined by the nominated 

supervisor and educators. Nappies will also be 

checked throughout the day to ensure children are 

not suscep_ble to nappy rash and discomfort. A 

system to record this rou_ne will be maintained 

for repor_ng purposes. (Standards 2.1.2 & 2.3.1). 

___________________________________________________________________________________________ 



POLICY 

Sources 

• The NSW Work Health and Safety Act 2011 

www.workcover.nsw.gov.au/newlegisla_on2012/ 

Pages/default.aspx 

• Storage and Handling of Dangerous Goods: 

Guidance 

www.workcover.nsw.gov.au/formspublica_ons/ 

publica_ons/Documents/storage-‐handling-‐ 

dangerous-‐goods-‐1354.pdf 

• Approved First Aid Qualifica_ons 

www.acecqa.gov.au/qualifica_ons/approved-‐ 

first-‐aid-‐qualifica_ons 

• Staying Healthy in Child Care: Preven_ng 

infec_ous diseases in child care 5th edi_on (drag) 

2011 

___________________________________________________________________________________________ 



POLICY 

Operation 

___________________________________________________________________________________________ 



POLICY 

Determining the Responsible 

Person 

Na-onal Regula-ons 2011: 173, 168(2)(i) 

Na-onal Quality Standard: 4.2 

Introduc6on 

The Educa_on and Care Services Na_onal Law determines 

that a responsible person must be in day-‐to-‐day charge and 

contactable at all _mes that an Approved service operates. 

What are we Going to Do? 

• A responsible person will be in charge of the 

educa_on and care services and the details of the 

responsible person at any _me will be clearly 

displayed for educators, staff and families. 

• The process for determining the responsible 

person will be clear to all educators and staff, and 

followed at all _mes. 

• Details of the person responsible are documented 

and displayed for all users of the service. 

How Will it be Done? 

A service must always have a responsible person available 

when an educa_on and care service is opera_ng. 

A responsible person can be: 

3. The APPROVED PROVIDER – if this is an individual. 

If it is an organisa_on or company then someone 

with management and control of the service. 

4. The NOMINATED SUPERVISOR – this is a person 

with a Supervisor’s Cer_ficate designated by the 

service as the Nominated Supervisor. 

5. A CERTIFIED SUPERVISOR who has been placed in 

day-‐to-‐day charge of the service. 

The Approved Provider will: 

1. Ensure Nominated Supervisors and Cer_fied 

Supervisors have a clear understanding of the role 

of the Responsible person; 

2. Ensure the responsible person is appropriately 

skilled and qualified; 

3. Ensure a responsible person is contactable at all 

_mes. A subs_tute for the responsible person will 

be in present where a Waiver is in place. 

The Nominated Supervisor or delegated authority will: 

1. Arrange for the keeping of a “responsible person record”. 

This record will document the current responsible 

person. 

2. In the day book -‐ there is a s_cker that iden_fies who is 

the Nominated Supervisor and also who the Cer_fied 

supervisor is during the day -‐ specifically this denotes the 

cer_fied supervisor at the start and end of the day. This 

informa_on is to completed each day by early shig staff. 

3. In addi_on the name of the Cer_fied Supervisor and / or 

responsible person will be displayed in the main 

entrance at the service. 

4. Develop rosters in accordance with the availability of 

responsible persons. 

Evalua6on 

A responsible person is physically in day to day charge at all 

_mes and this is documented and displayed. 

Sources 

Children (Educa_on and Care Services Na_onal Law 

Applica_on) Act 2010 Educa_on and Care Services Na_onal 

Regula_ons 2011 

Community Child Care Coop. 

___________________________________________________________________________________________ 



POLICY 

Wai6ng List, Enrolment and 

Orienta6on 

Na-onal Regula-ons 177 

Na-onal Quality Standard: 6.1.1, 7.3.5 

To be read in conjunc_on with Organisa_on Philosophy. 

Ra6onale 

The Griffith Child Care Centre Inc. ensures that enrolment 

and orienta_on processes are planned and implemented; 

due considera_on is given to culture and language in 

undertaking these processes; documenta_on, including 

authorisa_ons, are completed during the enrolment and 

orienta_on process; and a though{ul process is planned in 

consulta_on with families to orientate the child and family 

to the Centre. 

Building a rela_onship is crucial to successful transi_ons 

and to crea_ng the best experience for the child and their 

family. 

Prac6ces for Implemen6ng the Enrolment and Orienta6on 

Policy: 

Pre-‐enrolment Orienta6on 

The Centre welcomes visits from prospec_ve families and 

children. The Nominated Supervisor will provide the family 

with a tour of the Centre environment and informa_on may 

include: 

• Centre philosophy; 

• approaches to documenta_on, curriculum and 

planning; 

• introduc_on to staff; 

• the physical environment; 

• an overview of daily requirements and general rou_ne; 

• administra_ve mapers, cost and fee payment 

methods; and 

• direc_ons on how to provide feedback. 

Wai6ng List Procedure 

• To have a system in place for families to register their 

interest in placing a child in the Centre. 

• To have a wai_ng list process that is fair and 

systema_c, as well as efficient and straigh{orward for 

the Nominated Supervisor to use. 

• To have a wai_ng list process that minimises the 

number of vacant posi_ons in the Centre. 

• To give the Centre the opportunity to plan and provide 

the appropriate service for the community’s needs. 

Implementa;on: 

• All families requiring care are required to complete a 

wai;ng list applica;on. This will be used to determine 

access and offer of placement 

• Details of priority of access, age of the child and care 

requirements will be given to the Centre’s Nominated 

Supervisor at this stage. 

Offering a place: 

• All places offered are determined by the wai_ng list 

and the details that are provided by families. 

• Places offered are also determined by places available. 

This can be influenced by the age group, sex balance, 

_mes, and days available. 

• Being “next on the list” does not necessarily mean that 

you will be offered a place. 

• Places are offered to the child that best suits the care 

placement that becomes available. 

• Enrolments are rolling, so when a place is available, we 

will consult our wai_ng list and offer places out to 

eligible children. 

___________________________________________________________________________________________ 



POLICY 

• In August we ask our exis_ng families to indicate their 

child care and educa_on needs for the coming year. 

• Exis_ng families get priority, including sibling 

placement. 

• The remaining places available are then offered to 

families off our wai_ng list through September. 

• Families will usually have a reasonable period of _me 

to make a decision on an offer. 

Enrolment Package 

An enrolment package will include: 

• an enrolment form that includes authorisa_ons; 

• a Centre Informa_on Booklet; 

• current fee structures and payment details, Fees Policy 

Agreement, Preschool Fee Payment Nomina_on Form 

and copy of the Fees Policy ; 

• an Exclusion Guidelines List; 

• Immunisa_on Schedule; 

• informa_on on Na_onal Quality Framework, Na_onal 

Quality Standards, and the EYLF; 

• copy of Enrolment and Orienta;on Policy; 

• informa_on on Child Care Benefit; and 

• informa_on about Child Care Rebate. 

The informa_on in the enrolment package is retained by 

the family for future reference. 

During the enrolment process the orienta_on will be 

planned in collabora_on with families to provide the best 

possible start for the child at the Centre. 

Enrolment forms: 

• An enrolment form must be completed by each family 

for each child enrolled at the Centre. 

• Enrolment forms need to be updated annually/or 

when the family’s details/circumstances change to 

ensure that informa_on is current, correct and in line 

with Regula_ons. 

• Enrolment forms will be kept in a confiden_al and 

secure file. 

• Access to this informa_on is available only to the 

Nominated Supervisor, parents/guardians and 

Commonwealth Officers. Relevant informa_on will be 

passed on to Centre staff as appropriate (allergies, 

special medical condi_ons etc). 

Enrolment Procedure: 

• All enrolment enquiries will be handled by the 

Nominated Supervisor and/or Admin. Manager and are 

totally confiden_al. 

• A _me will be made with the parent/guardian to meet 

with the Nominated Supervisor to discuss their child’s 

enrolment. 

• Parents are able to request a home visit prior to 

visi_ng the centre to discuss enrolment. 

• The Centre will send out an Enrolment Package to 

families and allow an appropriate _me-‐frame for the 

comple_on and return of the forms. Forms need be 

returned to the Centre before the commencement of 

the child’s apendance at the Centre. 

• Parents must provide the child’s Blue Book or 

cer_ficate (for proof of immunisa_on), as well as the 

child’s Birth Cer_ficate. 

• The Centre offers a a number of orienta_on visits 

where parents and children are guided through the 

centre, have an opportunity to meet staff and other 

children. If these _mes are not suitable, parents are 

able to request other _mes. 

• Once enrolment has commenced, the family must 

provide two weeks’ no_ce in wri_ng (Applica_on for 

Adjustment to Centre Enrolment) of any changes in 

enrolment. If they intend to withdraw their child, two 

full weeks’ no_ce must be given or they will be 

required to pay two weeks’ fees in lieu. (For Long Day 

Care children, regula_ons prevent us from claiming the 

CCB component for this two week period, therefore 

full fees must be charged.) 

Families will provide the following prior to the agreed 

start date for the child: 

• A completed enrolment form including authorisa_ons; 

• Current immunisa_on records; 

• Birth Cer_ficate; 

• Informa_on on child/ren’s addi_onal needs (including 

medical condi_ons, health and developmental 

concerns). 

This informa_on will be kept at the Centre premises in 

accordance with Centre policies and the Educa_on and 

Care Services Na_onal Regula_ons 2011. 

Children’s Enrolment Op6ons: 

We are able to offer child care op_ons that are very flexible 

to family needs. 

From combina_ons of a minimum of 2 days through to a 

full week. 

___________________________________________________________________________________________ 



POLICY 

Why a minimum of two days? We have found that 

children who apend one day per week take longer to seple 

into care. This becomes stressful for the child and for the 

family. A minimum of 2 days enables the child, builds their 

confidence and gives them a greater sense of predictability. 

Hours: 

We are open from 7am -‐ 6pm, Monday to Friday. 

Your care placement is determined by your booked _mes 

and your fee reflects this. Our requirement to meet our 

obliga_ons under regula_ons is that child does not 

commence prior to your booked in _me and is not at the 

centre past your booked out _me. We do have the capacity 

occasionally to cater for a one off change to those _mes, 

but this should be verified by staff on the day or prior to 

the day. 

Our staffing is determined by the _mes that children are 

booked into and out of care. 

Orienta6on Implementa6on: 

• Prior to the child’s first day at the Centre, staff will 

familiarise themselves with informa_on about the 

child. They will ensure that they are aware of any 

medical condi_ons and how to manage them if 

required. 

• Families will be offered the op_on of a home visit to 

meet the child and family in the child’s home and to 

answer any ques_on. Usually this will be the Centre 

Director and a staff member from the child’s room. 

This visit usually takes place prior to the child visi_ng 

the centre. Why home visits? Ogen parents are more 

comfortable in their own space asking the ques_ons 

they need to ask about their chid in care. It also 

creates an opportunity for staff to connect with the 

child prior to them actually apending the centre, so 

when they step through the door of the Centre they 

already have a rela_onship with a carer, even if only a 

brief visit. We have found that families have sepled 

into the centre far more quickly with these visits. Visits 

are available at a _me that suits the family. 

• An Orienta_on session is held for parents and children 

who will commence enrolment at the Centre in the 

coming year. At this _me the rou_ne and program are 

discussed and Management Commipee role explained. 

• Orienta6on days? Is it possible for my child to come 

for a day to to see if they will like it? It is possible to 

book child care days prior to commencement through 

our occasional care facility, if spaces are available. 

Orienta_on days ogen help older children seple more 

quickly, but for younger children it makes liple 

difference. However, families are welcome to call in for 

a visit, to talk to the staff, join in the play and 

familiarise themselves with our rou_nes and prac_ces. 

This is ogen more helpful, sepled and happy parents 

will ogen mean more sepled children. 

Star;ng your child at the Centre: 

• Family members are given the opportunity to stay with 

their child throughout the sepling-‐in process. 

• The sepling-‐in process is tailored to meet the needs of 

individual children and families. 

• Staff members will seek support and resources from 

external agencies to assist children and families who 

have addi_onal needs to seple into the Centre. 

• Staff members will greet children on arrival and involve 

them in appropriate ac_vi_es. 

• Parents are encouraged to say goodbye to their child 

before they depart and reassure them that they will 

return, and it can be helpful to give their child a _me-frame 

of separa_on. 

• Staff members will support and comfort the child if 

necessary when saying goodbye to parents or family 

members. 

• Parents are encouraged to telephone the Centre and 

check on their child for reassurance that the child has 

sepled. 

• Staff members will ensure that the child’s regular 

ea_ng and res_ng paperns are not changed. Children 

are not made to sleep but rather encouraged to rest or 

have quiet _me. 

• Culturally appropriate child-‐rearing prac_ces will be 

taken into account and applied where required. 

• At all _mes staff members will endeavour to make the 

child feel safe and comfortable in their new 

environment. 

The Nominated Supervisor will undertake a final check of 

enrolment details, authorisa_ons and informa_on updates 

prior to the family depar_ng the Centre. 

___________________________________________________________________________________________ 



POLICY 

Checklist for new Parents 

When enrolling new parents please ensure that you pass on the following informa_on. 

* Enrolment Form ____ 

* Parent Handbook ____ 

* Child Care Benefit Applica_on -‐ remind parents that this must be lodged with Centrelink. ____ 

Tour of Centre 

Signing in Desk-‐ 

Signing in Book 

Alterna_ve Authorisa_on 

Menu informa_on 

____ 

____ 

____ 

Playroom 

Medica_on Permission 

Incident Report 

Excursion No_ces 

Daily Program 

Children’s Documenta_on 

Fee Box -‐ Envelopes 

Playroom Roll (sleep/rest and meal_mes) 

____ 

____ 

____ 

____ 

____ 

____ 

____ 

Hallway 

Family Pockets 

Paren_ng informa_on 

____ 

____ 

Play environments -‐ Centre philosophy and focus on play based learning, which is the underpinning of the Na_onal Early 

Years Learning Framework for Early Childhood in Australia. 

Programming -‐ reflec_ng the individual child. 

Staff Qualifica_ons 

____ 

Outdoor Environments 

Opportuni_es to engage with the natural world, mixed ages, opportuni_es to test skills and par_cipate in risky play. 

Sepling In -‐ discuss with the parent the possible difficulty there may be with sepling in, invite the parent to visit with the child 

prior to commencement to familiarise with the staff and the Centre. 

____ 

Orienta_on visits can also be tailor made for the child -‐ possibly a couple of shorter stays at first. 

____ 

Small Groups -‐ advise the parent that once their child has sepled in we will advise on who their primary care giver will be, and 

what their role is. 

____ 

Ques_ons -‐ ask the parent/s if they have any ques_ons or queries or concerns to ask at any_me. 

____ 

___________________________________________________________________________________________ 



POLICY 

Disciplinary Code of Prac6ce 

Preamble: 

At _mes, rarely it is hoped, there may be the occasion to 

follow through an inappropriate ac_on taken by a staff 

member. This could come from an issue of concern raised 

by a member of staff, a parent or a member of commipee. 

Ac6on 

If the issue is related to staff and concerns an inappropriate 

ac_on in which the care of a child/ren or family is in 

ques_on, it may mean that the Director and or Board of 

Management, will ask for an explana_on from all 

concerned -‐ this will be recorded in wri_ng. If the ac_on 

warrants further inves_ga_on, the Commipee will be asked 

to comment and act accordingly. 

If the issue is related to individual staff performance and 

how it affects others, then it should be brought to the 

Directors apen_on only ager the individuals concerned 

have failed to solve the problem. Once brought to the 

Directors apen_on, they should endeavor to -‐ through 

round table discussion -‐ solve the issues of concern. Failing 

this, the Commipee will be no_fied and asked to take any 

ac_on as deemed appropriate. 

The Commipee, as employers, have the right to hear of any 

concerns expressed by the Director, regarding the 

performance of staff. At _mes, this will be dealt with in 

private -‐ In CAMERA -‐ during Commipee mee_ngs, staff will 

not be at these mee_ngs unless required. 

Be assured that at all _mes the Director will endeavor to be 

fair and honest, they expect the same from you as staff. 

Children will always come first. 

___________________________________________________________________________________________ 



POLICY 

Ethical Prac6ce 

Na6onal Quality Standard: 

QA 1, 2, 3, 4, 5, 6, 7 

Par_cular reference is made to Standard 4.2 -‐ Educators, Co-ordinators 

and staff are respec{ul and ethical. 

This has been draged using the ECA Code of Ethics and with 

reference to the Griffith Child Care Centre Inc’s Mission and 

Values Statement. 

Mission: 

The Dorothy Waide Centre for Early Learning provides the highest 

quality care and educa_on for young children, and accommodates 

the needs of their families in our community. 

Values: 

The staff and management of the Griffith Child Care Centre 

Inc embrace the following values: 

•Each child has the right to be an individual and to have 

its physical and emo_onal needs catered for at all _mes. 

•Our care and child-‐centred early learning program are of 

the highest possible standard and reflect the latest 

knowledge and ideas. 

•The individuality of parents and families is respected, 

and our prac_ce of care and educa_on is appropriate to 

the child’s family situa_on. 

•Our prac_ce respects and reflects the community’s 

aspira_ons for care and educa_on of young children. 

•Our Centre is responsibly managed and the service 

provided is affordable within our community. 

•The individual needs of staff are respected and the 

Centre provides a suppor_ve environment for their 

personal and professional needs. 

All the Board (licensee) staff and volunteers agree to abide 

by the relevant legislation associated with this service. 

This organisation follows the Code of Ethics established 

through Early Childhood Australia. 

Wise moral decisions will always acknowledge our 

interdependency; our moral choices are ours alone, but 

they bind us all to those who will be affected by them.So 

deciding for yourself what's right or wrong does not mean 

deciding in isola-on' (Mackay, 2004, p. 242). 

This Code of Ethics provides a framework for reflec_on 

about the ethical responsibili_es of early childhood 

professionals. Following a na_onal process of consulta_on, 

principles emerged which are indica_ve of the values we 

share as early childhood professionals in Australia. The 

Code is intended for use by all early childhood 

professionals who work with or on behalf of children and 

families in early childhood seongs. 

In developing this second edi_on of Early Childhood 

Australia's Code of Ethics, the na_onal working party was 

mindful of changes in the knowledge base of early 

childhood that have occurred over the last decade. New 

research has allowed significant changes in understandings 

to emerge that reposi_on children as ci_zens with 

en_tlements and rights. Increasingly, children are seen as 

competent and capable and able to par_cipate in the 

nego_a_on of their learning and social experiences. 

Addi_onally, societal and environmental changes at the 

local, na_onal and global levels impact on children and 

families with consequent implica_ons for our work. In 

recogni_on of the impact of globalisa_on and global 

sustainability, this revised Code iden_fies ethical 

responsibili_es to work with children and families in order 

to address global issues locally. 

Just as the world has changed for children and families, so 

it has changed for professionals who work with them. The 

no_on of lifelong learning, reflec_ve prac_ce, researching 

with children, new methods of documen_ng and assessing 

children's learning, and collabora_ng across tradi_onal 

service and discipline boundaries are examples of 

contemporary requirements for early childhood 

professionals. 

Inherent in this Code is the understanding that children 

learn within their family and community groups, bringing 

rich knowledge, a diversity of experiences and iden__es to 

their learning. Sociocultural theories have moved our focus 

beyond individual children's development to highlight the 

importance of social contexts to children's learning and 

development. As children par_cipate and learn in their 

communi_es, they in turn influence those communi_es. 

Early childhood communi_es ought to be spaces and places 

where prac_ces such as responsive listening and dialogue 

can build connec_ons and rela_onships which sustain and 

advance individual and collec_ve wellbeing. 

___________________________________________________________________________________________ 



POLICY 

Early Childhood Australia Code of Prac_ce: 

I. In rela6on to children, we will: 

1. Act in the best interests of all children. 

2. Respect the rights of children as enshrined in the 

United Na_ons Conven_on on the Rights of the 

Child (1991) and commit to advoca_ng for these 

rights. 

3. Recognise children as ac_ve ci_zens par_cipa_ng 

in different communi_es such as family, children’s 

services and schools. 

4. Work with children to help them understand that 

they are global ci_zens with shared responsibili_es 

to the environment and humanity. 

5. Respect the special rela_onship between children 

and their families and incorporate this perspec_ve 

in all my interac_ons with children. 

6. Create and maintain safe, healthy environments, 

spaces and places, which enhance children’s 

learning, development, engagement, ini_a_ve, 

self-‐worth, dignity and show respect for their 

contribu_ons. 

7. Work to ensure children and families with 

addi_onal needs can exercise their rights. 

8. Acknowledge the uniqueness and poten_al of all 

children, in recogni_on that enjoying their 

childhood without undue pressure is important. 

9. Acknowledge the holis_c nature of children’s 

learning and the significance of children’s cultural 

and linguis_c iden__es. 

10. Work to ensure children are not discriminated 

against on the basis of gender, age, ability, 

economic status, family structure, lifestyle, 

ethnicity, religion, language, culture, or na_onal 

origin. 

11. Acknowledge children as competent learners, and 

build ac_ve communi_es of engagement and 

inquiry. 

12. Honour children’s right to play, as both a process 

and context for learning. 

II. In rela6on to families, we will: 

1. Listen to and learn from families, in order to 

acknowledge and build upon their strengths and 

competencies, and support them in their role of 

nurturing children. 

2. Assist each family to develop a sense of belonging 

and inclusion. 

3. Develop posi_ve rela_onships based on mutual 

trust and open communica_on. 

4. Develop partnerships with families and engage in 

shared decision making where appropriate. 

5. Acknowledge the rights of families to make 

decisions about their children. 

6. Respect the uniqueness of each family and strive 

to learn about their culture, structure, lifestyle, 

customs, language, beliefs and kinship systems. 

7. Develop shared planning, monitoring and 

assessment prac_ces for children’s learning and 

communicate this in ways that families 

understand. 

8. Acknowledge that each family is affected by the 

community contexts in which they engage. 

9. Be sensi_ve to the vulnerabili_es of children and 

families and respond in ways that empower and 

maintain the dignity of all children and families. 

10. Maintain confiden_ality and respect the right of 

the family to privacy. 

III. In rela6on to colleagues, we will: 

1. Encourage our colleagues to adopt and act in 

accordance with this Code, and take ac_on in the 

presence of unethical behaviours. 

2. Build collabora_ve rela_onships based on trust, 

respect and honesty. 

3. Acknowledge and support the personal strengths, 

professional experience and diversity which my 

colleagues bring to their work. 

4. Make every effort to use construc_ve methods to 

manage differences of opinion in the spirit of 

collegiality. 

5. Share and build knowledge, experiences and 

resources with my colleagues. 

6. Collaborate with our colleagues to generate a 

culture of con_nual reflec_on and renewal of high 

quality prac_ces in early childhood. 

IV. In rela6on to communi6es, we will: 

1. Learn about the communi_es that we work within 

and enact curriculum programs which are 

responsive to those contexts and community 

priori_es. 

2. Connect with people, services and agencies within 

the communi_es that support children and 

families. 

3. Promote shared aspira_ons amongst communi_es 

in order to enhance children’s health and well 

being. 

4. Advocate for the development and 

implementa_on of laws and policies that promote 

child-‐friendly communi_es and work to change 

those that work against child and family wellbeing. 

___________________________________________________________________________________________ 



POLICY 

5. U_lise knowledge and research to advocate for 

universal access to a range of high-‐quality early 

childhood programs for all children. 

6. Work to promote community understanding of 

how children learn in order that appropriate 

systems of assessment and repor_ng are used to 

benefit children. 

V. In rela6on to students, we will: 

1. Afford professional opportuni_es and resources 

for students to demonstrate their competencies. 

2. Acknowledge and support the personal strengths, 

professional knowledge, diversity and experience 

which students bring to the learning environment. 

3. Model high-‐quality professional prac_ces. 

4. Know the requirements of the students’ individual 

ins_tu_ons and communicate openly with the 

representa_ves of that ins_tu_on. 

5. Provide ongoing construc_ve feedback and 

assessment that is fair and equitable. 

6. Implement strategies that will empower students 

to make posi_ve contribu_ons to the workplace. 

7. Maintain confiden_ality in rela_on to students. 

VI. In rela6on to the conduct of research, we will: 

1. Recognise that research includes our rou_ne 

documenta_on and inves_ga_ons of children’s 

learning and development, as well as more formal 

research projects undertaken with and by external 

bodies. 

2. Be responsive to children’s par_cipa_on in 

research, nego_a_ng their involvement taking 

account of mapers such as safety, fa_gue, privacy 

and their interest. 

3. Support research to strengthen and expand the 

knowledge base of early childhood, and where 

possible, ini_ate, contribute to, facilitate and 

disseminate such research. 

4. Make every effort to understand the purpose and 

value of proposed research projects and make 

informed decisions as to the par_cipa_on of 

myself, colleagues, children, families and 

communi_es. 

5. Ensure research in which we are involved meets 

standard ethical procedures including informed 

consent, opportunity to withdraw and 

confiden_ality. 

6. Ensure that images of children and other data are 

only collected with informed consent and are 

stored and u_lised according to legisla_ve and 

policy requirements. 

7. Represent the findings of all research accurately. 

The Staff: 

1. In rela6on to my employer, I will: 

1. Support workplace policies, standards and 

prac_ces that are fair, non-‐discriminatory and are 

in the best interest of children and families. 

2. Promote and support ongoing professional 

development within my work team. 

3. Adhere to lawful policies and procedures and 

when there is conflict, apempt to effect change 

through construc_ve ac_on within the 

organisa_on or seek change through appropriate 

procedures. 

2 In rela6on to myself as a professional, I will: 

1. Base my work on contemporary perspec_ves on 

research, theory, content knowledge, high quality 

early childhood prac_ces and my understandings 

of the children and families with whom I work. 

2. Regard myself as a learner who undertakes 

reflec_on, cri_cal self-‐study, con_nuing 

professional development and engages with 

contemporary theory and prac_ce. 

3. Seek and build collabora_ve professional 

rela_onships. 

4. Acknowledge the power dimensions within 

professional rela_onships. 

5. Act in ways that advance the interests and 

standing of my profession. 

6. Work within the limits of my professional role and 

avoid misrepresenta_on of my professional 

competence and qualifica_ons. 

7. Mentor other early childhood professionals and 

students. 

8. Advocate in rela_on to issues that impact on my 

profession and on young children and their 

families. 

9. Encourage quali_es and prac_ces of leadership 

within the early childhood profession. 

___________________________________________________________________________________________ 



POLICY 

Excursions 

Preamble 

Excursions provide students with social and educa_onal 

learning acquired through first hand experiences. 

Na6onal Law and Na6onal Regula6ons: 

Na_onal Law: Sec_on 167 

Na_onal Regula_ons: Regula_ons 100–102, 168 

Excursion: Planning 

The primary of objec_ve of planning an excursion successfully is 

to ensure that all par_cipants are kept safe at all _mes. 

All planned ac_vi_es are to be appropriate to the age of the 

children par_cipa_ng. 

Excursions should be planned well in advance 

An ini_al risk assessment safety audit of the proposed 

excursion site should be carried out to iden_fy any risks that 

need to be taken into considera_on -‐ see the excursion risk 

audit form. 

The risk assessment must consider: 

• the proposed route and des_na_on for the 

excursion 

• any water hazards and risks associated with water 

based ac_vi_es 

• the method of transport 

• the number of adults and children involved in the 

excursion 

• given the risk/s posed, the number of educators or 

other responsible adults that is appropriate to 

provide supervision and whether any specialised 

skills are required to ensure children’s safety 

• the proposed ac_vi_es 

• the likely length of _me of the excursion 

• the items that should be taken on the excursion. 

The educa_onal and social value of an excursion is one of 

the key objec_ves of any excursion 

Planning must consider: 

• Value for money 

• Op_mum student par_cipa_on 

• Adequate supervision 

• Appropriate travel arrangements 

• Correct Child:adult ra_os 

• Requisite approvals / consents 

Parents helpers must be in constant supervision by staff at 

all _mes, or appropriate Children at Work checks carried 

out. 

All costs will be borne by the parents of the children 

involved and the organiser must try to keep any costs to a 

minimum. A budget sheet is to be prepared for each event. 

Excursions will be included in the term or yearly planner and 

payment details and invoice included for parents. 

Where possible the event will involve all classes in the unit 

team. 

i_nerary which includes con_ngency plans for weather etc. 

and contact phone numbers. ( including contact details for 

parents of all children apending the excursion -‐ a copy of the 

room roll includes parent contact details) 

Individual and signed permission for the specific ac_vity 

which is to take place during the excursion should be 

received from the parent or guardian. The date of the 

excursion should be contained in the permission note. 

Excursion: Supervision 

A list of children apending the excursion should be leg at the 

Centre prior to departure and a copy of same should be carried by 

the authorised excursion supervisor for the purpose of checking at 

regular intervals during the course of the excursion and each 

supervising adult. 

Each supervising adult is to be allocated a select number of 

children and to be advised of the requirements of the excursion re 

supervision, toile_ng, etc. 

There should be no significant departure from the planned 

i_nerary. 

The supervisor should ensure that all children are equipped with 

clothing appropriate to the excursion. 

Take along -‐ 1st Aid kit, a Mobile Phone and Excursion Pack. 

The adult child ra_on should be:-‐ 

1 adult : 2 children for children under the age of 3 years. 

1 adult : 4 children for children aged 3 to 5 years. 

1 adult : 8 children for children aged 5 to 12 years. 

Not all supervisors need to be employed staff. Parents and 

volunteers may be used, though the authorised should be an 

adult member of staff. 

One staff member apending the excursion should hold an 

acceptable First Aid Cer_ficate which is current. 

Planning to include Management approval as required 

___________________________________________________________________________________________ 



POLICY 

Excursion: Permission Slip to include the following informa6on 

Excursion Title 

Date and Time of Excursion. 

Des_na_on 

Method of transport. -‐ . 

Ac_vi_es to be carried out on the excursion. 

Number of adults to accompany the excursion. 

Iden_fy who holds a current 1st Aid Cer_ficate. 

The body of the excursion note should read as follows -‐ 

Title of Excursion: 

Date of Excursion: 

Des_na_on: 

Method of transport or walking i_nerary: 

Ac_vi_es to be carried out during the excursion: 

Excursion Form – “6tle” 

Number of adults to accompany and supervise the children: 

Name of the person with first aid qualifica_ons who will accompany the children on the 

Excursion: All Centre staff have senior first aid qualifica-ons 

Proposed period of _me during which the excursion is to take place: from: 

Emergency contact number for the excursion. 

Permission sec6on: 

Please complete the excursion permission form below if you have indicated that your child is to apend this excursion. Please ensure you 

have included your payment of $ _____ per person. 

Only those who have already indicated that they would like their child to apend this excursion will be able to apend this performance, 

unless we have any spare _ckets. Please ensure that you return this form with your payment as soon as possible. 

Permission Note: 

I ................................................................ (parent/Guardian) being a parent/guardian of ..................................... (child’s name) do hereby 

give permission for the Director and/or his staff to escort my child (named above) by _________ to 

_____________________________________________ on Day, Date and TIME . 

Signed: ................................................ Date: .................................. 

Payment ............................... _______ per person) 

Adults apending .............................. (we welcome adults to join us on our excursions -‐ it helps enormously with ensuring adult:child 

ra_os are maintained.) 

___________________________________________________________________________________________ 



POLICY 

s 

Excursion risk management plan 

Excursion details 

Date(s) of excursion 

Departure and arrival _mes 

Proposed ac_vi_es 

Method of transport, including 

proposed route 

Name of excursion co-‐ordinator 

Contact number of excursion co-‐ 

(BH) 

ordinator 

Number of children apending 

excursion 

Educator to child ra_o, including 

whether this excursion warrants a 

higher ra_o? 

Please provide details. 

Excursion checklist 

Excursion des_na_on 

Water hazards? Yes/No 

If yes, detail in risk assessment below. 

(M) 

Number of educators/ 

parents/volunteers 

First aid kit 

List of adults par_cipa_ng in the excursion 

List of children apending the excursion 

Contact informa_on for each adult 

Contact informa_on for each child 

Mobile phone / other means of communica_ng with the 

service & emergency services 

Medical informa_on for each child 

Other items, please list 

Risk assessment 

Ac_vity Hazard iden_fied Risk assessment 

(use matrix) 

Elimina_on/control 

measures 

Who 

When 

Plan prepared by 

Prepared in consulta_on with: 

Communicated to: 

Venue and safety informa_on reviewed and 

apached 

Yes / No 

Comment if needed: 

Reminder: Monitor the effec6veness of controls and change if necessary. Review the risk assessment if 

an incident or significant change occurs. 

___________________________________________________________________________________________ 



POLICY 

s 

Risk 

Matrix 

Consequence 

Insignificant Minor Moderate Major Catastrophic 

Likelihood Almost certain Moderate High High Extreme Extreme 

Likely Moderate Moderate High Extreme Extreme 

Possible Low Moderate High High Extreme 

Unlikely Low Low Moderate High High 

Rare Low Low Low Moderate High 

___________________________________________________________________________________________ 



POLICY 

s 

Harassment Free Workplace 

Educa6on and Care Services Na6onal Regula6ons 2011: 

Schedule 1 

Na6onal Quality Standards/Elements: 4.2, 4.2.1, 4.2.2, 

4.2.3, 7.1, 7.1.2, 7.2, 7.3.4 

INTRODUCTION 

Crea_ng a workplace with vision and meaningful direc_on, 

consistent values and ethics will foster a posi_ve and 

produc_ve work environment free from harassment. 

Further, when professional standards guide educator’s 

prac_ces, interac_ons and rela_onships, children’s learning 

and development, safety and wellbeing will be effec_vely 

supported. 

The Early Years Learning Framework has as its core the 

no_on of respect and wellbeing for all associated with 

delivering the best outcomes for children and family. These 

same no_ons apply to those who work in this service. 


Our educa_on and care service will foster an environment 

of mutual respect equity and recogni_on 

of educator skills and strengths. This will be facilitated 

through the service philosophy and by adhering to 

the Early Childhood Code of Ethics and the Code 

of Conduct Policy. 


The philosophy of the educa_on and care service will guide 

educator interac_ons and prac_ces by providing a vision, a 

purpose and meaningful direc_on regarding goals for 

children and families. 

The Approved Provider and/or the Nominated Supervisor 

will: 

• Carry out an induc_on process for new employees 

at the commencement of employment. At this 

_me, appropriate behaviours will be reinforced 

and discussed. 

• Familiarise new employees with the Code of 

Conduct Policy, the Complaints and Feedback 

Policy and the Early Childhood Code of Ethics. 

• Inform educators that inappropriate behaviours 

such as harassment and bullying will not be 

tolerated. 

• Encourage educators to report inappropriate 

behaviours using the Complaints and Feedback 

Policy. 

• Address all inappropriate behaviours. 

• Increase educator awareness of appropriate 

interac_ons through professional development 

and training. 

Our educa_on and care service endeavours to define clear 

expecta_ons and guidelines for educators through clear job 

descrip_ons, policies and procedures. Our service will 

encourage feedback and open communica_on to create 

understanding between educators and management. 

What are behaviours and ac6ons are we talking about? 

This means that the following behaviours are unacceptable 

and may be against the law. Staff (including managers) 

found to have engaged in such conduct might be 

counselled, warned or disciplined. Severe or repeated 

breaches can lead to formal discipline up to and including 

dismissal. 

Bullying 

Sexual Harassment 

Racial or religious vilifica_on 

Vic_miza_on 

Gossip 

• Encourage open discussions through educator 

team mee_ngs, informal conversa_ons and at 

performance appraisals to clarify each educator’s 

role within our educa_on and care service. 

• Welcome construc_ve feedback. Educators will 

be encouraged to express opinions and work 

collabora_vely with the Nominated Supervisor and 

the management of the educa_on and care 

service to contribute to the success of the service 

and to facilitate con_nual improvement. 

• Regularly review communica_on prac_ces within 

the educa_on and care service to ensure all 

educators are supported, empowered, and 

acknowledged for their contribu_ons to the team 

and the service. 

• Treat all educators equitably. 

___________________________________________________________________________________________ 



POLICY 

s 

Educators will: 

• Be involved in decision making with a clear 

understanding of their roles and responsibili_es as 

defined in their job descrip_ons, duty lists, rosters 

and service policies. 

• Be valued for their contribu_ons to the educa_on 

and care service program and rou_nes. 

• Be encouraged to embrace the uniqueness and 

diversity of their colleagues. Skills, strengths and 

opinions of team members will be respected and 

supported by all educators to create team 

cohesion based on respect and professionalism. 

EVALUATION 

Educators and Management conduct themselves in a 

professional manner according to the Early Childhood 

Code of Ethics, the Code of Conduct and legisla_ve 

guidelines. Inappropriate behaviours including harassment 

and bullying are not tolerated by educators or 

management. 

Sources 

• Early Childhood Australia 

www.earlychildhoodaustralia.org.au 

• Australasian Legal informa_on Ins_tute 

www.austlii.edu.au 

• Preven_ng and Managing Bullying at Work: A 

Guide for Employers 

www.comcare.gov.au/forms__and__publica_ons/ 

publica_ons/safety_and_preven_on/?a=40108 

• Australian Government: Comcare – Bullying Risk 

Management Tool 

hpps://www.comcare.gov.au/__data/assets/ 

pdf_file/0015/70422/Bullying_risk_management_ 

tool_OHS_74.pdf 

Links to other policies/documents 

Complaints and Feedback 

Code of Conduct 

Ethical Prac_ce 

Online Privacy 

Social Media 

Statutory Legisla6on & Considera6ons 

• Human Rights and Equal Opportunity Commission Act 

1986 

• Early Childhood Australia’s Code of Ethics 

• Fair Work Act 2009 

• NSW An_-‐Discrimina_on Act 1977 

• Guide to the Na_onal Quality Standard (3) ACECQA 

(2011) 

• Early Years Learning Framework for Australia: 

Belonging, Being and Becoming, 2009. 

* This policy is based on a sample policy developed by 

Community Child Care Co-‐opera;ve (NSW). 

___________________________________________________________________________________________ 



POLICY 

s 

Online Privacy 

Na6onal Regula6ons 2011: 177-‐184 

Na6onal Quality Standards/Elements: 6.1, 7.3.1, 7.3.5 

Preamble: 

We maintain an organisa_on website, “blogs”and social 

media pages to inform families about the ac_vi_es and the 

services provided by the organisa_on. 

Griffith Child Care Centre Inc. respect the privacy of 

educators, children and families. The service seeks to keep 

all records private and confiden_al and maintains records 

according to the Na;onal Privacy Principles and the Griffith 

Child Care Centre Inc., Na;onal Regula;ons 2011. 

Griffith Child Care Centre Inc. develops guidelines with 

educators in regard to social media par_cipa_on connected 

with their work as early childhood educators. 


The Nominated Supervisor will: 

Ensure that no confiden_al informa_on can be gained from 

the Griffith Child Care Centre Inc. website. Individuals and 

services are not obliged to give personal informa_on 

through the website. However, if an individual chooses to 

provide informa_on to service via email, that informa_on 

will remain confiden_al. 

Ensure that informa_on gained via email can only 

be used by administra_on staff or management to contact 

a person, offer or send informa_on about the service and 

to request feedback on the website or the Griffith Child 

Care Centre Inc.. 

Ensure that informa_on gained about users from the 

website will only be used for sta_s_cal research for the 

Griffith Child Care Centre Inc. to ascertain future 

development of the website. 

This informa_on will not be available to any other 

organisa_ons: 

• IP address, the date and _me of the visit 

• Pages accessed and documents downloaded on 

this site 

• Search terms used 

• previous site visited 

• network providers name 

• Any cookies that the browser has presented to 

the server 

• The browser, opera_ng system and various 

plugins that were used in visi_ng the site. 

Encourage families and educators to give feedback on the 

website and how it can be improved to meet the needs of 

the community. 

Not disclose or publish any informa_on related to 

educators, children or families without wripen consent 

from that individual or their family. 

Develop guidelines for educators regarding their 

par_cipa_on with families currently connected with the 

Griffith Child Care Centre Inc. on social media sites such as 

Facebook and Twiper. 

___________________________________________________________________________________________ 



POLICY 

s 


Follow guidelines for educators regarding their 

par_cipa_on with families currently connected with the 

Griffith Child Care Centre Inc. on social media sites such as 

Facebook and Twiper. 

In addi6on: 

The Griffith Child Care Centre Inc. website is an informa_on 

resource available to prospec_ve families as well as current 

families and educators and abides by current legisla_on. 

The privacy and protec_on of children, families and 

educators is not compromised by par_cipa_on on social 

media sites. 

Sources 

• Office of the Australian Informa_on Commissioner 

– www.privacy.gov.au 

• Australian Legal Informa_on Ins_tute -‐ 

www.austlii.edu.au 

• Early Childhood Australia -‐ 

www.earlychildhoodaustralia.org.au 

• Guide to developing a Social Media Policy -‐ 

www.inc.com/guides/2010/05/wri_ng-‐a-‐social-‐ 

media-‐policy.html 

Statutory Legisla6on & Considera6ons 

• Privacy Act 1988 -‐ www.privacy.gov.au/law/act 

• Privacy Amendment Private Sector Act 2000 

• Na_onal Privacy Principles -‐ www.privacy.gov.au/ 

materials/types/infosheets/ view/6583 

• Privacy and Personal Informa_on Protec_on Act 

1998 

• ECA -‐ Code of Ethics 

• Children (Griffith Child Care Centre Inc.s Na_onal 

Law Applica_on) Act 2010 

• Griffith Child Care Centre Inc.s Na_onal 

Regula_ons 2011 

• Guide to the Na_onal Quality Standard (3) 

ACECQA (2011) 

• Children and Young Persons (Care and Protec_on) 

Act 1998 

This Policy has been developed from a drag document 

prepared by Community Child Care Coopera_ve. 

___________________________________________________________________________________________ 



POLICY 

s 

Confiden6ality and Privacy 

Preamble 

Regula_ons governing the opera_on of Children's Services 

are specific on issues of confiden_ality and the 

responsibili_es of those associated with services -‐ staff, 

parents and operators on their responsibili_es regards 

confiden_ality in rela_on to children, families and service 

opera_on. In addi_on Privacy laws protect individuals from 

the incorrect use of personal informa_on. 

With these regula_ons and laws in mind outlined are a set 

of guidelines established to guide staff, commipee and 

parents. 

Ac6ons: 

All records regarding the child and family are confiden_al. 

No record pertaining to children in care and their families 

shall be removed from the Centre or copies passed to any 

individual or organisa_on without the express permission 

of the relevant family and Authourised Supervisor. 

No record pertaining to Centre and its opera_on shall be 

removed from the Centre or copies passed to any individual 

or organisa_on without the express permission of the 

Board of Management, Authorised Supervisor and where 

required the parent/guardian. 

Social Media and the WWW: 

All means should be taken to ensure that children’s faces 

are not displayed on the internet unless it has been 

approved by the child’s or parents guardian. 

Please refer to Social Media Policy also. 

Photographic Permission 

Permission is to be gained from the parent or guardian with 

regards the use of photographic or video film images of 

children. 

The permission form below is to be apached the back of 

photographs to be used for promo_onal purposes. 

Details should be retained on which photographs are used 

and all photographs used by local media should be 

returned to the Centre and parent where possible. 


policies : 

Ethical Prac_ce 

Social Networking 

Communica_on 


Website 

Issues rela_ng to the Centre, children and their families and 

staff and their families, and the contractors of the service 

and their families are to remain confiden_al at all _mes. 

Permission to use Photographic image for publicity purposes. 

From time to time, we are able to include photographic images in local media releases and 

special articles. We often take the opportunity to include photographs of the children with 

these news items. We have selected this photographic image for publicity purposes. We 

need your written permission however to use the photograph. Please complete the 

section below and return this photo to staff. 

I ____________________________________ (print your name ) being 

aparent/guardian of ________________________ (childʼs name in photograph) do 

hereby give permission for this photographic image to be used for publicity or promotional 

purposes. 

Signed : ______________________________ Date: _____________________ 

Dorothy Waide Centre for Early LEarning 

Griffith Chiuld CAre CEntre Inc 

PO Box 395, Griffith, 2680 

69626833 children@webfront.net.au 

___________________________________________________________________________________________ 



POLICY 

s 

Social Networking 

Preamble: 

In general, Griffith Child Care Centre Inc. views social 

networking sites (e.g., Tumblr, Facebook), personal Web 

sites, and Weblogs posi_vely and respects the right of 

employees to use them as a medium of self-‐expression. 

If an employee chooses to iden_fy himself or herself as an 

employee of our Griffith Child Care Centre Inc (Dorothy 

Waide Centre for Early Learning or Griffith Central 

Preschool) on such Internet venues, some readers of such 

Web sites or blogs may view the employee as a 

representa_ve or spokesperson of Griffith Child Care Centre 

Inc. 

Griffith Child Care Centre Inc hosts a Social Networking 

page on Facebook to promote its work. 

In light of this possibility, Griffith Child Care Centre Inc. 

requests, as a condi_on of employment (Dorothy Waide 

Centre for Early Learning and Griffith Central Preschool), 

that employees observe the following guidelines when 

referring to their place of employment and the organisa_on 

that employs them, its programs or ac_vi_es, its families 

and children, and/or other employees, in a blog or on a 

Web site. 

• Employees must be respec{ul in all communica_ons 

and blogs related to or referencing the organisa_on, its 

families and children, and/or other employees. 

• Employees must not use obsceni_es, profanity, or 

vulgar language. 

• Employees must not use blogs or personal Web sites to 

disparage the organisa_on, families and children, or 

other employees of the organisa_on. 

• Employees must not use blogs or personal Web sites to 

harass, bully, or in_midate other employees or families 

or children. Behaviors that cons_tute harassment and 

bullying include, but are not limited to, comments that 

are derogatory with respect to race, religion, gender, 

sexual orienta_on, colour, or disability; sexually 

sugges_ve, humilia_ng, or demeaning comments; and 

threats to stalk, haze, or physically injure another 

employee or family or child. 

• Employees must not post pictures/video of families or 

children or other employees on a Web site without 

obtaining wripen permission. 

• Employees must not refer to names of children, families 

or colleagues in reference to comments on their place 

of work. 

• Employees are reminded of the Early Childhood 

Australia Code of Ethics under which this organisa_on 

aligns itself, at all _mes employees should consider 

their behaviour in light of ethical conduct and to 

present themselves in a professional manner at all 

_mes. 

• Employees are reminded of the link this policy 

statement has to our organisa_ons statement and 

obliga_ons on privacy and confiden_ality. 

Any employee found to be in viola;on of any por;on of this 

Social Networking Policy could be subject to immediate 

disciplinary ac;on, up to and including termina;on of 

employment. 

___________________________________________________________________________________________ 



POLICY 

s 

Communica6on 

Effec;ve communica;on between parents and the staff 

is very important and one of the keystones to caring for 

and working with your children. because it is so 

important there are a number of ways that we provide 

and gather informa;on. 

We provide a number of ways of communica;ng 

effec;vely with parents and the broader community. 

Newslegers: 

Are published about once a month and contain 

informa_on about coming events, administra_on news, 

programme details and other interes_ng informa_on. 

These are placed in parent message pockets. 

If you would like to add some ideas please see the staff -‐ 

we welcome parent input. 

A link to our website on the newsleper will provide 

access to addi_onal informa_on men_oned from _me to 

_me. 

Website: www.dotwaidecentre.org.au 

Our website provides details on the Centre, it’s 

philosophy, programme, resources and other aspects of 

its opera_on. 

Our news page is updated nearly every week to provide 

a run down on what the children have been up to across 

the centre and what else is making news. 

A number of resources are available to be downloaded 

wai_ng list applica_ons, a brochure on children’s 

services in Griffith and district. 

If you know of people who are interested in early 

childhood services in Griffith the please recommend the 

site. 

Blog: www.dotwaidecentrepreschool.wordpress.com 

The Preschool and Toddler playrooms both have a 

“blog”. The aim of this is to highlight the wow moments 

in our day. Usually updated a couple of _mes through 

the week, it will focus on something special that may 

have been no_ced by educators or some unique part of 

the program. It is a quick way to access what is 

happening or captured us through the day. 

Email Newslegers 

We also put out regular play room updates through 

email. To register to receive these email your child’s 

playroom at the below address. 

Preschool playroom: 

dotwaidecentre.preschool@gmail.com 

Toddler playroom 

dotwaidecentre.toddler@gmail.com 

Nursery: 

dotwaidecentre.nursery@gmail.com 

Email: 

We also take a number of digital images each day as part 

of our recording the program in ac_on -‐ if you would like 

to receive these images via email please email us on the 

above email addresses so that we can send the images 

through. 

Diaries: 

If you supply us with a diary/booklet that fits in your 

message pocket, we will apempt to keep you informed 

of your child’s day or week. 

Diaries are a good way of catching up with your child’s 

busy schedule. These are essen_al for children in the 

babies and toddlers room. 

Diaries will be added to at least once each week, and it 

is expected that parents will also contribute to the book 

too – giving us some feedback on what the child has 

been doing at home. 

Daily Diary -‐ Digital Presenta6on 

The daily diary is the programme in ac_on and will be 

displayed on the computer in playroom 3 and in the 

nursery. Providing you with a 

wripen, photographic and ogen video snap shot of the 

day in ac_on and what the children have been 

discovering. 

Mee6ng with your child’s playroom team. 

Each playroom has it’s own team of dedicated staff, they 

meet and discuss your child’s program and progress 

each day. They welcome your comments and thoughts 

and if you would like to know how they are progressing 

at the Centre please do not hesitate to speak with them. 

___________________________________________________________________________________________ 



POLICY 

s 

Telephone 

You are welcome to telephone at any _me to see how 

your child is progressing. Please bear in mind that all 

staff work a shig rota_on and if you want to speak with 

a specific member of the team this is best done during 

the core hours of the centre opera_on -‐ 10 am -‐ 3 pm. 

Just a chat 

We all like having a chat and there will be plenty of 

opportunity to talk informally about what is happening 

with your child. You can catch us in the morning or the 

agernoon 

Office Hours: 

The best _me to catch our office person is between 10 

a.m. and 2 p.m. 

Close down Period: 

The Centre is open 49 weeks of the year. Our close 

down periods are currently three weeks of the year – 

being 1 week at Easter* & 2 weeks at Christmas. 

We will advise parents of the close down dates early in 

the year. 

The Centre is also closed on NSW gazeped Public 

Holidays. 

* Closedown following Easter depends on whether the 

Easter break falls within school holiday period. 

Commigee Mee6ngs: 

It is also an important lobbyist on behalf of families in 

rural NSW, represen_ng over 600 country-‐based 

children’s services. 

Centre Staff: 

A team of dedicated carers staffs the Centre. 

The permanent staff consist of 

• two Early Childhood Teachers 

• four Diploma in Social Science (Child Studies) 

staff 

• one Special Needs staff 

• three Child Care Assistants 

• two Out of School Hours carers, 

• a Cook, an Administra_on Manager; a Gardener 

(lawn only), and Cleaners. 

Our casual relief staff are also regular staff members, 

and they include child care trained staff, and a nurse. 

All primary contact staff have a 1st Aid Cer_ficate. 

Photographs of our staff and management team are on 

display at the Centre. 

The carer staff is rostered in shigs of eight hours, so 

their star_ng _mes vary each week. 

All staff are based in specific playrooms – so your child 

will always be with familiar face. However you will note 

that at certain _mes of the day all the children are 

together – usually in the early morning and late 

agernoon. 

This is to maintain our child:staff ra_os, and for the 

maximum supervision and safety of the children. 

A Parent Commipee manages the Centre, with mee_ngs 

held once per month. 

Parents are always welcome to come along to mee_ngs 

and par_cipate in the management process. 

Parents are encouraged to join the Associa_on -‐ this 

allows them vo_ng rights at Annual General Mee_ngs 

etc. There is a $1 joining fee and a $2 annual 

membership fee payable. 

Our AGM is held in March of each year. 

Our Centre belongs to the Community Connec_ons 

Solu_ons Australia. (CCSA). This is an early childhood, 

community management, employer support 

organisa_on, providing management, award 

informa_on, industrial support and informa_on. 

Throughout the year the Centre par_cipates in Work 

Experience programs, University and TAFE Prac_cum 

Experiences and other job training programs. So you 

might find that we have extra adults in the rooms on 

some days. Students are mentored and supervised by a 

Centre staff member. 

Our staff are the most important part of your child’s 

care, and your children are the most important part of 

their job. Please take the _me to introduce yourself to 

them and feel free to discuss your child’s care and 

educa_onal needs. We believe that if we are to provide 

the best in care and educa_on for your child then we 

need a strong partnership between the family and the 

carer. 

I have a concern! 

___________________________________________________________________________________________ 



POLICY 

s 

We welcome your comments on how your Centre runs. 

Parent input is extremely important and feedback 

provides the staff and the management commipee with 

ideas for follow up and also allows us to modify or 

change policies should the need arise. We would hope 

that there are few barriers between the centre and 

parents, and that you feel free enough to discuss issues 

of concern with us. How you can do this is outlined 

below. 

* Surveys..... Each year we undertake a survey of all 

parents about their expecta_ons of the Centre and how 

we fulfill these. The survey is part of the NQS process 

and results are always made available. We are also 

using online survey’s throughout the year to assist with 

feedback from families on aspects of the program and 

how it is being delivered. 

* Informal Discussions.... You can do this on a one to 

one basis with any member of staff, or make an 

appointment to see the Director. Staff will happily talk to 

you about aspects of direct care and programming. For 

issues related to fees, care placement, or other 

administra_on areas please the Director or 

Administra_on Officer. 

Ph: 1800 619 113 (toll free) 

Fax: 02 8633 1810 

Email: cslicensing@dhs.nsw.gov.au 

While we welcome your concerns and complaints, we 

also welcome compliments. If you like what we do and 

how we care for your child and the ac_vi_es we provide, 

please say so -‐ there is nothing like a pat on the back. 

Key Points 

• Newslepers are one of the ways we communicate with 

families, but other op_ons are available to. 

• Office hours are from 9.30 -‐ 3pm 

• Commipee mee_ngs 

• High staff child ra_o and high level of qualifica_ons.. 

• Let us know if you have an issue or concern. 

• Our phone number is 69626833 

* Formal complaints about service delivery, aspects 

of care, administra_on procedure or other issues should 

be raised with the Commipee in wri_ng. You may like to 

raise the issue with the Director prior to this ac_on 

being taken to ascertain if the issue can be resolved at 

that level. 

Once the issue is tabled at a commipee mee_ng it could 

be dealt with by the whole commipee at that moment, 

or may be referred to a complaints and disputes sub 

commipee who would meet separately on the issue. 

They may invite you and any other par_es to discuss the 

issue with them and to look at ways that it can be 

resolved. Once the issue is discussed all par_es will be 

no_fied of the outcome. 

Should you feel that your concern or complaint has not 

been dealt with appropriately you may like to contact 

the Community Services Commission who will be able to 

advise you of other ac_ons you may like to take. They 

can be contacted on (1800) 060 409. 

You may also contact the Dept of Educa_on and 

Communi_es Children’s service team. 

___________________________________________________________________________________________ 



POLICY 

s 

Acceptance and Refusal 

Authorisa6on Policy 

Na6onal Law and Regula6on 

Na_onal Regula_on: 168 

Na_onal Quality Standard: 7.3 

Ra6onale: 

Our educa_on and care service requires authoriza_on for 

ac_ons such as administra_on of medica_ons, collec_on of 

children, excursions and providing access to personal 

records. 

This policy outlines what cons_tutes a correct authoriza_on 

and what does not, and may therefore result in a refusal. 

Goal: 

We will ensure that we only act in accordance with correct 

authoriza_on as described in the Educa_on and Care 

Services Na_onal Regula_ons, 2011. 

Strategies -‐ How will it be done? 


1. Ensure documenta_on rela_ng to authoriza_ons 

contains: 

1. (a) the name of the child enrolled in the 

service; 

2. (b) date; 

3. (c) signature of the child’s parent/ 

guardian, or nominated contact person 

who is on the enrolment form; 

4. (d) evidence of that the authorizing adult 

understands the circumstances for which 

they are signing. 

2. Apply these authoriza_ons to the collec_on of 

children, administra_on of medica_on, excursion 

and access to records. 

3. Keep these authoriza_ons in the enrolment 

record. 

4. Exercise the right of refusal if wripen or verbal 

authoriza_ons do not comply. 

5. Waive compliance where a child requires 

emergency medical treatment. The service can 

administer medica_on without authoriza_on in 

these cases, provided they contact the parent/ 

guardian as soon as prac_cable ager the 

medica_on has been administered. 

6. Correct authoriza_on is obtained, referred to and 

applied appropriately ensuring reduc_on in 

possible risk. 

Instruments that this policy affects: 

Enrolment Form 

Parent sign on register 

Play room Rolls 

Medica_on Authoriza_on Forms 

Excursion Authoriza_on Forms 

Alternate Pickup Authoriza_ons 

Other permission forms that cold be used from 

_me to _me. 

Sources 


Applica_on) Act 2010 Educa_on and Care Services Na_onal 

Regula_ons 2011 

___________________________________________________________________________________________ 



POLICY 

s 

Arrival and Departure 

Na6onal Regula6on and Standard: 

Na6onal Regula6on 99(4) 

Na6onal Quality Standard: 2.3.2 

Ra-onale: 

The centre has a contractual rela_onship with the parent 

who completed and signed the enrolment form. 

Griffith Child Care Centre Inc (Dorothy Waide Centre/ 

Griffith Central Preschool) has an obliga_on to its staff, 

children and families with regard to Centre apendance, 

visitors etc. 

The centre will maintain the wishes of parents as per the 

enrolment form, although parents of children who are 

separated cannot deny another parent access to the child 

at the centre unless a court order is in place. . 

The centre has a responsibility to ensure that children 

arrive safely and are safely collected from the centre. 

Parent Obliga6ons: 

Inform the Centre of any changes in care arrangements 

such as home address, parent/guardian contact details, 

orders rela_ng to access rights or any other detail that 

could impact on who is leaving or collec_ng the child. 

Special Considera6ons: 

Griffith Child Care Centre Inc (Dorothy Waide Centre 

Griffith Central Preschool) needs to be informed of 

any restric_ons of access, eg court orders. 


Griffith Central Preschool) needs documenta_on of any 

current court orders in rela_on to contact/residency. 

Goal 

To ensure the protec_on and safety of children, staff and 

families accessing the Centre. 

Staff will only release children to authorised personal. 

The sign-‐in register will be used to determine who is in the 

centre in the case of emergencies. 

Griffith Child Care Centre Inc (Dorothy Waide Centre/ 

Griffith Central Preschool) will ensure two educators are on 

the premises whenever children are in the centre, and 

during opera_ng hours. 

Strategies 

The centre requires current telephone and other 

important numbers for daily contact. These contact details 

are found on the child’s enrolment form, on the playroom 

roll and on the emergency contact lists located in each 

playroom. 

Children must be signed in on arrival and signed out on 

departure. Change in contact detail (phone number) 

should be no_fied to staff on arrival -‐ this will be included 

on the play room roll and in the centre “day book”. 

Parents must inform educators when they arrive and 

when they leave with children. Educators will greet and 

farewell children on arrival and departure. 


Griffith Central Preschool) request parents inform 

educators / staff when someone different is collec_ng 

their child. The sign-‐on folder has a separate sec_on to 

be completed by parents/guardians to authorize 

alternate collec_on, it is also advisable to inform staff 

when dropping off children that someone else is 

authorised to collect their child. 

Centre educators staff may seek iden_fica_on from this 

person. 

In the case when parents fail to no_fy the centre of a 

alterna_ve person to collect the child, centre staff will 

obtain photo iden_fica_on, check the child’s enrolment 

form, and contact the parent or emergency contact 

person. 

Centre will discourage parents from sending older 

siblings to drop off and collect children. 

All staff will be informed of changes to children’s 

___________________________________________________________________________________________ 



POLICY 

s 

contact/residency. 

Strategies to follow when a non-‐custodial parent or 

another person apempts to collect a child will be 

reviewed annually and/or ager an incident. 

The Nominated/ Cer_fied Supervisor will talk 

individually with families who do not comply with these 

requirements. 

Regular breaches by a family, could result in a 

no_fica_on to The Department of Community Services 

(NSW) discon_nua_on of the enrolment, by the centre. 

At the end of each day the two educators on rostered 

duty will check all areas of the centre and playground, 

including the cot room, to ensure all children have been 

collected. These staff will also ensure all children have 

been signed out on the apendance register. One 

educator will ini_al the sign in register to verify this has 

been completed. 

The procedure staff will follow in the case of an 

abandoned child will be: 

REFERENCES 

• two educators/ staff members must remain 

to care for and reassure the child; 

• Parents and emergency contacts will be 

called con_nually. 

• If ager no contact by 6:30pm staff will 

contact the police sta_on and follow their 

instruc_ons for an abandoned child. 

• If these instruc_ons dictate taking the child 

from the centre, two staff must accompany 

him/her and a note must be leg on Centre’s 

front door as to the whereabouts of the 

child. 

• Guide to the Na_onal Quality Standard (3) 

ACECQA (2011) 

• Educa_on and Care Services Na_onal Regula_ons 

2011 

___________________________________________________________________________________________ 



POLICY 

s 

Supervision 

Na6onal Regula6ons: 87, 100-‐102, 115, 120, 166, 168, 176 

Na6onal Quality Standards: 2.3, 2.3.1, 2.3.2, 3.1.3, 4.1, 

4.1.1, 5.2.3 

INTRODUCTION 

Children must be adequately supervised at all _mes that 

they are being educated and cared for both at the service 

and on excursions. Supervision can prevent and reduce 

accidents through early detec_on of poten_al hazards and 

an awareness of the children, and their ac_vi_es. The 

educa_on and care service must priori_se regular 

assessment of their supervision prac_ces in order to 

increase educator’s awareness of their duty of care and to 

con_nuously improve supervision procedures. 


The educa_on and care service maintains a safe and secure 

environment where children are free to explore and learn 

more about their world. The approved provider and 

educators are familiar with regulatory requirements and 

standards regarding supervision. The educa_on and care 

service encourages educators to evaluate their supervisory 

prac_ces and implement plans that increase their 

awareness of the layout, risk management and supervisory 

choices within the educa_on and care environment. 


The Approved Provider will: 

• Ensure that the premises are designed and 

maintained to facilitate supervision of children at all 

_mes while considering the need to maintain the 

rights and dignity of all children. 

• Ensure that the age and supervision requirements for 

educators are maintained at all _mes. Any educators 

who are under eighteen years of age may work at the 

centre-‐based service, provided they do not work 

alone and are adequately supervised at all _mes by 

an educator who is over eighteen years of age. 

• No_fy the regulatory authority within 24 hours if a 

child appears to be missing, cannot be accounted for, 

appears to have been taken or removed from the 

premises, or has mistakenly been locked in or out of 

the educa_on and care services premises. 


• Carefully plan rosters that ensure con_nuity of care 

and adequate supervision at all _mes when children 

are being cared for and educated in the service and 

on excursions. 

• Ensure that a risk assessment is carried out before an 

authorisa_on is sought for an excursion. The risk 

assessment will consider and iden_fy the number of 

adults required to ensure con_nuous adequate 

supervision throughout the excursion. 

Educators will: 

• Document a supervision plan and strategies for both 

the indoor and outdoor areas. This will assist 

educators to posi_on themselves effec_vely for 

supervising the children’s play. They will take into 

considera_on the layout of the premises and 

grounds, any higher risk ac_vi_es, the presence of 

any animals, the loca_on of ac_vi_es and the 

loca_on of bathroom and nappy change facili_es. 

• There are two playgrounds, each with elements that 

require educators to be be aware of poten_al risks 

and to ensure children are supervised accordingly. 

The main playground is very large, educators must 

ensure they posi_on themselves to supervise by clear 

vision or within ease of hearing the spaces. Before 

leaving the out door environments educators must 

ensure that ra_os and supervision is adequately 

maintained. 

___________________________________________________________________________________________ 



s 

• Inform new and relief educators about supervision 

arrangements and what is required of them in 

rela_on to supervising children. 

• Regularly review the supervision plan and strategies 

to evaluate the effec_veness of the plan and its 

implementa_on by educators. The supervision plan 

and strategies will be displayed for families in all 

rooms and in the outdoor area. 

• Seek to ensure that two educators are present/ 

within view when working with children and when 

suppor_ng children with toile_ng/hygiene rou_nes. 

• Arrange the educa_on and care environment to 

maximise the ability of educators to supervise all 

areas accessible to children. Par_cular focus will be 

on gates, the fence line and doors during arrival and 

departure _mes. 

POLICY 

• Scan the environment while interac_ng with 

individuals or small groups. Educators will posi_on 

themselves to maximise their view of the 

environment and the children’s play. 

• Implement consistent supervision strategies and not 

perform other du_es while responsible for the 

supervision of children. 

Children’s safety will be the priority of all educators when 

supervising children. 

• Ensure that the age and supervision requirements for 

educators are maintained at all _mes. Any educators 

who are under eighteen years of age may work at the 

centre-‐based service, provided they do not work 

alone and are adequately supervised at all _mes by 

an educator who is over eighteen years of age. 

• No_fy the regulatory authority within 24 hours if a 

child appears to be missing, cannot be accounted for, 

appears to have been taken or removed from the 

premises, or has mistakenly been locked in or out of 

the educa_on and care services premises. 

• Be aware of the importance of communica_ng with 

each other about their loca_on within the 

environment. 

• Ensure that correct child: educator ra_os are 

maintained throughout the educa_on and care 

environment. All children will be in sight or hearing 

of educators at all _mes. No child will be leg alone 

while ea_ng or at nappy change and toile_ng _mes. 

• Supervise children during rest periods. Children will 

be posi_oned and supervised. 

• Ensure that hazardous equipment, machinery, and 

chemicals are inaccessible to children. 

• Ensure that supervision arrangements are respec{ul 

and that interac_ons with children are meaningful. 

Educators will encourage children’s independence 

while respec_ng individual abili_es and needs. 

This policy is based on a sample provided by Community 

Child Care Co-‐opera;ve (NSW). 

___________________________________________________________________________________________ 



s 

Website 

Effective communica;on between parents and the staff is 

very important and one of the keystones to caring for and 

working with your children. because it is so important 

there are a number of ways that we provide and gather 

informa;on. 

We provide a number of ways of communica;ng 

effec;vely with parents and the broader community. 

One of these ways is through the Centre Website. 

The following policy sets out the purpose, responsibili_es 

and management, and other issues concerning the Dorothy 

Waide Centre website at www.dotwaidecentre.org.au. 

The corporate website is the Griffith Child Care Centre Inc’ s 

official site. 

Defini6ons: 

A website is a unified collec_on of web pages or files linked 

together and available on the World Wide Web. 

A web page may incorporate any combina_on of text, 

graphics and other media as appropriate, and may use 

hypertext links to move between its different parts and 

other web pages. 

A web server is a computer connected to the internet. The 

web server stores web pages and makes those pages 

available when requested by the user seeking informa_on. 

The URL, or Uniform Resource Locator, is the unique 

address given to every web page 

A shortened URL is a succinct web address which redirects 

the user to the correct web page 

Purpose of the Corporate Website 

•The purpose of the GCCC corporate website is to: 

•establish a corporate iden_ty and create visibility for 

the organisa_on 

• provide an efficient method of delivering current, 

factual, official informa_on 

•market the organisa_on and its facili_es to poten_al 

families, prospec_ve staff, alumni, partner ins_tu_ons, 

business and the community 

•publish informa_on about the organisa_on to support 

strategic goals 

•promote the Organisa_on resources and facili_es 

available to the external community 

POLICY 

Responsibility and management of the Organisa6on 

Website 

•The Director, or designate, is responsible for the 

authorisa_on of external links, adver_sing, sponsorship 

and shortened URLs. 

•The Director, is responsible for corporate iden_ty, visual 

design, content and project management.. 

•The Director, or designate, is responsible for managing 

the organiza_on website server including hos_ng and 

technical ICT support. 

URL and domain 

•The organisa_ons URL www.dotwaidecentre.org.au and 

domain name www.dotwaidecentre.org.au is managed 

by webcity.com.au 

Hos6ng 

•The organisa_on website is hosted on a Webcity.com.au 

server connected to the Internet . 

Format 

•The visual design, naviga_on, architectural structure, 

content and style conven_ons are consistent across the 

website. 

Content 

•All content on the organisa_on website must: 

•be relevant to the func_ons of the Organisa_on 

• comply with relevant legisla_on 

•be primarily intended for an external target audience 

•not include illegal, and/or offensive material or 

unauthorised data 

Copyright 

•Unless otherwise indicated, informa_on contained on 

the corporate website is Copyright © Griffith Child CAre 

Centre Inc. 

• Content and material for which the organisa_on does 

not own the copyright must only be made available in 

accordance with relevant Commonwealth legisla_on. 

Privacy 

•The material on the corporate website must comply with 

the Organisa_ons privacy Policy 

Publishing to the live site 

•Updates to the website are conducted regularly. 

• Manual updates will be undertaken at the discre_on of 

the Director or designate, 

Our website provides details on the Centre, it’s 

philosophy, programme, resources and other aspects of 

its opera_on. 

___________________________________________________________________________________________ 



POLICY 

s 

Our news page is updated regularly to provide a run 

down on what the children have been up to across the 

centre and what else is making news. 

In addi_on each playroom has the op_on to establish an 

online Playroom blog to share news from their 

playroom. Blogs are published via wordpress and have a 

link from the corporate website. 

A number of resources are available to be downloaded 

including wai_ng list applica_ons, a brochure on 

children’s services in Griffith and district. 

If you know of people who are interested in early 

childhood services in Griffith the please recommend the 

site. 

Some considera_ons about the Website. 

Images should be verified before being placed onto the 

the site. Considera_on should be given to ensure that 

images are relevant and appropriate. 


policies : 

Ethical Prac_ce 

Social Networking 

Communica_on 


Privacy and Confiden_ality 

Detail should be accurate and up to date. 

Condi6ons of Use: This is to be added to the website. 

THESE TERMS OF USE GOVERN YOUR USE OF THIS SITE, WHICH IS 

PROVIDED BY THE SITE OWNER AND/OR OPERATOR ( "S.O.O."). BY 

ACCESSING THIS SITE, YOU (ALSO REFERRED TO AS "USER" OR "USERS") 

ARE INDICATING YOUR ACKNOWLEDGMENT AND ACCEPTANCE OF THESE 

TERMS OF USE. THESE TERMS OF USE ARE SUBJECT TO CHANGE BY SITE 

OWNER AND OPERATOR AT ANY TIME IN ITS DISCRETION. YOUR USE OF 

THIS SITE AFTER SUCH CHANGES ARE IMPLEMENTED CONSTITUTES YOUR 

ACKNOWLEDGMENT AND ACCEPTANCE OF THE CHANGES. PLEASE 

CONSULT THESE TERMS OF USE REGULARLY. 

Restric6ons On Use 

If you are visi_ng this site, you are permiped access to this site for 

informa_onal purposes only. You may not use this site for any other 

purpose, without S.O.O.’s express prior wripen consent. For example, you 

may not (and may not authorize any other party to) (i) co-‐brand this site, 

or (ii) frame this site, or (iii) hyper-‐link to this site, without the express 

prior wripen permission of an authorized representa_ve of S.O.O.. For 

purposes of these Terms of Use, "co-‐branding" means to display a name, 

logo, trademark, or other means of apribu_on or iden_fica_on of any 

party in such a manner as is reasonably likely to give a user the impression 

that such other party has the right to display, publish, or distribute this site 

or content accessible within this site. You agree to cooperate with S.O.O. 

in causing any unauthorized co-‐branding, framing or hyper-‐linking 

immediately to cease. 

Proprietary Informa6on 

The material and content accessible from this site, and any other World 

Wide Web site owned, operated, licensed, or controlled by S.O.O. (the 

"Content") is the proprietary informa_on of S.O.O. or the party that 

provided the Content to S.O.O., and S.O.O. or the party that provided the 

Content to S.O.O. retains all right, _tle, and interest in the Content. 

Accordingly, the Content may not be copied, distributed, republished, 

uploaded, posted, or transmiped in any way without the prior wripen 

consent of S.O.O., except that you may print out a copy of the Content 

solely for your personal use. In doing so, you may not remove or alter, or 

cause to be removed or altered, any copyright, trademark, trade name, 

service mark, or any other proprietary no_ce or legend appearing on any 

of the Content. Modifica_on or use of the Content except as expressly 

provided in these Terms of Use violates S.O.O.’s intellectual property 

rights. Neither _tle nor intellectual property rights are transferred to you 

by access to this site. 

Hyper-‐Links and Search Results 

This site may be hyper-‐linked, directly, or by means of search results, to 

other sites, including Sponsored Links, Link Exchange Directory, Featured 

Lenders and Links, Business Search Engines and Directory, Domain Name 

Registra_on Services, Partners or Adver_sers, which are not maintained 

by, or related to, S.O.O.. Hyper-‐links to such sites are provided for 

convenience purpose only and are not affiliated with this site or S.O.O.. 

S.O.O. has not reviewed any or all of such sites and is not responsible for 

the content of those sites. Hyper-‐links are to be accessed at the user’s 

own risk, and S.O.O. makes no representa_ons or warran_es about the 

content, completeness or accuracy of these hyper-‐links or the sites hyper-linked 

to this site. Further, the inclusion of any hyper-‐link to a third-‐party 

site does not necessarily imply endorsement by S.O.O. of that site. When 

you click on a hyper-‐link site you are living this site and are bound by the 

terms and condi_ons of the des_na_on linked site. 

___________________________________________________________________________________________ 



POLICY 

s 

Blog 

Ra6onale : 

Did you know that children are spending less _me in 

unstructured play – especially outdoors and in natural 

seongs – than at any other _me in history? 

Meanwhile, there is the pressure to formalize and structure 

early childhood programs, despite the fact that everything 

we know about how children learn and develop tells us 

that it is through PLAY. 

Our blogs celebrate the importance of play in the lives and 

educa_on of our children by sharing our experiences in a 

play-‐based seong and providing inspira_on, _ps and 

informa_on to help parents and teachers alike put the play 

back into childhood. 

community organisa_on and all staff are to adhere 

to the Code of Conduct and Ethical Prac;ce Policy. 

• Staff monitoring Museum blogs should remain 

aware of the Museum’s Guidelines for Presen;ng 

Controversy. 

Restric6ons 

• Staff contribu_ng to Centre blogs must abide by 

the Centres Code of Conduct. 

• Do not post material that is unlawful, abusive, 

defamatory, invasive of another's privacy, or 

obscene to a reasonable person. 

Agribu6on 

• When quo_ng any other blog or publica_on, be 

sure to link to the original (if possible) and use 

quota_on marks or blockquotes (for longer texts). 

• When using a photograph found elsewhere on the 

web, credit where you got it from via hyperlink. 

Our blogs talk about what made us go “Wow” during the 

day. What captured us and the children, what surprised us 

and what we no_ced children were thinking about. 

Our observa_ons are not complex, but will also talk about 

what children tell us they know. 

Establishing a Centre blog 

• Centre staff may not set up a blog without the 

permission and direc_on of Director. 

• The playroom team will monitor all user posted 

content for each blog 

Responsibili6es of staff using Centre blogs 

• Centre blogs are on-‐going web products. They 

have a start date but no end date and staff who 

are considering proposing a blog must be aware of 

the ongoing _me commitment required to 

maintain audience interest at a sa_sfactory level. 

• The Centre blogs are a voice for the ins_tu_on as 

seen through the eyes of its educators. 

• When presen_ng your personal opinions please be 

aware that blogs are a highly visible form of 

communica_on. 

• Do not disparage organisa_ons or individuals. 

• Do not comment on internal organisa_onal 

mapers unless explicitly connected to the 

approved purpose of your blog. 

• Being cri_cal of an opinion or idea is acceptable, 

when it is done in a professional manner. 

• All staff contribu_ng to Centre blogs are to remain 

aware that the Griffith Child Care Centre Inc is a 

___________________________________________________________________________________________ 



POLICY 

s 

Staff 

Ra6onale: 

It is the belief of the Board that quality care and educa_on 

is supported by a clear commitment to trained personnel 

and by small group sizes. 

To this end, the board will make all endeavours to employ 

appropriately trained staff in accordance with regula_ons 

governing Centre Based and Mobile Services Regula_ons 

(No. 2), best prac_ce guidelines and the latest knowledge 

on this issue. 

Each playroom is to have the following staff mix -‐ 

Playroom 1 (0 -‐ 2 years) [13] 

1 qualified, 3 x min. Cert 3 


1 qualified, 2 x min. Cert 3 


2 Qualified, 1 x min. Cert 3 

In addi_on there is to be an addi_onal unqualified posi_on 

to act as a ‘float’ within the building, part _me support for 

relief from face to face for the director 1:30 -‐ 3:30 each day, 

plus Ager School Care Leader. 

Relevant qualifica6ons include: 

University: Bachelor of Educa_on in Early Childhood 

Diploma of Educa_on in Early Childhood Or equivalent 

qualifica_ons 

T.A.F.E: Diploma of Children Services (Centre Based Care) 

Associate Diploma in Children’s Services Or equivalent 

qualifica_ons including Cer_ficate 3 in Child Studies. 

Na6onal Quality Standard Requirements on staffing 

7.1 Effec6ve leadership promotes a posi6ve organisa6onal 

culture and builds a professional learning community. 

7.1.1 A suitably qualified and experienced educator or 

coordinator leads the development of the curriculum and 

ensures the establishment of clear goals and expecta_ons 

for teaching and learning. 

7.1.2 There is con_nuity of educators and coordinators at 

the service. 

7.2 There is a commitment to con6nuous improvement. 

7.2.1 A statement of principles is developed which guides 

all aspects of the service’s opera_ons 

7.2.2 An effec_ve planning and evalua_on process is in 

place that guides service opera_ons and programs and 

enables the iden_fica_on and delivery of ongoing 

improvement ini_a_ves. 

7.2.3 The induc_on of educators, coordinators and staff is 

comprehensive. 

7.4 Adults working with children and those engaged in 

management of the service or residing on the premises 

are fit and proper. 

7.4.1 The provider, including managing bodies, any 

authorised supervisor/nominee engaged to be a manager 

(on and off-‐site) demonstrates their fitness and propriety. 

7.4.2 The provider takes reasonable steps to ensure the 

fitness and propriety of educators, coordinators and staff. 

7.4.3 The provider takes reasonable steps to ensure the 

fitness and propriety of any adults who reside in or are 

frequent visitors to a home based service while children are 

in car 

Commenced study: At a recognized educa_onal ins_tu_on 

in courses relevant to early childhood seongs whilst 

gaining valuable experience within a service such as Elder 

Street Early Childhood Centre. 

Experience: In caring for and nurturing children in early 

childhood seongs. 

___________________________________________________________________________________________ 



POLICY 

s 

Recruitment 

When a posi_on becomes vacant, the Centre will review 

the posi_on and the Centre’s requirements. 

The review considers the par_cular role, responsibili_es, 

qualifica_ons and/or skills required, posi_on within the 

Centre staffing structures and if the Centre’s requirements 

can be met in a different way. 

Generally, most vacant posi_ons are adver_sed externally 

in order to gain a wide pool of suitable applicants from 

which to select a new staff member. However, wherever 

possible, a vacant posi_on may ini_ally be adver_sed 

internally. 

Internal applica_ons follow the formal recruitment process 

(as outlined below) to ensure that posi_ons are filled 

without bias, advantage/disadvantage to all applicants. The 

Centre may also need to determine if staff on short term 

temporary contracts or regular casual staff can apply for 

internally adver_sed posi_ons. Otherwise, these staff can 

only proceed when external applica_ons for permanent or 

long term temporary posi_ons are sought. 

Appointment 

All posi_ons will be adver_sed in accordance with 

requirements of the Na_onal Regula_ons. 

interview -‐ ideally these will be emailed at least one day 

prior to interview. 

Successful candidates should be advised by phone and 

email, and provided with outline of the posi_on, roles and 

responsibili_es, outline of the interview procedure and 

examples of ques_ons which may be asked. 

Referee Checks should be carried out on short listed 

candidates prior to interviews. See appendix for referee 

statement sample 

Appointment 

Subject to Children at Work Check and other relevant 

health checks. 

Orienta6on and Training: 

Successful applicant will be provide with a one week 

(longer if possible) training period where they are apached 

to a trainer within the staff team, provided with relevant 

handbooks and a training manual. 

Issues iden_fied within training period and within the 

proba_onary period are to be used to determine other 

training and inservice goals for the person. 

Adver_sements are to be placed at least twice, and should 

include a brief descrip_on of the posi_on vacant and 

requirements and closing date. Applicants should be 

advised to contact the Centre for a detailed job descrip_on 

and how they apply for the posi_on. 

This organisa_on is an equal opportunity employee. 

Applica6on Pack: 

Should include a copy of the centre philosophy and mission 

statement, job descrip_on, essen_al requirements and 

desirable apributes of the successful applicant, outline of 

selec_on criteria and condi_ons of employment. 

Selec6on and Interview: 

Applicants should be short listed from the responses to the 

Selec_on Criteria. 

Panel comprising leading staff and representa_ves from the 

Board are to conduct the interview. 

Interviews should comprise of no more than 3 -‐ 4 panelists. 

Ques_ons should be provided to candidates prior to 

___________________________________________________________________________________________ 



POLICY 

s 

Staff Photographs 

Photographs of our staff and management team are usually 

displayed in the hallway. 

In addi_on, a team photo wall is located in each playroom 

to iden_fy the team within that room. 

Rosters: 

The carer staff are rostered in shigs of eight hours. Star_ng 

_mes vary each week. 

The roster is organized up to 3 months ahead. Changes are 

made frequently -‐ depending on staff leave, changes to 

leave, illness or other circumstances. Changes are emailed 

to all staff and a copy is maintained on the staff sign on 

register. 

Work roster is subject to change at the direc_on of the 

Director. If a staff member wishes to swap roster for any 

reason then this should be done with the other person’s 

approval, and the Director should be no_fied. 

Changes to roster should be noted in the day book on the 

day that is affected so other staff are aware of the change. 

Hours of Work 

Staff are to work as according to award hours and 

guidelines set out by Fairwork Australia. 

Each staff member is allowed a 10 minute morning tea 

break according to roster. 

Each staff member is allowed a one hour paid break for 

lunch, as per roster, with 1/2 of this spent out of the Centre 

as the need arises. Staff are s_ll regarded as on call while n 

lunch because it is a paid lunch break. 

This includes 30 mins per day for programming and 

playroom paperwork -‐ such as diaries etc. Total 

programming _me for the week is 2.5 hrs per week. 

Rostered Days Off 

In service & Training 

Training is an essen_al part of our growth as individuals 

and as members of a team. Opportuni_es to par_cipate in 

relevant training within the early childhood field should be 

taken where possible. 

A budget alloca_on for training and in-‐service is allocated 

each year, and includes a contribu_on towards some staff 

apending the annual CCSA State Conference and other in-service 

opportuni_es held within the region. 

All staff are encouraged to apend at least one In service 

seminar a year. 

Registra_on costs in most instances will be covered by the 

Centre, and out of pocket expenses may also be covered 

depending on circumstances. However, given the _ght 

budget the centre operates under, not all costs may be 

covered, which could mean that you may be able to claim 

some costs back through your tax rebate. 

Reimbursement will require the presenta_on of receipted 

costs incurred. 

Permission, to apend workshops Etc., should be sought 

prior to apendance from the commipee. 

This should be done through the Director. 

First Aid: 

All primary contact staff are to have 1st Aid Cer_ficates. It is 

staff responsibility to maintain currency of their first aid 

and to advise when it is due for upda_ng -‐ this is currently 

every three years. 

Current prac_ce is that First Aid training costs are covered 

by the organisa_on. 

In addi_on all team leaders and Nominated Supervisors will 

hold a current Cer_ficate in Anaphylaxis and Asthma 

Management. 

Study Leave 

As per award. The leave roster is to be determined by the 

Director at least one month in advance. 

Changes can only be made in consulta_on with the Director 

and if the other staff member is in accord with the 

arrangement. 

Study Leave is available on applica_on to the commipee 

and if the said study programme is seen as beneficial to the 

Centre and to the worker in ques_on. 

Leave should be applied for at least 12 months in advance. 

R.D.O’s may be accumulated in two, five day blocks for use 

as Study Leave which is related to employment 

___________________________________________________________________________________________ 



POLICY 

s 

advancement. This policy is linked to the individual staff 

member taking Annual Leave during the Annual Centre 

Close down. 

Sick Leave 

Under normal condi_ons, the Director, or Ac_ng 

Supervisor, should be no_fied within two hours of normal 

star_ng _me. 

No_fica_on should be given if the illness is infec_ous and 

what ac_on may need to be taken. 

A doctor’s cer_ficate is to be presented ager and including 

two consecu_ve sick days. Non presenta_on of said 

cer_ficate will result in non payment for days taken as sick 

leave. 

Smoking, Alcohol, Drugs 

The Centre and its surrounds are regarded as a NON-‐ 

SMOKING ZONE. This is to be respected at all _mes for the 

safety and health of children and other staff. Please refer to 

non smoking policy. 

The centre and its grounds are regarded as Alcohol free 

zones while ever children are in care. 

The Centre and its grounds are regarded as drug Free Zones 

at all _mes. 

Payment of Wages 

These are paid fort nightly into each staff members Key 

card Account automa_cally or by cheque -‐ available on the 

Friday. 

Communica6on 

As staff work so closely with each other, in less than 

op_mal condi_ons, it is important that communica_on 

channels are open. 

Unresolved conflicts and disagreements take up _me, 

increase tensions and are very destruc_ve. 

Within the Centre, communica_on takes place in a number 

of ways: 

Daily -‐ 

Fortnightly -‐ 

through daily diary. 

through informal talks. 

Through the staff mee_ngs held on Monday 

evenings. Apendance at staff mee_ngs is considered 

to be a part of the job and appropriate allowance has been 

made for this in the extra _me given for staff lunches. 

Liaison with Commigee 

It is usual for staff to raise issues and problems with the 

Director first, instead of going to the management 

commipee. If this is not a suitable avenue, then the issue 

may be raised through the Staff Liaison Officer on the 

Commipee. 

The Staff Liaison Officer is chosen from the Commipee 

members by the staff. 

Staff may also elect a staff representa_ve to apend 

management mee_ngs, subject to commipee approval. 

Long Service Leave 

In accordance with Long Service Leave Act. 

Annual Leave 

Annual Leave is in accordance with the Annual Leave Act. 

Leave is to be decided within four weeks of pos_ng roster 

at the commencement of each calendar year and is subject 

to commipee approval. 

Altera_on to nominated leave should be made at least four 

weeks prior to leave period, and is subject to commipee 

approval. 

Accumula_on of Annual leave is not to exceed eight (8) 

weeks within three (3) years. 

No_fica_on of inten_on to accumulate leave should be 

made twelve months in advance. Note: Leave Loading will 

not accumulate but will be paid at the end of each twelve 

month period of employment. 

Leave is not to coincide with another staff member’s leave, 

and can only do so on the approval of the Director and 

Commipee. 

Annual Leave is available ager twelve (12) months of 

working employment with the Centre and thereager at the 

___________________________________________________________________________________________ 



POLICY 

s 

rate of one (1) week for every three (3) months of working 

employment. This is according to the award. 

At least two weeks should be taken each year. 

A worker not en_tled to annual leave for the full period of 

the close down is to be given a pro-‐rata payment of 1/12 of 

the worker’s total ordinary earnings since employment. 

Leave of Absence for staff members 

Subject to Commipee approval -‐ should be in wri_ng, 

sta_ng reasons for leave and length of _me you envisage 

being absent. See below for further informa_on. 

Paid Parental Leave scheme for working parents 

The Paid Parental Leave scheme is a new en_tlement for 

working parents of children born or adopted from 1 

January 2011. Parental Leave Pay is available to working 

parents who meet the eligibility criteria. Eligible working 

parents can get 18 weeks of government funded Parental 

Leave Pay at the rate of the Na_onal Minimum Wage 

(currently $589.40 a week before tax). 

Parental Leave Pay and Baby Bonus cannot be paid for the 

same child. If you meet the eligibility requirements for both 

payments, you can choose which payment is the best 

financial decision for your family. 

There may be very compelling reasons for reques_ng leave 

-‐ an illness of a child which is NOT A CLAIM against the 

employee’s sick leave en_tlement or perhaps your staff 

member is geong married, going overseas or wishes to 

con_nue his/her educa_on. 

The decision reached should be made on the best available 

informa_on, it is therefore important that the Board seek 

advice on this issue from CCSA. 

Maternity Leave 

Maternity Leave is in accordance with the Maternity Leave 

Act. 

It is to be taken in a con_nuous unbroken period up to 52 

weeks during pregnancy and following the birth of the 

child/ren. 

Employees are required to give at least ten (10) weeks 

no_ce of their inten_on to take maternity leave. 

At least four (4) weeks prior to commencing leave they 

must provide: 

•A medical cer_ficate confirming pregnancy and expected 

birth date. 

•A statutory declara_on sta_ng any parental leave sought 

by the spouse. 

Employees may lengthen the period of leave once without 

employers consent by giving at least fourteen (14) days 

wripen no_ce. The employer and employee must agree on 

any addi_onal extensions. 

Leave may be shortened if the employer consents and the 

employee gives at last fourteen (14) days wripen no_ce. 

For further condi_ons please Maternity Leave Act. 

Am I eligible? 

You may be eligible for Parental Leave Pay if you: 

• are the primary carer of a newborn or recently 

adopted child, usually the mother 

• are an Australian resident 

• have met the Paid Parental Leave work test before 

the birth or adop_on occurs 

• have received an individual adjusted taxable 

income of $150 000 or less in the financial year 

prior to the date of birth, adop_on or date of 

claim, whichever is earlier, and 

• are on leave or not working from the _me you 

become the child’s primary carer un_l the end of 

your Paid Parental Leave period. 

Your child must have been born or adopted from 1 January 

2011 to be eligible for Parental Leave Pay. 

Full-‐_me, part-‐_me, casual, seasonal, contract and self-employed 

workers may be eligible for the scheme. 

What does the Paid Parental Leave scheme mean for 

employers? 

Employers must provide Parental Leave Pay to an eligible 

employee who: 

• has a child born or adopted from 1 July 2011 

• has worked for you for at least 12 months prior to 

the expected date of birth or adop_on 

• will be your employee for their Paid Parental Leave 

period 

• is an Australian-‐based employee, and 

• is expected to receive at least eight weeks of 

Parental Leave Pay. 

Employees who do not meet the above criteria, the Centre 

is not required to provide Parental Leave Pay. 

___________________________________________________________________________________________ 



POLICY 

s 

Centrelink will contact you if you are required to provide 

Parental Leave Pay to an employee. 

The Family Assistance Office will provide Parental Leave Pay 

to an eligible parent who does not receive it from their 

employer. 

Children of Staff in Care. 

Children of staff may be accepted into the Centre, but will 

receive no higher priority than the general public and must 

be enrolled under the Centres normal enrollment 

procedure. 

1. Comple_on of Wai_ng List applica_on 

1. Determina_on at enrolment periods on eligibility 

etc. 

1. In addi_on, places offered to centre staff children 

are to be on a three month trial, the placement 

will be accessed during the trial period on a 

variety of factors – primarily focused on does the 

placement impact on the staff members ability to 

carry out their normal du_es, and does the 

placement of the staff child(ren) impact on the 

quality of care of other children enrolled. 

NB: Given the high demand for care for young children, it is 

advisable that staff seeking child care for their own children 

should be prepared to add their child(ren) to wai;ng lists at 

other services. In addi;on, staff returning to work following 

maternity leave will be expected to return to normal du;es 

and normal shit rota;ons, unless prior arrangements have 

been made. 

Given the pressures of working in a children’s services and 

the addi_onal pressures working with your own children, 

the Board firmly believe that considera_on should be given 

to the impact working with your own children in care, how 

this can affect the employee in carrying out their normal 

du_es and how they work with other staff, children and 

families. While there can be many great outcomes, 

some_mes there are other affects which are less posi_ve. 

Does the enrolment of the staff child(ren) impact in 

anyway on other families accessing the service? 

If answers to these ques_ons are yes, then some ac_on to 

mi_gate the impact should be undertaken by management 

as soon as is prac_cable. 

What are the steps to be taken? 

oStaff should be prepared to discuss any issue that 

may arise with the staff member in ques_on? 

oStaff should provide details of problems which may 

arise to the Director as soon as possible, ensuring 

that the complaints are fair and not vindic_ve? It is 

ogen best to write down what has happened and 

how this has impacted on your work and that of the 

team. 

oThe Director will raise the issue with the parent 

staff member and together determine a strategy to 

address the issue. What are the op_ons available – 

e.g. change home rooms for staff member? 

oOccasionally issues which arise could be addressed 

within staff mee_ngs – with all par_es in 

agreement. 

oAny solu_on arrived at should be given a _me 

period of not more than 4 weeks for 

implementa_on and resolu_on. 

oIf the issue is not resolved to the sa_sfac_on of the 

Director, then the parent staff will be asked to find 

alterna_ve care arrangements for their child. 

Where possible the Centre may be able to provide 

some non financial assistance in seeking alternate 

care arrangements. 

oShould further disputes arise, then normal staff 

disputes procedures will be put in place. 

Relief staff children in Care 

Relief staff children can be enrolled in the Centre on the 

day staff are employed depending on places being 

available. Child Care Fees will apply. 

To determine whether the enrolment of a staff child 

impacts on service delivery the following ques_ons are to 

be considered: 

Does the enrolment of the staff child(ren) affect the 

staff members ability to carry out their normal du_es? 

Does the enrolment of the staff child(ren) affect other 

staff members ability to carry out their normal du_es? 

___________________________________________________________________________________________ 



POLICY 

s 

Students and Volunteers 

Na6onal Regula6ons 2011:149,168 &177 

Na6onal Quality Standard: 7.3.5 

Introduc6on 

Visitors to care and educa_on seongs are a regular 

occurrence. Family members or poten_al families want to 

visit a service when deciding on care for their children. 

Students apend prac_cum periods, volunteers may choose 

to spend _me in the service along with tradespeople, 

educators and staff from other services and other 

authorised volunteers. 

The presence of visitors at the service must be monitored 

and documented. The service encourages student and 

volunteer par_cipa_ons as we are commiped to assis_ng 

students gain valuable experience in early childhood 

seongs. Children also benefit from access to adults with a 

range of perspec_ves and skills to share. 

Sources: 


Applica_on) Act 2010 

Educa_on and Care Services Na_onal Regula_ons 2011 

Department of Educa_on, Employment and Workplace 

Rela_ons -‐ www.deewr.gov.au 

Early Childhood Australia -‐ 

www.earlychildhoodaustralia.org.au 

Community Childcare Coopera_ve Sample Policies – 

www.ccccnsw.org.au 

What are we going to do? 

Records rela_ng to visitors and students to our service will 

be maintained. 

Educators and staff will abide by regulatory protocol when 

visitors are in the service. 

How will it be done? 

The Approved Provider, Nominated Supervisor or Cer_fied 

Supervisor will: 

1 Maintain a visitors book and request sign in of all 

visitors to the service; 

2 Ensure educators and staff understand the 

regulatory and ethical guidelines rela_ng to 

visitors at the centre and will provide an induc_on 

protocol for all staff to use with visitors; 

3 Keep a record of all volunteers and students who 

spend _me in the service. The record will include: 

full name; address; date of birth; date and hours 

of each volunteer or student who par_cipates in 

the program; 

4 Be aware of protocols and guidance supplied by 

universi_es, TAFEs or Registered Training 

Organisa_ons in rela_on to par_cipa_ng students. 

Educators and staff will: 

1 Welcome visitors to the service and seek 

informa_on on their reason for visi_ng; 

2 Direct visitors appropriately and make the 

Nominated or Cer_fied Supervisor aware of a 

visitor presence in the service; 

3 Welcome family and friends to visit and 

par_cipate at any _me. 

Families will: 

Be aware of who they are providing access to the service 

for when they enter themselves and are requested to be 

aware of unknown visitors and to direct them accordingly. 

___________________________________________________________________________________________ 



s 

Students and Volunteers Induc6on Protocol 

The nominated supervisor/Cer_fied Supervisor will conduct the orienta_on of volunteer, work placement or work experience 

students. In his/her absence, the responsible person will conduct the orienta_on process. 

This will include: 

1 A tour of the centre 

2 An overview of expecta_ons including: 

1. (a) Interac_ons with children and families; 

2. (b) Modeling of appropriate nutri_on, sunsafe behaviors’, etc.; 

3. (c) Workplace health and safety; 

4. (d) Dress code; 

5. (e) Procedures such as signing in and out, etc.; 

6. (f) Boundaries of the volunteer, for example a member of staff is to supervise them at all _mes, they are 

not alone with children, they are not expected to deal with children’s hygiene needs, etc. 

3 The student will be given a copy of the students handbook. (apached) 

4 The responsible person and student will sign and copy any forms required by their educa_on 

facility or governing body. 

POLICY 

5 The responsible person will ensure that a Working with Children Check has been carried out or will ins_gate this 

process. 

___________________________________________________________________________________________ 



POLICY 

s 

Work Place Safety 

Griffith Child Care Centre Inc. (Dorothy Waide Centre for 

Early Learning/Griffith Central Preschool) objec_ves for 

implemen_ng this Workplace Safety management system 

are to reduce the: 

– number of hazards in our service environment 

– consequences of risks present in our service 

environment 

– number of accidents, injuries and reportable 

incidents 

– cost of workers’ compensa_on claims by our 

service. 

This Policy is to be read in conjunc_on with the 

comprehensive Workplace Safety Policy. 

The complete Workplace Safety Policy document is in the 

Office, it is expected that all workers will take the _me to 

read through this document and familiarise them selves 

with all policies and expecta_ons. 

Under the new work health and safety laws: 

• An employer is known as a ‘person conduc_ng a 

business or undertaking’ (PCBU). 

• A worker includes an employee, labour hire staff, 

volunteer, work experience student, contractor, 

sub-‐contractor, appren_ce, trainee and outworker. 

• Certain volunteers have the same responsibili_es 

as a worker. 

• A health and safety representa_ve (HSR) plays an 

important role in the consulta_on process 

between workers and PCBUs. 

• A member of an employee representa_ve body 

can apply for an entry permit to enter a 

workplace. 

Objec6ves: 

• Griffith Child Care Centre Inc. Workplace Safety policy 

applies to all persons employed and/or contracted by 

our service (that is, full _me, part _me, and/or 

casually) as well as to all persons at or near the service 

workplace (for example, clients, suppliers, visitors, 

volunteers, students etc.) 

• Griffith Child Care Centre Inc. Workplace Safety 

management system conforms to/takes into account 

the requirements of relevant legisla_on, regula_ons, 

codes of prac_ce, advisory standard, and Australian 

Standards where they apply. 

• Griffith Child Care Centre Inc. consults with 

government agencies, the unions and other peak 

industry bodies to ensure its Workplace Safety 

management system meets the requirements of the 

Workplace Safety Act. 

• Griffith Child Care Centre Inc. applies ‘due diligence’ at 

all _mes to maintain a safe and healthy service 

environment and thereby protect all those involved in 

the service from any poten_ally adverse health and 

safety effects. 

• Griffith Child Care Centre Inc. Workplace Safety policy 

is: 

– issued to, and discussed with, all workers on 

induc_on 

– displayed in public areas (for example in the 

foyer, on parent and/or employee no;ce 

boards and/or included in the parent 

handbook) 

– discussed with contractors, students, 

suppliers, visitors and volunteers to the 

service. 

• Griffith Child Care Centre Inc. consults with, and 

involve, all workers in implemen_ng our risk 

management approach to Workplace Safety 

• Griffith Child Care Centre Inc. ensures effec_ve 

Workplace Safety informa_on, instruc_on, training and 

supervision is provided to all workers, to increase their 

personal understanding of workplace hazards and the 

need to follow safe work prac_ces, and to facilitate the 

iden_fica_on of unsafe workplace prac_ces 

___________________________________________________________________________________________ 



POLICY 

s 

Griffith Child Care Centre Inc. provides a safe and healthy 

service environment by developing documented 

procedures for: 

– employer and employee Workplace Safety 

roles and responsibili_es 

– workplace consulta_on 

– risk management (as it applies to Workplace 

Safety) 

– audit and review procedures 

– record keeping and document control 

– appropriate work prac_ces 

– the use of equipment (as required) 

– the provision of first aid 

– emergency procedures 

– the repor_ng and inves_ga_ng of accidents, 

incidents, hazards and near misses. 

• Griffith Child Care Centre Inc. reviews this policy and 

the service’s performance against the stated objec_ves 

(at least) annually and/or in line with any changes to 

legisla_ve/regulatory requirements. The review(s) form 

the basis for ongoing improvement to our Workplace 

Safety management system. If amendments are 

required, all workers are consulted and no_fied of the 

change(s). 

• Griffith Child Care Centre Inc. is commiped to providing 

injured workers with effec_ve rehabilita_on programs 

to ensure their recovery and return to work at pre-injury 

capacity, wherever possible. 

• Griffith Child Care Centre Inc. ensures adequate 

financial, physical and human resources are allocated 

to support the implementa_on of an Workplace Safety 

management system 

Defini6ons and expecta6ons under the New WorkSafe 

Legisla6on 2012 

Person conduc6ng a business or undertaking (PCBU) 

A person conduc_ng a business or undertaking (PCBU) 

includes a retailer, wholesaler, manufacturer, importer, 

owner-‐driver, manager of a shopping centre, principal 

contractor of a construc_on site, sub-‐contractors engaged 

by a principal contractor, service sta_on owner, fast food 

franchisor and franchisee, self-‐employed person, 

government department or agency, local council, spor_ng 

club that employs bar and restaurant staff, private school, 

clothing manufacturer, an owner builder who engages 

someone to undertake work and similar voca_ons. 

Griffith Child Care Centre Inc. is regarded as the PCBU 

within this Workplace Safety framework. 

Workers 

You will be a worker under the new work health and safety 

laws if you carry out work for a ‘person conduc_ng a 

business or undertaking’ (PCBU). 

A worker includes an employee, labour hire staff, volunteer, 

appren_ce, work experience student, sub-‐contractor, 

contractor, appren_ce, trainee and outworker. 

As a worker, your health and safety may come under the 

duty of more than one PCBU. Learn about the du_es of a 

worker under the new work health and safety laws. 

As a worker, you must: 

• care for your own and others’ health and safety 

• comply with any reasonable instruc_on from the 

person conduc_ng a business or undertaking 

(PCBU), so far as you are reasonably able 

• cooperate with all reasonable policies and 

procedures of the PCBU 

___________________________________________________________________________________________ 



POLICY 

s 

Appendix 

___________________________________________________________________________________________ 



HANDBOOK - STUDENTS & VOLUNTEERS 

Welcome to our Centre and to Early Childhood. We trust 

that you enjoy your brief stay with us and the children and 

families who access this Centre. This short handout will 

provide some important informa_on so that you can get 

the most out of your _me with us. 

Working with young children and their families can be a lot 

of fun and very rewarding but as the old saying goes – “you 

only get out what you put in” – so if you want to get the 

best from this opportunity you need to apply yourself and 

really get involved in what we do and how we work with 

children. Sadly our day is not all play – there are lots of 

other tasks that must be completed to ensure that 

everything runs smoothly. 

You will asked to help clean, pack away, read to children, 

play with them and many other tasks, you won’t be asked 

to do anything we don’t do everyday. 

So roll up your sleeves and get busy – there are children to 

play with, tables to wpe down and lots of fun to be had. 

To help you get the most of your _me with us, we ask that 

you complete the apached worksheet and hand it to your 

supervisor on Thursday. 

Please note: This Duty Statement has been developed 

from an exis_ng duty statement for teachers within our 

seong. Some aspects of the statement reflect this but 

have remained to provide a greater understanding of the 

role that an EC Teacher may play in this service. 

Responsible to:-‐ 

Student Superviser 

Responsibili6es: 

In respect of Management: (for your interest only) 

To support the management commipee in their decision 

making processes with regard to effect, efficient 

management systems. 

To monitor and report on day to day opera_ons of the 

Centre. 

To provide input into long term goals and objec_ves for the 

Centre and monitor their implementa_on. 

To ensure that the Centre and it’s staff remain compliant 

with State and Federal regula_ons and legisla_on in regard 

to licensing, Accredita_on, and other relevant legisla_ons. 

To provide effec_ve and responsible leadership. 

To comply with the requirements of Authorised Supervisor 

under the Regula_ons covering Centre Based Children’s 

Services. 

In respect of Programming: 

To assist in the planning, implementa_on and evalua_on of 

the daily program, in consulta_on with other staff. 

To assist in the planning, implementa_on and evalua_on of 

individual programs, in consulta_on with other staff. 

To assist in the planning and preparing of the environment, 

seong up interest centres, preparing and clearing away 

materials and supplies, etc. 

Student Handbook - PUBLICATION OF GRIFFITH CHILD CARE CENTRE INC. PO BOX 395, GRIFFITH, 2680

DOROTHY WAIDE CENTRE FOR EARLY LEARNING 

In respect of the Children: 

To treat each child with dignity and respect, taking into 

account any any cultural or socio -‐ economic or other 

differences which may arise. 

To implement the program in a flexible manner that is 

compa_ble with the child’s need and interests. 

To be responsible for the children when other staff are not 

present -‐ ensuring safety etc. 

To assist in keeping and upda_ng of children’s records and 

observa_ons. 

In respect of staff: 

To assist other staff as needed. 

To support other staff as needed -‐ sharing knowledge, ideas 

etc. 

In respect of the Centre: 

To develop a coopera_ve rela_onship with all members of 

staff, to ensure a smoothly opera_ng Centre, and a 

consistently caring, secure and ac_ve environment for all 

children at all _mes. 

To share cleaning responsibili_es rela_ng to the group, and 

then with other staff in other areas of the centre. 

To share responsibili_es in ensuring safety of the Centre’s 

Environment and equipment. 

To respect the environment -‐ Centre -‐ protec_ng it from 

damage Etc. 

In respect of Parents: 

To develop a good rapport with parents. 

To share posi_ve informa_on about the children with their 

parents. 

Encourage parents to be involved where possible -‐ also 

acknowledging that some parents may not want to be 

involved or involvement may be limited. 

To be uncri_cal of parent styles. 

To respect confiden_ality. 

In respect of the Community: 

To aid all staff, commipee and parents in promo_ng Early 

Childhood experiences and services as being posi_ve and 

worthwhile. 

To share informa_on about community with community, 

staff , parents and other professionals. 

To liaise with relevant agencies and other children’s service 

where necessary, providing support, knowledge and also 

developing strong community links. 

In Respect of Self: 

To seek advice from other professionals as required. 

Specific Responsibili6es: 

Week One: -‐ Orienta_on Week -‐ 

Get to know the service, children and staff -‐ details on the 

facility, resources, skills of the team. 

Build rela_onships with key players -‐ children, staff and 

parents. 

Choose your focus children to observe and program for 

over the prac_cum period. 

Keep daily diary/Evalua_on on playroom. 

Week Two and Three: 

Par_cipate in program planning, development and 

implementa_on in accordance with Centre policy and 

Curriculum Framework. 

Children’s Por{olio’s 


Par_cipate in group ac_vi_es -‐ language, music or other 

KLA. 

Week Four and Five: 

Take control of playroom -‐ complete planning for 

environment and provisions in accordance with Centre 

policy and Curriculum Framework. 

Children’s Por{olio’s 


Par_cipate in group ac_vi_es -‐ language, music or other 

KLA. 

Other tasks and assignments as outlined in student 

package. 

Workload -‐ Monday to Thursday -‐ 8 hour days -‐ shigs to 

vary according to rota_on. 



Grouping: 

The Centre is comprised of three play rooms: 

o Playroom 1 -‐ 13 children (nursery) 

o Playroom 2 -‐ 16 children (toddlers) 

o Playroom 3 -‐ 28 children (preschool) 

Children will start their day off in nursery and then as more 

staff commence their shig they will move to their home 

room if they wish. 

We tend to head out side first thing in the morning and will 

ogen join each other in the big playground. This type of 

grouping – mul_ age or family grouping – requires extra 

care in supervision – because you will have older children 

and younger children playing in the same area and ogen 

together. 

Program 

Our program is a play based curriculum – children learn 

through play and our approach is to monitor what children 

are interested in and respond according to their needs and 

interests. It can ogen seem chao_c, but there is method to 

what we are doing and sound research to back up our 

approach. 

Supervision 

As you can see our centre is quite big and there are lots of 

places for children to play and hide. Our role as adults and 

carers is to ensure that children play safely and care for 

their environment. 

Students are not to be with children on their own – if you 

find yourself in that situa_on, please move to where other 

staff are. 

A couple of rules while outside: We do not encourage 

children to walk through garden beds, climb on rocks, climb 

the waterfall, harm or climb trees or walk between the 

fence and garden beds. Children are not to ride bikes on 

the verandah. Children know that they must care for their 

play environment and will ogen test new adults or students 

to see if they know the rules too. 

Hygenie: 

When changing nappies please ask staff to show you our 

nappy change procedure – it can be complex. 

When wiping noses ensure that you use a clean _ssue, and 

wear disposable gloves (usually located with the _ssues). 

Older children can be encouraged to wipe their own noses. 

Younger children will need help. 

If you think it needs to be cleaned – then do it. We are 

cleaning all the _me, mouthed toys are to be cleaned 

before being returned to play – so the nursery can be a 

busy room – always cleaning. 

What about the children and hygenie – children are 

encouraged to wash their hands ager going to the toilet, 

before and ager meal and snack _mes. Ager lunch there 

are also asked to wash their face. 

Safety: 

In each playroom please note the exit points and the fire 

evacua_on procedure and plan. Please ask staff what you 

will do if there is a fire and where you relocate to. 

Workplace Health and Safety: 

To care and educate young children in a centre based 

environment it is also important to care and educate 

yourself – especially when some tasks have the poten_al to 

cause injury. Be safe. Ask other staff to help you when 

liging furniture or heavy items, if you can’t lig a child to a 

nappy change table ask them to use the step ladder. Always 

wear safe and comfortable clothing. 

Clothing Requirements: 

Safe and comfortable is considered appropriate clothing for 

adults in children’s services. We ask that you wear: 

Comfortable shoes or sandals – sandals should have a 

strap back. No high heels. 

No clothing should cause you to trip – so no floppy 

jeans or slacks. 

No tank tops or items of clothing which expose more 

flesh than is appropriate. 

When outside you will need to wear a hat. 

We wash our hands prior to meal _mes, toile_ng or 

changing nappies. Clean hands are cri_cal in controlling 

cross infec_on, so it is important to wash your hands with 

soap and water when arriving at the centre, before and 

ager handling food, before and ager nappy change. 



Caring for Equipment: 

Children’s play equipment is expensive and should be cared 

for at all _mes. Your role is to ensure that children care for 

the play equipment they have. 

We ask children 

to complete puzzles 

put books on the book shelf 

pick toys off the floor. 

Help pack away. 

We do not: 

Throw toys. 

Leave puzzles uncompleted. 

Leave books on the floor. 

Leave a room un_dy. 

Behaviour Modifica6on: 

New adults ogen bring out behaviour in children which can 

ogen be challenging – they know you don’t the rules and 

will see how far they can take you. You need to be aware of 

our rules and how we can encourage behaviour which is 

appropriate. 

Signing On: 

Ensure that you have signed on each day – you do this by 

signing our staff sign on register in the office (on the desk) 

add your name and sign in the _me you arrive and when 

you leave. 

Use of the Telephone: 

Before using any telephone please ask staff if you may use 

it. If you have a mobile phone please keep it in your bag or 

locker at all _mes. 

What happens if I don’t like the Work Experience? 

If you think ager a few days that this is not for you, please 

see the Director or your supervisor and we will speak to 

your school. 

If we feel that you are not interested in par_cipa_ng in the 

experience we may ask you to return to school. 

We do not believe in hiong children or any physical 

restraint or punishment. If children are being challenging 

we will redirect their behaviour in a more appropriate way. 

We ask that you be firm and consistent. If you have 

problems – ask one our staff to assist. Children are 

encouraged to help and care for each other, if someone 

hurts them they are asked to tell and adult and we will help 

resolve the problem. 

The Staff 

A lot of people work at this Centre, most are full_me. All 

are based in specific home rooms and work with specific 

groups of children. Staff work on rota_ng shigs – which 

change each week. Please introduce yourself. 

Staff Breaks: 

Morning Tea – you will have a morning tea break for 15 

minutes 10:30 to 10:45 am. 

Lunch Break – 30 minute break for lunch from 1 – 1:30. 

You can not leave the Centre. 


STAFF HANDBOOK - WHAT TO DO IN CASE OF FIRE, STORM AND OTHER EMERGENCIES. 

aid and that action is taken to minimise risk 

Emergencies: 

•Keeping children and adults safe, healthy 

and happy is the concern of all at our 

centre. To enable this to happen it is 

important to have in place policies and 

procedures that support the care of young 

children and provide guidelines for the staff 

in ensuring the safety and well being of 

children in their care. 

•We recognise that sometimes illnesses can 

go undiagnosed due a range of issues, that 

sometimes parents overlook illnesses 

because they are busy or are just unsure of 

what to look for. 

•We understand that many children can 

have accidents, that in such close contact 

they have greater potential to become ill and 

that our role is to ensure that should a child 

become hurt or sick while in our care that 

we, as carers, will do our best to ensure the 

to other children. 

•We understand that incidents may happen 

outside of our direct control and that we 

need to have in place procedures which 

protect as much as possible the children 

and adults who attend and work in our 

service. 

•We understand that for procedures to work 

effectively they must reflect a safe working 

environment. 

•We understand that all staff have a 

responsibility and a duty of care to ensure 

that children and colleagues are safe at all 

times. 

Fire Emergency. 

•Are practiced on a regular basis. 

•Room staff are to : 

-collect room rolls, 

-phone emergency services - identifying 

centre, location and emergency type. 

-staff sign in book and 

-parent sign in book - where possible. 

-Take evacuation keys located beside 

sliding door in each playroom - this has 

a set of room keys and gate keys and 

emergency whistle. 

•Evacuate building as quickly as possible. 

•Gather as far away from building as 

possible - the evacuation meeting point is 

the far gates in the big playground. 

•As building is evacuated ensure all doors 

are closed - if possible. 

•Call roll as quickly as possible, locate all 

staff and children. 

•When talking with children about 

evacuating the building remember to get 

down low and go, go, go! 

•Each room has a fire extinguisher, before 

use note what it is for. This is clearly 

identified on the sign above the extinguisher 

and and on the bottle itself. 

•Each room has a clearly identified 

evacuation map located at all exits. 

Grass Fire 

•Should there be a grass fire and smoke or 

fire threatens the playground , bring all 

children inside and call the fire brigade. 

Storm Emergency: 

•This includes wind, rain, thunder and dust 

storm. bring all children inside and sit away 

from windows and doors. 

•In rain storms, water will collect at the front 

door and will flood, ensure that water is 

prevented from coming inside building and 

that excess water is mopped up as soon as 

possible. 

•In severe thunder/lightening storms ensure 

that computers and non essential electrical 

equipment is switched OFF. 

Intruder Emergency 

Stay calm. 

2 staff to stay with intruder, while other staff 

call emergency services - 000 

children and other staff are to be isolated 

from the intruder as much as possible. If 

possible evacuate the building. 

Follow the intruder response policy in WHS 

manual. 

Missing Child 

The Nominated Supervisor or Certified 

Supervisor notifies 000 - Police and the 

family of the child 

The CS establishes the following details: 

a description of the child 

the last known location 

the time elapsed since the child was last 

seen 

A staff member(s) checks the immediate 

internal and external vicinity of the service 

Note: Child:staff ratios must be maintained 

child is comforted, administered appropriate 

Staff Handbook - PUBLICATION OF GRIFFITH CHILD CARE CENTRE INC. PO BOX 395, GRIFFITH, 2680


Remember: 

Medical Emergencies 

First Aid 

All primary contact staff have current first 

aid certificates. 

A first aid kit is available in each playroom, 

the cupboard this is located in in is clearly 

labeled. 

First aid kits are checked each month for 

supplies. 

All incidents requiring first aid are to be 

documented on the incident sheets. 

Children with Asthma and Anaphylaxis 

will have detailed response information 

sheets in their medication container in the 

medication cupboard, also each room will 

have on display details of how to 

effectively identify when the child is having 

an anaphylactic reaction or asthma attack 

and how to respond. All staff - including 

casual staff should be aware of these 

details. 

How to respond: 

DON’T PANIC. Stay calm and comfort any 

children experiencing distress. 

ATTEND TO CHILD/ADULT - Staff with 

First Aid assist those affected by the 

incident until emergency services arrive. 

DETERMINE NATURE OF INJURY, AND 

ACTION TO BE TAKEN. - 

In the case of an electric shock , shut off 

the power supply before touching the 

person(s) affected 

In the case of poisoning, a substance 

overdose or spider/snake bite etc. the chief 

warden contacts the Poisons Information 

Centre 131126 

In the case of a sting or bite, wherever 

possible, the animal, insect, spider is 

retained for identification by the emergency 

services 

The Public Health Unit is contacted when a 

number of persons are adversely affected 

by the same food source 

Reporting: 

Should an accident occur, three reports 

should still be completed (photocopy one), 

and two of these should be placed on file 

and one passed onto the parent. It is 

important that the accident be reported in a 

way that is objective and accurate. Should 

the accident require some form of 

hospitalisation then a copy of the accident 

report should be sent to the Insurance 

Broker - currently AON - for their records. 

All accidents should be reported on the 

appropriate form, three copies should be 

made. It is important that all details are 

accurately recorded. Where the injury is 

considered serious – eg broken limb, gash 

etc, then additional statements will be 

requested from all staff involved. 

supervisor and appropriate action should 

be taken. 

A completed report must be sent to the 

Department - see Policy 

Key Points 

•Don’t panic 

•Know the emergency 

response procedure for all 

emergencies. 

•Identify and discuss safe 

exit points for the building 

with staff and children. 

•Practice evacuation with 

the children and adults on a 

regular basis. 

•Ensure all children and 

adults are accounted for. 

•Know which and how to use 

fire extinguishers. 

•Identify first aid stations 

•Check first aid stations for 

supplies each month. 

Don’t panic. 

D (danger) 

R (Response) 

S (Safety) 

A( Airway) 

B (Breathing) 

C (Circulation). 

If the injury has occurred through 

equipment failure or unsafe practices, this 

should be brought to the immediate 

attention of the Director or acting 

CONTACT AMBULANCE - 000 - The 

Authorised Supervisor or Acting AS 

telephones emergency services – 000 to 

report an accident. 

CONTACT PARENT - The Nominated 

Supervisor or Certified Supervisor to 

contacts the family(ies) of those involved in 

the emergency. 

COLLECT DETAILS OF ACCIDENT – all 

staff involved to write down and/or tell 

emergency staff nature on incident. All staff 

to record details of incident following 

incident emergency. 

IF CHILD NEEDS TO ATTEND HOSPITAL 

- TAKE THEIR FILE TOO! 

Complete notification to DEC as per policy. 

Staff Handbook - PUBLICATION OF GRIFFITH CHILD CARE CENTRE INC. PO BOX 395, GRIFFITH, 2680 (Reviewed - Wednesday, 4 July 2012)

STAFF HANDBOOK - CHILDREN WHO ARE UNWELL 

Body 

Temperature 

What is body temperature? 

Body temperature is a measure of 

the body's ability to generate and get 

rid of heat. The body is very good at 

keeping its temperature within a 

narrow, safe range in spite of large 

variations in temperatures outside 

the body. 

When you are too hot, the blood 

vessels in your skin expand (dilate) to 

carry the excess heat to your skin's 

surface. You may begin to sweat, 

and as the sweat evaporates, it helps 

cool your body. When you are too 

cold, your blood vessels narrow 

(contract) so that blood flow to your 

skin is reduced to conserve body 

heat. You may start shivering, which 

is an involuntary, rapid contraction of 

the muscles. This extra muscle 

activity helps generate more heat. 

Under normal conditions, this keeps 

your body temperature within a 

narrow, safe range. 

Where is body temperature 

measured? 

Your body temperature can be 

measured in many locations on your 

body. The mouth, ear, armpit, and 

rectum are the most commonly used 

places. Temperature can also be 

measured on your forehead. 

What is normal body 

temperature? 

Most people think of a "normal" body 

temperature as an oral temperature of 

37*CF. This is an average of normal 

body temperatures. Your temperature 

may actually be 0.6°C or more above 

or below 37*C. Also, your normal 

body temperature changes by as 

much 0.6°C throughout the day, 

depending on how active you are and 

the time of day. 

An ear (tympanic membrane) 

temperature reading is 0.3 to 0.6°C 

higher than an oral temperature 

reading. A temperature taken in the 

armpit is 0.3 to 0.6°C lower than an 

oral temperature reading. 

What is a fever? 

A child has a fever when his oral or 

her earl temperature is 38*C or higher. 

What can cause a fever? 

A fever may occur as a reaction to: 

 

 

 

Infection. This is the most 

common cause of a fever. 

Infections may affect the 

whole body or a specific 

body part (localized 

infection). 

Medicines, such as 

antibiotics, narcotics, 

barbiturates, antihistamines, 

and many others. These are 

called drug fevers. Some 

medicines, such as 

antibiotics, raise the body 

temperature directly; others 

interfere with the body's 

ability to readjust its 

temperature when other 

factors cause the 

temperature to rise. 

Severe trauma or injury, such 

as a heart attack, stroke, 

heat exhaustion or 

heatstroke, or burns. 

Can a low body temperature 

be dangerous? 

Abnormally low body temperature 

(hypothermia) can be serious, even 

life-threatening. Low body 

temperature may occur from cold 

exposure, shock, alcohol or drug use, 

or certain metabolic disorders, such 

as diabetes or hypothyroidism. A low 

body temperature may also be 

present with an infection, particularly 

in newborns, older adults, or people 

who are frail. An overwhelming 

infection, such as sepsis, may also 

cause an abnormally low body 

temperature. 

Can 

a high body temperature be 

dangerous? 

Heatstroke occurs when the body 

fails to regulate its own temperature, 

and body temperature continues to 

rise. Symptoms of heatstroke include 

mental changes (such as confusion, 

delirium, or unconsciousness) and 

skin that is red, hot, and dry, even 

under the armpits. 

Classic heatstroke can develop 

without exertion when a person is 

exposed to a hot environment and 

the body is unable to cool itself 

effectively. In this type of heatstroke, 

the body's ability to sweat and 

transfer the heat to the environment is 

reduced. A person with heatstroke 

may stop sweating. Classic 

heatstroke may develop over several 

days. Babies, older adults, and 

people with chronic health problems 

have the greatest risk of this type of 

heatstroke. 

Heatstroke is a life-threatening 

medical emergency, requiring 

emergency medical treatment. 

Why It Is Done 

Body temperature is checked to: 

 

 

 

 

 

Detect fever. 

Detect abnormally low body 

temperature (hypothermia) in 

people who have been 

exposed to cold. 

Detect abnormally high body 

temperature (hyperthermia) 

in people who have been 

exposed to heat. 

Help monitor the 

effectiveness of a feverreducing 

medicine. 

Help plan for pregnancy by 

determining if a woman is 

ovulating. 



Several different types of 

thermometers are available: 

 

 

Electronic thermometers are 

plastic and shaped like a 

pencil, with a display 

window at one end and the 

temperature probe at the 

other end. They work by 

measuring how well 

electricity travels through a 

wire. Electronic 

thermometers are used in 

the mouth, rectum, or 

armpit. They are easy to use, 

easy to read, and are 

accurate. If you buy an 

electronic thermometer, 

check the package for 

information about its 

accuracy. 

Ear thermometers are plastic 

and come in different 

shapes. They use infrared 

energy to measure body 

temperature. The small 

cone-shaped end of the 

thermometer is placed in the 

ear, and body temperature 

shown on a digital display. 

The results appear within 

seconds. Some models also 

show the corresponding oral 

and rectal readings. 

How It Is Done 

Before taking a body temperature, 

review the instructions for how to use 

your thermometer. Methods of taking 

a temperature are described below. 

How to take an oral 

temperature 

Oral is the most common method of 

taking a temperature. To get an 

accurate temperature, the person 

must be able to breathe through the 

nose. If this is impossible because of 

a stuffy nose or lack of cooperation, 

use the rectum or armpit. 

 

 

 

 

Place the digital or 

disposable thermometer 

under the tongue, just to one 

side of the center, and close 

the lips tightly around it. 

Leave the thermometer in 

place for the required 

amount of time. Time 

yourself with a clock or 

watch. Some digital 

thermometers give a series 

of short beeps when the 

reading is done. 

Remove the thermometer 

and read it. 

Clean a digital thermometer 

with cool, soapy water and 

rinse it off before putting it 

away. 

How to take an armpit 

(auxiliary) temperature 

Taking a temperature in the armpit 

may not be as accurate as taking an 

oral or rectal temperature. 

 

 

Place the thermometer 

under the arm with the bulb 

in the center of the armpit. 

Press the arm against the 

body and leave the 

thermometer in place for the 

required amount of time. 

Time yourself with a watch 

or clock. 

 

 


and read it. An armpit 

temperature reading may be 

as much as 1°F (0.6°C) lower 

than an oral temperature 

reading. 

Clean a digital thermometer 

with cool, soapy water and 

rinse it off before putting it 

away. 

How to take an ear 

temperature 

Ear thermometers may need to be 

cleaned and prepared for use. These 

steps can be followed when using an 

ear thermometer; however, follow the 

instructions for your specific model. 

 

 

 

Check that the probe is 

clean and free of debris. If 

dirty, wipe it gently with a 

clean cloth. Do not immerse 

the thermometer in water. 

To keep the probe clean, a 

disposable probe cover 

should be used. Use a new 

probe cover each time you 

take an ear temperature. 

Attach the disposable cover 

to the probe. 

Turn the thermometer on. 

For babies younger than 12 

months, pull the earlobe 

down and back. This will 

help place the probe in the 

ear canal. Center the probe 

tip in the ear and push gently 

inward toward the eardrum. 

For children older than 12 

months and for adults, pull 

the earlobe up and back. 

Center the probe tip in the 

ear and push gently inward 

toward the eardrum. 

 

 

Press the "on" button to 

display the temperature 

reading. 


and throw away the used 

probe cover. 

Results 

Body temperature is a measure of the 

body's ability to generate and get rid 

of heat. 

Ear (tympanic membrane) 

temperatures are normally as much 

0.6°C higher than oral temperatures; 

armpit temperatures, however, may 

be as much as 0.6°C lower than oral 

temperatures. If your oral 

temperature is 37*C, your ear 

temperature may be about 37.8*C 

and your armpit temperature about 

36.6*C. 



Normal: 

Abnormal: 

The average normal temperature is 37*C. However, "normal" varies from person to person. Your 

temperature will also vary throughout the day, usually being lowest in the early morning and rising as 

much as 0.6°C in the early evening. Your temperature may also rise by 0.6°C or more if you exercise on a 

hot day. 

An oral temperature of 37.7*C or a ear, or forehead temperature of 38.3*C indicates a slight fever. 

An ear temperature of less than 36.1*C indicates a low body temperature (hypothermia). 

What Affects the Test 

Inaccurate temperature readings can 

be caused by: 

 

 

 

 

 

 

Not keeping your mouth 

closed around the 

thermometer when taking an 

oral temperature. 

Not leaving a thermometer in 

place long enough before 

reading it. 

Not putting the proper 

thermometer in the right 

place. 

Not following the 

instructions for proper use 

that come with the 

thermometer. 

A weak or dead 

thermometer battery. 

Taking a temperature by any 

method within an hour of 

exercising vigorously or 

taking a hot bath 

What To Think About 

 

 

 

Thermometers with a digital 

display usually need a 

battery. If your thermometer 

uses a battery, make sure it 

is working before taking a 

temperature. 

Body temperature is only 

one way of monitoring your 

health. Besides temperature, 

other basic measurements 

to monitor your health 

include your pulse, breathing 

rate (respiration), and blood 

pressure. These basic 

measurements are called 

your vital signs. 

A fever can make you feel 

uncomfortable. To treat the 

discomfort of a fever, wear 

light clothing and use light 

blankets or other bedding. 

Drink cool liquids. A bath or 

shower with lukewarm (not 

cool) water can lower body 

temperature. Cool or cold 

water can cause shivering 

and can cause the blood 

vessels near the skin to 

contract, which will raise the 

body temperature further. 

 

 

Fever-reducing medicines 

can lower body temperature. 

Unless a fever is high 

enough to call a health 

professional, fever-reducing 

medicine is not necessary 

but may help you feel more 

comfortable. When a fever 

causes discomfort, use 

acetaminophen (such as 

Tylenol) or ibuprofen (such 

as Advil or Motrin). Aspirin 

also reduces fever but 

should not be given to 

anyone younger than age 20 

because of the risk of Reye's 

syndrome. 

When reading medical 

information that mentions 

body temperatures, note 

whether the temperature is 

listed as an oral or rectal 

temperature. Many books 

and other information about 

children's health list all body 

temperatures as rectal 

temperatures, because this 

method is preferred for 

measuring body temperature 

in a young child. If a body 

temperature is listed but 

neither oral nor rectal is 

specified, you may assume it 

is an oral temperature. 

What to do when a child 

presents as not well? 

Evaluate the Symptoms- 

Look at all symptoms and evaluate 

these against the guidelines set out in 

Infectious Disease Manual. 

Establish of the child has a fever. 

If they do? 

•Check with other staff to see if the 

parents has mentioned if the child 

was unwell. 

•Try to reduce the fever by removing 

clothing and by cooling the child in a 

luke warm bath, get them to drink 

some water. 

•Contact the parent/guardian and 

advise that their child has a fever 

(advise of temperature) and that you 

only advising them, they do not have 

to collect their child, however you will 

be rechecking the child’s temperature 

within 30 mins and if the action you 

have taken has not reduced the 

temperature you will contact them 

back. 

•Monitor the child and recheck 

temperature within 30 mins. 

•If temperature has not reduced 

contact the parent/guardian and 



advise them that they need to collect 

their child as soon as possible. 

•Only administer Panadol if 

temperature is not controllable 

through other means (above 38.5), 

before administering Panadol or 

similar medications contact the 

parent and supervisor. Ensure all 

details of the conversation are 

recorded and witnessed. NOTE 

Panadol and similar mediations will 

will mask the fever if the child 

needs to be taken to a doctor. 

If infection is confirmed or suspected 

then the child should be isolated - as 

best as can be arranged or confined 

to one area within the Centre. 

Ensure that the Illness Report form 

(found at the back of the 

medication forms) is completed - 

recording the child’s name, 

symptoms, room, action taken time 

and date. 

If the child is so ill that the parent is 

contacted ensure the the individual 

illness record form is completed 

and handed to the parent on their 

arrival. 

When advising parents of illness, 

provide them with a copy of our 

illness and health policy - detailing 

exclusion periods. 

Vomiting and Diarrhea 

Contact parent and advise them to 

collect the child as soon as possible. 

When can children return? 

children can return to the centre when 

they are no longer infectious, or have 

been on appropriate medication for at 

least 24 hours. 

For vomiting and diarrhea children 

can return 24 hours after the last 

period of vomiting or loose bowel 

motion. 

Other Works Consulted 

Auwaerter PG (2007). 

Approach to the patient with 

fever. In LR Barker et al., 

eds., Principles of 

Ambulatory Medicine, 7th 

ed., pp. 457–465. 

Philadelphia: Lippincott 

Williams and Wilkins. 

El-Radhi AS, Barry W (2006). 

Thermometry in paediatric 

practice. Archives of Disease 

in Childhood, 91(4): 351– 

356. 

Checklist 

Do you know how to take a child’s 

temperature? 

Normal body temp is about 37*C 

and there will be a variation of 

around .6* between people. 

The temperature for a fever will be 

around 38*C or above. 

Record temperatures when they 

are taken. 

Advise parents if their child has a 

temperature and that you will monitor 

them. 

Recheck within 30 minutes, if the 

temperature is still there or has risen, 

contact the parent to collect their 

child. 

Do not administer and medication 

to reduce the temperature unless 

advised to do so by medical advise or 

the parent. 

With the parent and depending on 

illness of the child a decision should 

be reached whether the child will stay 

in care for the rest of the period or be 

removed for treatment. If the child is 

to be removed and to be treated by 

Health Workers then following 

diagnosis, Centre staff should contact 

parents and ascertain what the 

infection was and how it is being 

treated. Children should remain away 

from Centre for appropriate exclusion 

period, and if illness is nonexcludable 

then for at least 24 hours 

after commencing medication. 


STAFF HANDBOOK - GENERAL SAFETY - ELECTRICAL, WATER, CHEMICALS, ENVIRONMENT 

Safety: General 

Rationale: 

To ensure that children and adults are in 

safe environment while at the Centre. 

Staff should at all times be aware of their 

own and others safety. 

Electrical Power Points: 

•All power points are to have safety plugs 

installed, power points in the new section 

do not need safety plugs unless easily 

accessible to children. 

•Bathroom power points are to have safety 

plugs or safety switches installed 

•All additional power boards are to be out 

of reach of children and should have safety 

cut out switches and also safety plugs 

installed. 

•Unnecessary power points are to be 

switched off. 

•Power cords should be in good condition 

and safety tagged. 

Electrical Equipment: 

All electrical equipment is to be out of reach 

of children at all times. 

Water: 

•Hot water is only available in playroom 1 

nappy change area, adults bathrooms and 

laundry. 

•Cleaner Sink in bathroom 2 - Taps to 

bathroom for hot water should be covered 

with protective caps. 

•Hot water regulators are located in Adult 

Bathroom in hallway, Nappy Change Area. 

Water - Spills 

•All water spills should be cleaned up 

immediately. 

•Mops are to be located in each playroom for 

the specific 

purpose of cleaning up spills and slippery 

surfaces. 

• Red Mop and Bucket for toilets ONLY. 

• Blue mop and Buckets for playroom 

floors ONLY. 

Water - Outdoors: 

• All water troughs to be supervised at all 

times. 

• Unattended water troughs to be emptied. 

• Water hoses should be monitored. 

• Pooled water - eg puddles - should be 

drained or cleared if possible. 

Waterfall - Sandpit: 

• Ensure that children do not climb on rocks. 

• Water does not pool, however, check the 

collection box at the base of the waterfall and 

ensure that it is free of sand and that the float 

value is not stuck. That the pumps not 

clogged. 

• Water can be turned off at the gate valve 

beside the collection box. 

Rocks in Landscape: 

Children are to encouraged to keep off the 

rocks at all times. 

Chemicals: 

•All cleaning agents, insecticides, weedicide, 

dangerous chemicals are stored in the lockable 

storage area in the outdoor shed. Ensure that 

this is kept locked at all times. 

•All chemicals are to stored according to 

instructions and in their appropriate cabinet. 

•Ensure all chemical and cleaning agents in 

playrooms are stored out of potential reach of 

children. 

•Ensure all chemical and cleaning agents in 

laundry and kitchen are stored in locked 

cabinets. 

•All chemical or cleaning agents are to be 

correctly labelled - if decanted to a new bottle 

or container ensure that they are labelled also - 

with correct information from the original 

container - including safety instructions, 

ingredients and hazard information. 

•Ensure that you read all data sheets attached 

to all cleaning agents. 

Follow the manufacturers instructions 

Be aware of potential Hazards. 

Read all first aid instructions. 

•When filling atomisers using the auto fill taps, 

please take care not to over fill container, 

empty any spillage from the tray. Use gloves 

when filling. 

•All storage areas are to be posted with 

warning signs to advise of risk. 

•Storage shed to be locked at all times. 

• Separate spill trays to be placed under each 

chemical container and are to be emptied each 

week. 

Weedicide and insecticide usage: 

•When using weedicide such as roundup, 

ensure that their is no wind and that no 

children are outside. It is preferable to do this 

late in the day. 

•Complete the poisonous spray record book 

for each application. 

First Aid Kits: 

At the end of each week the trained staff 

member on the last shift of the day is to 

complete the First Aid Checklist located on the 

inside door of the First Cabinet in Bottle Prep. 

Check all First Aid kits 

Playroom 

1 

Playroom 2 

Playroom 

3 

Outdoor Kits 

List supply updates in the daybook for ordering 

on Monday. 

Staff Handbook - PUBLICATION OF GRIFFITH CHILD CARE CENTRE INC. PO BOX 395, GRIFFITH, 2680 - Wednesday, 24 October 2012

STAFF HANDBOOK - CHILD PROTECTION 

taken of access order information and 

(www.keepthemsafe.nsw.gov.au) The 

Child Protection 

Rationale: 

All children have the right to be protected 

from those who wish to harm them whether 

through psychological, physical or sexual 

abuse. It is therefore our role, and duty of 

care to ensure children are cared for in 

appropriate manner. To this end we have 

developed policy statements in line with 

current practice and thinking. 

Confidentiality: 

Confidentiality is paramount in issues related 

to child protection, children’s records, 

families and staff involved with the service. 

Management and staff are not to disclose or 

cause to be disclosed any incidence of 

suspected child abuse that you may come 

across while working or being involved at 

the Centre. 

At all times the privacy of victims and 

perpetrators must be protected. 

Child Protection: Parent Access Orders: 

All parents or guardians must identify adults 

who are authorised to collect children from 

our Centre. 

• Authorised persons will be identified on 

the enrolment form and also on the 

Alternate Authorised Person for collection 

form located in the signing in register. 

• Unauthorised persons are not permitted 

to collect children from the centre. 

• Where an individual is named in an 

"access order" as not being eligible to 

collect or come near a child in care, staff 

are to be made aware. This should be 

noted on enrolment forms, and relevant 

access orders sighted - a photocopy 

should also be taken. Details should be 

issues of concern for the centre and staff. 

• Confidentiality is important, staff are 

reminded of the need to protect the child, 

family and their privacy. 

• Should an unauthorised person attempt 

to gain entry to seize a child, staff are to 

ensure that the safety of other children is 

maintained at all times, they should not 

put themselves at risk, but contact the 

police and other relevant authorities as 

soon as possible. 

Child Protection: Suspected Child Abuse and 

Neglect 

All staff and parents should be aware that as 

a children’s service we are obliged to report 

any suspected case of child abuse or 

neglect to the Department of Community 

Services, this is called mandatory reporting 

and is outlined in the Children and Young 

Persons (Care and Protection)Act, 1998, 

which covers the care and protection of 

children and young people. The act outlines 

who is required by law to report children at 

risk of harm – whether physical or 

psychological. 

Staff are to be aware of and be able to 

recognise the signs of abuse and neglect. 

Information on this is readily available within 

the Centre Library. See information in the 

appendix. 

When is there risk of harm? 

Under new guidelines on child protection 

“Keep them Safe” reporting suspected child 

abuse requires a process of assessment to 

determine reporting action. 

Any sign of abuse or neglect which is of a 

suspicious nature should be reported to the 

Supervisor or acting Supervisor. 

They will then assess the situation by =using 

the online Mandatory Reporter Guide 

guide will then generate a report that 

provides options for reporting. 

If a report is to be made the DoCs Helpline 

13 3627 - the online reporting guide will 

provide a range of recommendations to 

follow. 

The Children and Young Persons (Care and 

Protection) Act 1998 makes reference to five 

key concerns about safety, welfare or well 

being of the child or young person, these 

are: 

1. Basic physical or psychological needs not 

met. 

2. Parents unwilling or unable to arrange 

necessary medical care. 

3. Physical or sexual abuse, or ill treatment. 

4. Living with domestic violence, 

(consequence is being at risk of serious 

physical or psychological harm) 

5. Parents behaviour resulting in or risk of, 

serious psychological harm. 

In addition you can report on the following: 

1. Pre natal - a person having reasonable 

grounds to suspect before the birth of a 

child that the child may be at risk of 

harm after his or her birth. 

2. Homelessness – any person may report 

a homeless child and any person with 

the consent of the young person can 

report homelessness of the young 

person to the director general. 

If you and fellow team members consider 

that any child is at risk under any one or 

more of these definitions then it is your duty 

to report your concerns to your supervisor 

and ensure that a report is lodged with the 

DoCS Helpline. 

To help make your decision about reporting 

potential abuse ask yourself the following 

questions: 

¬ What is it like for the child? 



¬ What are the possible consequences for Child Protection: Reporting a suspected case of 

the child? 

child abuse 

¬ Has the child been harmed? 

To ensure that what you have observed or 

been told is accurate it is important to 

document clearly what you have seen or 

heard. 

Details of observations should be recorded 

on the appropriate forms, there are two 

child protection forms that are to be 

completed – see attachments. Copies of 

both should be kept and filed for future 

reference. If you make a report to the DoCS 

Helpline then copies should be faxed 

through. DO NOT PROVIDE COPIES TO 

UNAUTHORISED PERSONS – THIS 

INCLUDES THE CHILDS’ PARENTS/ 

GUARDIANS OR PARENTS OF OTHER 

CHILDREN. 

Appropriate actions should be taken with 

the child - noting that at no time should 

the child be questioned further about the 

incident, nor should it be mentioned to 

other children or to parents. Care should 

be taken not to contaminate what the child 

has said with yours or others values or 

opinions. 

In situations where children disclose of a 

personal incident the following should be 

followed: 

• Listen actively – be non-judgemental 

Don’t ask 

leading questions, or pry. 

• React calmly to the information the child 

provides 

• Relay the messages to the child that 

– They are NOT to blame. 

– They have done the right thing to tell 

– They are not alone: it happens to others 

too. 

• Don’t make promises you can’t keep 

• Don’t try to “make it better” 

• Notify DoCS – if it is an older child, you 

may like to ask there permission to tell 

someone, if they say NO, they you make 

have to convince the child or young 

person that we need to tell someone so 

that we can get help. 

Care should be taken when undertaking a 

protective behaviours programme - 

especially a brain storming idea - that if a 

child speaks of a personal incident, it should 

not be dealt with any further within that 

context. 

1. Be sure of your facts, observe the child’s 

behaviour and note down what you see 

and hear. Use the report checklist to 

determine whether you should make the 

report. If the child is under threat of 

physical or sexual abuse you must report 

the concern to the DoCS Helpline as 

soon as possible - provide as much 

information as possible, if you have more 

documented evidence say that you will 

fax this through. 

2. Bring your concerns to the Authorised 

Supervisor or Temporary Authorised 

supervisor. 

3. At this stage other staff may be brought 

in to verify behaviour - please be aware 

of confidentiality. 

4. The Authorised Supervisor may at this 

stage use the online reporting tool to 

make an assessment on possible 

reporting options. 

5. The Authorised Supervisor may inform 

the parents or may inform the DoCS 

Helpline as an official report. In incidents 

where the abuse is physical or 

suspected child abuse do NOT talk to 

the parents of primary care givers at all. 

6. In most circumstances the Authorised 

Supervisor or Temporary Supervisor 

should complete the report to DoCS 

Helpline, however, should the situation 

arise where staff do not feel comfortable 

reporting through these people, then 

they can report directly to DoCS 

Helpline. 

7. Our primary concern is the well being of 

the child and this should be our initial 

focus - this will mean that the concerns 

for the family come second to the needs 

for the child to be protected. 

In addition it may be worthwhile considering 

other action that can be taken to support 

the wellbeing of the child. If you feel that 

child is not in direct harm, but that the 

parent/family may need additional support, 

then this could be an avenue to pursue. 

Taking this course of action would depend 

on whether you believe you have the skills 

and time to provide the level of support the 

family may need or whether you have the 

contacts and information of available 

agencies who may be able to assist. 

You may wish to contact the DoCS Helpline 

about the child, but also advise of what 

action you/we are going to take to support 

the child and parent. The child has still 

been reported, but a note will be made on 

the child’s file of the support you are going 

to provide. Additional support through other 

agencies - Family Support Services, Early 

Intervention, Community Health and other 

agencies may be sufficient to support the 

child and family through a difficult time. 

Child Protection: Information for Parents and 

the General Public 

There is a variety of information and support 

materials available from DoCS and the 

Commissioner for Young Children to provide 

additional information for parents, staff and 

the general public on child protection 

issues. 

Brochures should be displayed for parents 

on child protection and where possible 

information on the help line should be 

included within Service publications and 

within public access areas in the 

Service. 

Child protection is a matter of concern for 

the whole community. 

Key Points 

•All staff are mandatory reporters. 

•Before reporting any suspected 

abuse ensure your observations 

can be validated - take notes or 

evidence. 

•Speak to other members of the 

team to see if they have noticed 

the same behaviour or have seen/ 

heard the same things you have. 

•Report your concerns to the 

Director or AS. 

•The Director will use the online 

mandatory reporting tool to make 

an assessment on the allegation. 

•www.keepthemsafe.nsw.gov.a 

u 

•If you feel that the report has not 

been made and you still have 

concerns you can report to the 

DoCS help line. 

•Confidentiality is very important - 

protecting the child, family and 

perpetrator is critical. 

•Supervision is critical when 

working with young children. 

•Do not let unauthorised people 

have access or collect children 

from care. 

•IF IN DOUBT ASK! 



Decision Tree 

Physical 

Abuse 

Use this when: 

• You know of a non-accidental injury to a child/young person that you suspect is 

caused by a parent/carer or other adult household member. 

• You know of treatment of a child/young person by a parent/carer or other adult 

household member that may have caused or is likely to cause an injury. 

• Child/young person was injured, or nearly injured, during a domestic violence 

incident involving adults. 

NOTE: If any of the above are true, but the person causing harm is a child 

living in the home, the decision to report should be guided by whether the 

incident was due to neglect: supervision. Please refer to that decision tree. If a 

child was injured by a non-household member, the issue may be a police 

matter. 

Neglect • You suspect that a parent/carer is not adequately meeting child/young person 

needs. 

• A child/young person appears neglected. 

• A child/young person is a danger to self or others and parents/carers are not 

supervising or providing care. 

NOTE: For concerns related to shelter, use this tree for a young person who is 

able to make an informed decision around placement. Use ‘Relinquishing Care’ 

if young person is unable to make an informed decision and for children whose 

parent/carer is refusing to provide shelter. 

Sexual Abuse • You learn about sexual abuse or have concerns about sexual contact involving a 

child/young person. 

• A child/young person has medical findings suspicious for sexual abuse. 

• A child/young person’s behaviour, including sexualised behaviour, makes you worry 

that he/she may be a victim of sexual abuse. 

• You are concerned that a child/young person is at risk of sexual abuse. 

• You are concerned about a child/young person’s sexually abusive behaviour toward 

others. 

Psychological 

Harm 

• A child/young person appears to be experiencing psychological/emotional distress 

that is a result of parent/carer behaviour such as domestic violence. 

• A child/young person is a danger to self or others. 

• You are aware of parent/carer behaviours, including domestic violence, that are 

likely to result in significant psychological harm. 

Relinquishing 

Care 

• Parent/carer states he/she will not or cannot continue to provide care for child 

under the age of 16 or a young person over age 16 when he/she is currently 

unable to make an informed decision (temporarily or permanently). If the young 

person is 16 years old or over and able to make informed decisions, please refer to 

the ‘Physical Shelter’ tree. 

• Child/young person is in voluntary care for longer than legislation allows. 

Carer Concern • You have information that the child/young person is significantly affected by carer 

concerns. 

NOTE: If child/young person has already experienced abuse or neglect, use the 

relevant abuse/neglect decision trees first. If a report to CS is not indicated 

using those decision trees, you may consider a Carer Concern decision tree. 

Unborn Child • Use this when you are concerned for the welfare of an unborn child upon his/her 

birth. 

NOTE: Reports related to an unborn child are not mandatory. 

Whilst reports relating to an unborn child are not mandatory, those with 

mandatory reporting responsibility should consider the benefits for the mother 

and unborn child of making a report to: 

• Enable CS and other agencies to mobilise services for the potential benefit of the 

mother and unborn child; or 

• Enable CS to prepare appropriate statutory/protective intervention following the 

birth of the child. 



None of the above, but CS notification is being made because: 

A child/ 

young 

person who 

is in the 

care of the 

Minister is*: 

• Pregnant 

• Runaway 

• Missing 

• Homeless 

NOTE: If your concerns do not lead to a report to CS, advise the Child Protection 

Helpline that the information is being made solely because the child/young person 

is in care and not due to abuse or neglect. 

*If you are concerned about a child/young person who is in the care of the Minister and do not suspect that the 

child/young person has been abused or neglected, but you have information that he/she has run away, is 

missing, is homeless or is pregnant, provide the information to CS, and there are no further reporting 

requirements. 

More information about Neglect 

Supervision • A child/young person has been or is going to be alone. 

• A parent/carer is not paying enough attention to protect child/young person. 

• A child/young person is a danger to self or others and parent/carer is not providing 

supervision. 

Shelter/ 

Environmen 

t 

• A child/young person or family is homeless. 

• A child/young person is living in a dangerous environment. 

• A child/young person is refusing to stay in an available safe place. 

Food 

Medical 

Care 

Mental 

Health Care 

A child/young person is not receiving appropriate nutrition. 

A child/young person has an untreated/inappropriately treated medical condition. 

• A child/young person has an untreated/inappropriately treated mental health 

condition. 

• A child/young person is a danger to self or others and parent/carer is not providing 

intervention. 

Education • A child/young person of compulsory school age is not enrolled. 

More information about Carer Concern 

• A child/young person of compulsory school age is habitually absent. 

Substance 

Abuse 

Mental 

Health 

Domestic 

Violence 

• Use this when a child/young person discloses significant substance use by a parent/ 

carer. 

• You observe a parent/carer to be significantly impaired by substance use. 

• Inappropriate parent/carer substance use is reported to you by a third party. 

• A child is born and there is evidence that the child was exposed to alcohol or drugs. 

• A child/young person discloses significant parent/carer mental health concerns. 

• You observe a parent/carer to be significantly impaired by mental health concerns. 

• Parent/carer mental health concerns are reported to you by a third party. 

• You are aware of an incident of domestic violence (observed by you or reported to 

you) that did not result in injury to a child/young person or psychological harm to a 

child/young person. 

• You suspect domestic violence based on observations of extreme power/control 

dynamics (e.g., extreme isolation) or threats of harm to adults in household. 

More information about Sexual Abuse 

Child The reported victim or potential victim is under age 16. 

Young 

Person 

Problematic 

Sexual 

Behaviour 

Toward 

Others 

The reported victim or potential victim is age 16 or 17. 

You are concerned that a child/young person has initiated sexually abusive 

behaviour. 


Sun Safety 

Protection from the sun is important for all. 

Australia has the highest rate of skin 

cancer in the world. Research has 

indicated that young children and babies 

have sensitive skin that places them at 

particular risk of sunburn and skin damage. 

Exposure during the first 15 years of life 

can greatly increase the risk of developing 

skin cancer in later life. Early Childhood 

Services play a major role in minimising a 

child’s UV exposure as children attend 

during times when UV radiation levels are 

highest. 

It is therefore important to provide an 

environment where protection from harmful 

ultraviolet rays is paramount. 

This can be done in a number of ways: 

•Providing a natural environment where 

shade is provided for outdoor activities - 

providing protection for children and offering 

a safe and appropriate play area for 

children. 

•Providing hats for children and staff and 

ensuring that the brim adequately shades 

the face, neck and ears. 

•Following a protective clothing policy that 

encourages parents to provide clothes that 

cover the upper arms, shoulders and have a 

high sun protection factor number. 

•Following a sunscreen policy that ensures 

all children and adults regularly apply factor 

30 sunscreen. (Note Sunscreen Policy for 

times) 

•Within the program there should be 

opportunities for children to explore aspects 

of sun-safety and how they can best ensure 

their own safety from over exposure to the 

sun. 

Procedure: 

Outdoor play is before 11 am and after 3 

pm - children will be encouraged to play 

out of direct sunlight and staff will provide 

activities in shaded areas. 

Outdoor play between 11 and 3 pm is able 

to occur if the children are able to play in a 

full shade zone. 

Parents are to provide a suitable hat which 

protects the face, ears and back of the 

neck. The centre will provide additional hats 

for children who do not bring in a hat - 

these are to be washed regularly Staff are 

to provide a suitable hat for wearing while 

outdoors. 

Hats that provide effective sun protection 

should be encouraged throughout the whole 

year. 

Parents are asked to supply a Factor 30+ 

Sunscreen in a roll on applicator so that this 

can be applied to children prior to outdoor 

play - in the morning and afternoon.. 

Enrolment Form includes permission for 

application of Sunscreen. 

Parents should provide children with 

clothing which offers a high degree of 

protection from the sun - no tank tops, 

singlets or sleeveless dresses. 

Staff should ensure that they act as an 

appropriate role model for children while 

outdoors by applying sunscreen and 

wearing a suitable hat and clothing. 

All sun protection measures (including 

recommended outdoor times, shade, hat, 

clothing and sunscreen) will be considered 

when planning excursions and incursions. 

Shade 

All outdoor activities will be planned to 

occur in shaded areas. Play activities will 

be set up in the shade and moved 

throughout the day to take advantage of 

shade patterns. 

The centre will provide and maintain 

adequate shade for outdoor play. Shade 

options can include a combination of 

portable, natural and built shade. Regular 

shade assessments should be conducted 

to monitor existing shade structures and 

assist in planning for additional shade. 

Role Modelling 

Staff will act as role models and 

demonstrate sun safe behaviour by: 

• Wearing a sun safe hat (see 

Hats). 

• Wearing sun safe clothing (see 

Clothing). 

• Applying SPF30+ broadspectrum 

water-resistant 

sunscreen 20 minutes before 

going outdoors. 

• Using and promoting shade. 

• Wearing sunglasses that meet 

the Australian Standard1067 

(optional). 

Families and visitors are encouraged to 

role model positive sun safe behaviour. 

Education and Information 

Sun protection will be incorporated 

regularly into learning programs. Sun 

protection information will be promoted to 

staff, families and visitors. Further 

information is available from the Cancer 

Council website 

www.cancercouncil.com.au/sunsmart. 

Key Points 

• Sun safety is important. 

• Hats should be worn while outside. 

• Sunscreen is provided for staff and 

children. 

• Parents are to supply children’s 

sunscreen in roll on applicators. 

• Children should not be outdoors in 

full sun between 10:30am and 3 pm. 

• Activities should be set up in shaded 

areas where possible. 



Medication 

At NO time is medication to be 

administered to a child without the 

knowledge or consent of the parent(s) 

or guardian. 

Written permission should be obtained from 

the parent or guardian prior to medication 

being administered and this should be on 

the appropriate form. If the child is ill and 

needs some mild form of pain relief - 

Panadol - and written permission has not 

been obtained then medication may be 

given following contact with parent - please 

note down time parent contacted and what 

permission was given and what for also note 

down action taken. 

Parent Permission by Telephone: 

When phoning for permission to administer 

medication such as Panadol for high 

temperatures, use an additional staff 

member to verify that the parent has given 

permission. 

Staff member one should contact the parent 

advise of the situation, ask parent for advice 

on action to be taken, if permission is given 

to administer medication, tell the parent that 

you will ask another staff member to speak 

to them and validate that medication is to 

be administered. 

Both staff should then counter sign the 

medication form to verify the dosage rate, 

time to be administered and medication 

type. 

Medication administration: 

Medication can only be administered by the 

assigned staff member in each playroom - 

according to established roster or by the 

Supervisor or another staff member acting 

on direction by supervisor. All medication 

administered should be countersigned by 

another staff Member. . 

Medications should be administered 

according to the directions received from 

the parent and once administered should be 

recorded in the appropriate way. Note the 

time the medication is actually administered 

Always read the label carefully before you 

give any medication - be sure that the 

child’s name is on the bottle and the dose 

rate is similar to that the parent has given 

permission for. 

Where possible learn the side effects of the 

medication and inform the parent if any of 

these are observed in the child. 

Where necessary all staff should be trained 

in appropriate use of medical equipment 

and medication administering. Especially - 

Nebuliser etc. 

When looking at the medication always 

check expiry date - do not administer if past 

date. Always check storage details eg 

should be Refrigerated. 

Medications should be in their original 

container and include the child’s name, 

expiry date and name of person who has 

prescribed the medication. Medications can 

include Homoeopathic medicines as long as 

the labelling procedure is as indicated. 

NB - We are not to administer Non 

Prescribed Medications. 

How To Use The Medication Sheet 

•Parents requiring their child to have 

medication while in care, should complete 

the medication form located on the signing 

in desk. 

•It is important that all details on this sheet 

are completed correctly and that staff are 

given all necessary information regarding the 

reasons for medication and actual 

administration of same. 

•If these details are not supplied, then staff 

will NOT administer medication. 

•Parents are to counter sign permission to 

verify that staff have administered 

medication during the day. 

Location of Medication Forms 

•Medication forms are located in each of the 

three home rooms. 

•Team leader is too check the medication 

form each day. 

Storage of Medication 

•Medications are to be stored in the Bottle 

Prep area in the medication cabinet, where 

possible they should be fitted with 

childproof caps. If the medication is not 

stored in a childproof container ask the 

parent to provide one next time. 

•Medications which require refrigeration 

should be stored on the top shelf in the 

small bar fridge in the bottle prep. room. 

Medications are to be placed in the marked 

medication container. 

•Parents should advise staff that the 

medication has been placed in the locked 

cabinet or refrigerator. 

Key Points: 

•Medication can only be given if all 

permission forms have been signed. 

•Medication must be for the nominated 

child and in the correct dose. 

•Only prescribed medication can be 

administered. 

•All medication administered must be 

witnessed by another team member 

and counter signed. 


GRIFFITH CENTRAL PRESCHOOL STAFF HANDBOOK- SUPERVISION, HEALTH AND HYGIENE 

Supervision 

Children can play indoors and outdoors - 

but there should be an adult with them or 

near by. 

When children are on the verandah - 

adults should ensure that they have a 

clear vision of who is there and what 

children are doing. 

Blinds are to be pulled up while the centre 

is operating. They should only be down 

when all children are inside or resting. 

Within the outdoor environment 

encourage children to keep the sand in 

the sand pit, to care for the plants and 

trees. 

Water for sand pits can come from the 

hoses - just a dribble is enough - please 

not full flow. Ensure that sand is cleaned 

out of the children’s water bubbler each 

day. 

Indoors - please ensure that environment 

is safe for all. 

Some areas are out of bounds for toddlers 

and so are some games. Check that 

activities and games are safe if toddlers 

and babies are in the playroom. 

Water play activities should be supervised 

at all times. 

At the end of each day both staff are to 

check all areas of the centre - indoors and 

outdoors to ensure that all children have 

been collected. 

NOTE: You cannot effectively supervise and 

interact with children if you are busy talking 

with other adults. 

Infection spreads through four 

methods: 

6. The person with the infection spreads the 

germ in the environment. 

7. The germ must survive in the appropriate 

environment eg air, food, water, on objects 

and surfaces, 

8. Another person then comes in contact with 

the germ, 

9. this person becomes infected. 

Working with children increases the 

opportunity for infection and germs to 

spread if we don’t take appropriate 

precautions. 

This is a simple guide to minimise cross 

infection, for further information read 

“Staying Healthy in Child Care” 

Handwashing 

Good hygiene practice is essential 

Ensure that your hands are washed at the 

following times: 

On Arrival at the Centre. 

After toileting. 

Before and after changing a child. 

Before and after wiping a child's nose. 

Before and after first aid. 

Before and after giving medicine. 

After carrying out cleaning 

procedures. 

After handling garbage. 

Before and after preparing, handling 

food or eating. 

Before going home. 

Ensure that when handling food for 

children you are wearing the 

appropriate gloves. 

Gloves are an essential component of our 

health and safety procedure. However 

wearing gloves does NOT eliminate the need 

to wash hands. 

Alcohol based hand wash can be used when 

gloves or soap and water are not readily 

available. 

Changing a child. 

Soiled Nappies 

•Wash your hands. 

•Have wipes ready and new nappy. 

•Put gloves on – Gloves MUST be worn 

when changing soiled nappies. 

•Place a paper mat under the child before 

taking off soiled nappy. 

•Take off nappy, fold it and place into 

container, use pre-moistened wipes to clean 

child. 

•Take gloves off and then put clean nappy 

on child. 

•Places gloves, and all soiled material 

(nappy, wipes, tissues etc.) into plastic bag 

and tie. 

•Wipe down nappy table with disinfectant. 

•Dispose of nappy into bin outside. 

•Wash your hands. 

Soiled Clothing 

•Same routine as with soiled nappy. 

•Rinse clothing before placing in bag to 

send home to parents 

Toys 

•All plastic and mouthed toys are disinfected 

and wiped over each afternoon. 

•Puzzles are wiped over also. 

•All toys used during week are cleaned or 

wiped over each week - construction toys 

are soaked and then left out to dry in the sun 

before being packed away. 

Staff Handbook - PUBLICATION OF GRIFFITH CHILD CARE CENTRE INC. PO BOX 395, GRIFFITH, 2680 (Reviewed 2009)

GRIFFITH CENTRAL PRESCHOOL 

Wiping Noses 

Key 

•Nasal discharge is a cause of cross 

infection, especially with younger children, 

as they mouth toys etc. To limit the potential 

of cross infection always wipe children’s 

noses. 

•Wash your hands, use gloves and wipe the 

child’s nose, dispose of tissue and wash 

hands. You can use an non water based 

hand wash prior to wiping noses and after. 

Handling Food: 

Bacteria are the biggest cause of food 

spoilage and illness, they are found in 

high numbers on foods, but are usually 

not a problem if food is prepared and 

stored according to good food handling 

practice. 

Bacteria will grow on protein foods 

such as egg, meat, poultry, seafood, 

milk and cheese - so extra care must 

be taken with these foods when 

cooking and storing them. 

• Please ensure that hands are washed 

prior to food handling and that disposable 

gloves are worn prior to handling food. 

• Polyethelene disposable gloves are 

available for this purpose. 

• Children’s lunches are to be removed from 

their bags and placed into the refrigerator. 

• Clean utensils are to be used at all times. 

• Cutlery dropped on the floor should be 

replaced with clean cutlery. 

• Food dropped onto the floor is to be 

placed into the bin and should NOT be reused. 

• Use separate chopping boards for raw, 

cooked meats, dairy, vegetables. Ensure 

boards are washed thoroughly. 

• DO NOT LEAVE FOOD AT ROOM 

TEMPERATURE FOR MORE THAN 2 

HOURS. 

• Store cooked foods in refrigerator. 

• Ensure cooked foods are covered and 

labeled. Cover with plastic wrap and label 

with date of storage. 

• Ensure all benches where food has been 

are cleaned and washed each day. 

Ensure that drawers are tidy and handles 

clean. 

Other health and hygiene 

matters: 

Children’s Clothing 

•Do not share children’s clothing - especially 

hats. 

•If removing clothing check to see that it is 

labeled with the child’s name - if not please 

label it - removed clothing should be 

returned to the child’s locker or bag. 

•Ensure that when outside children are 

dressed according to the weather. 

Room Temperature 

While the centre is air-conditioned for 

heating and cooling, care should be taken to 

ensure that rooms to not get too hot and 

“stuffy” or too cold. 

Rooms should be comfortable. 26 c in 

summer or 20 C in winter. Sleep rooms 

should not be too warm as this can impact 

on how well young children rest. 

Points 

•Children are supervised at all times. 

•Blinds are pulled up while ever 

children are in the Centre. 

•Staff are to check the facility each day 

to ensure that all children have been 

collected. 

•Good hygiene practice is critical to 

control of cross infection. 

•Follow the detailed procedure for 

dealing with and handling soiled and 

wet clothes. 

•Ensure that gloves are used when 

handling soiled clothes and wiping 

noses. 

•Soap and warm water are the most 

effective cleaning agents. 

•Ensure toys are washed regularly, 

mouthed toys should be removed and 

washed before being put back into use. 

•Clean all surfaces regularly. 

•Handle food carefully, ensure that is 

prepared and stored according to 

instructions. 

•Children’s lunches are stored in the 

refrigerator. 

Staff Handbook - PUBLICATION OF GRIFFITH CHILD CARE CENTRE INC. PO BOX 395, GRIFFITH, 2680 (Reviewed 2009)

STAFF HANDBOOK - MANAGEMENT AND STAFF DEVELOPMENT 

M a n a g e m e n t a n d S t a f f 

Development and Training: 

The Board encourage and support 

staff and the Board members in 

upgrading their knowledge that leads 

to better practice within the Service. 

A training budget is allocated to 

support staff and Board members in 

meeting the cost of attending training 

o p p o r t u n i t i e s a n d a t t e n d i n g 

conferences throughout the year. 

It is expected that all staff take the 

opportunity to attend at least one 

training opportunity through the year. 

What is covered: 

In most instances costs covered are 

Course. Conference Fee, Travel 

(reimbursement of fuel costs) and 

accommodation if required for 

overnight stays. However this can 

depend on overall cost and location. 

S t a ff a re n o t p a i d t o a t t e n d 

workshops and conferences - each 

week you accumulate a “time-in-lieu 

bank” - the additional 30 mins 

p r o v i d e d a t l u n c h , t h i s i s 

compensation for any additional time 

spent at conferences, workshops or 

out of hours meetings. 

How to Apply: 

If you identify a training program, 

course or conference that you would 

like to attend and that you believe will 

benefit the Centre and its practice 

then you can apply to attend the 

course. 

Identify the program, speak to the 

Director and make a formal request to 

attend. Approval will depend on time, 

location, appropriateness and relief 

staff availability. 

Conferences: 

A number of early childhood and 

Family Conferences are available 

throughout the year. 

•CCSA hold a number of conferences 

and training opportunities that staff 

and management are able to attend. 

•ECA Biennial Conference - usually 

three days at a major capital city 

every two years. 

•Families NSW regional and State 

Conferences - focussing on families 

and young children - broader than 

early childhood - but still very 

relevant. 

Training opportunities 

Check training Calenders from 

Community Child Care Coop, 

Children’s Services Central and Lady 

Gowrie for workshop opportunities at 

a local and regional level. 

Additional Workshop opportunities 

may be provided at a local l;evel by 

other agencies. 

Details on all training will be available 

in the Staff room. 

Upgrading qualifications: 

The board support staff who are 

seeking to upgrade their qualification 

- whether it is Certificate 3 in 

Childcare, Diploma in Children’s 

Services or Degree in Teaching. 

Requests for study leave should be 

made to the board and will be 

determined on a case by case basis. 

Upgrading qualifications does not 

necessarily mean that you will step 

up a salary grade on completion. 

First Aid Training: 

We require all primary contact staff to 

hold a current first aid qualification. 

C o p i e s o f c u r r e n t fi r s t a i d 

qualifications must be provided for 

your staff records. You need to ensure 

that you maintain your first aid 

currency. If it is due to expire please 

see director to book into a training. 

Staff Meetings 

Staff meeting will often include 

inhouse training opportunities 

identified by staff . It is up to staff to 

request what they would like and if 

possible to identify who can provide 

this. Eg - OHS Back Care, 

Programming etc. 

New Staff 

Support for new team members 

follows a number of strategies. 

✴2 week “shadow” training - working 

side by side with an experienced 

team member who will “show them 

the ropes”. 

✴Induction program - this will take 

you through all of the procedures 

associated with the centre including 

an OHS induction process. 

✴Staff handbook - details our policies 

and processes in an easy to read 

plain english version. 

Key Points 

•Training is in the budget 

•Most costs are covered. 

•Up to team members to identify 

what they would like to attend and 

the reason why. 

•New staff induction process 


STAFF HANDBOOK - NUTRITION AND MEAL TIMES 

Nutri_on 

Ra6onale: 

Nutri_on is essen_al for good health and 

growth of young children. It is the role of this 

Centre to encourage children to develop 

appropriate habits for food preference. This 

can only be achieved if the child is exposed to 

a variety of foods. 

Meal and snack _mes should be pleasant 

social occasions. Allowing the child to mix 

freely and to eat as needed. Recogni_on of 

the nutri_onal requirements of all children is 

important, and this should be reflected in 

planning menus and also how and when 

children eat. 

With this in mind, menu planning within the 

Centre will include food from the five basic 

food groups and will include a variety of 

textures, flavours and colours. 

These food types are: 

๏ Milk and Cheese ....provides calcium, vitamin 

B2 and protein. It may be fresh milk, skim milk 

powder, evaporated milk, cheese etc. 

๏ Meat, fish and eggs...this food group 

provides vitamin B1, 2 & 3, protein, iron. 

Includes the following food types -‐ 

meat ..beef, lamb, pork, poultry, fish -‐ fresh, 

frozen, canned. eggs dried peas, beans and 

len_ls etc. 

๏ Fruit and Vegetables...provides vitamins A 

and C, minerals, carotene and fibre. At least 

one serve of fresh fruit each day, plus a serve 

of dark green leaf vegetable or deep yellow 

vegetable and two or more servings of other 

fruit or vegetables. 

๏ Bread and Cereal .. provides vitamins of the 

B group and carbohydrates and fibre. bread 

should be wholemeal, rye or high fibre. Where 

possible whole meal flour should 

be used for cooking. 

๏ Buper or margarine...this group provides 

vitamins A and D, and fats. 

Nutri6on: Fluids 

Intake of fluids is important -‐ children should 

have access to fluids throughout the day in 

both snack and meal _mes as well as casually. 

Fluids which can be served are:-‐ 

Water, Milk -‐ cows milk or soy milk, juice -‐ 

usually diluted 50/50. 

Outdoors water should be available in the 

playground for children to access themselves -‐ 

using the water bople/esky -‐ this should be 

set up at their level with cups. 

Nutri6on: Prepara6on of Food 

It is the aim of this Centre to lay good 

founda_ons for good ea_ng habits. To achieve 

this aim the following should be observed.. 

Sugar-‐ where possible sugar should be used in 

sparing amounts, foods requiring sweeteners 

should be tried with more natural products -‐ 

fruit etc. 

Salt -‐ should not be used in food prepara_on. 

Vegetables are best cooked for the shortest 

possible _me -‐ overcooked food loses its 

nutri_onal value. Vegetables can be baked, 

steamed or micro-‐waved -‐ preferably not 

boiled. 

Meats can be boiled, braised, roasted, grilled 

or stewed. preferably not fried because they 

ogen end up high in fat and can become 

tougher. 

Food storage -‐ sealed containers are provided 

for storage of fresh meats. Meats should 

always be stored in refrigerators or freezers. 

Prepared foods should be covered and where 

required stored in refrigerators. 

Food Handling -‐ where possible food should 

not be handled without disposable gloves -‐ 

this is avoid the possibility of contamina_on. 

Hands should be washed prior to handling and 

following the handling of food. 

Presenta_on -‐ where possible food should be 

presented to children in an aprac_ve manner. 

Nutri6on: Other Aspects of Menu Planning 

Children who bring food from home : 

-‐ this is to be stored in the Refrigerator and be 

presented to the child when other children are 

having their meal. Lollies, Etc. are not to be 

served, these should remain in the child's bag 

and the parent can be reminded about our 

nutri_on policy. 

Bringing food from home is not encouraged -‐ it 

creates confusion for the child and others in 

the group. 

Nutri6on: Allergies 

• Parents are asked to bring in any special 

dietary foods that the child may need. 

•Parents are asked to advise the staff of food 

allergies and list is to be kept in each room or 

each child and their specific allergies, a list is to 

be kept in the kitchen of special dietary needs. 

• Nuts or nut based product is not to be 

served to children at any _me. 

Nutri6on: Menu Planning 

Should take in account selec_on of food types, 

season foods, budget considera_ons, rota_on 

of meals, different foods from different 

cultures. * 

Nutri6on: Toddlers 

Snacks should be accessible to toddlers at all 

_mes through the day -‐ this could include fresh 

fruit, cheese s_cks, dried fruit and fresh 

vegetables. This will ensure that their dietary 

needs are met throughout the day. It also 

encourages toddlers to have self help skills. 

Menu Planning. -‐ addi6onal planning 

informa6on. 

To include during the week the following: 

1 Chicken Dish 

1 Fish Dish 

1 Vegetarian 

1 Red Meat 

1 -‐ other -‐ can be one of the above. 

Fruit is to be served at least once each day, 

alterna_ng between morning tea and lunch. 

Care should be taken when planning the menu 

that when fruit is served it varies from week to 

week. 

Care should be taken in menu prepara_on to 

avoid over use of processed foods, foods which 

contain high levels of sugar or salt. 



Appropriate prac6ce at meal6me's 

-‐ Responding to the child’s needs and not their 

own. 

Children should be:-‐ 

-‐ Encouraged to par_cipate in meal _mes and 

the prepara_on of food -‐ where 

appropriate. 

-‐ Encouraged to feed themselves -‐ where 

appropriate -‐ it should be understood that 

not all children can do this or are expected 

to do this at home, therefore some 

children may need assistance. 

-‐ Allowed to play with their food -‐ especially 

toddlers. 

-‐ Encouraged to wash their hands before and 

ager meals -‐ adults should do the same. 

-‐ Able to feel comfortable and unstressed at 

meal _mes -‐ if they don’t want to eat that 

should be regarded as all right, maybe a 

sandwich or piece of fruit will suffice, 

children will eat when they are hungry. 

-‐ Ready to eat when their food is ready -‐ if they 

have to wait for their food to arrive then 

they will ogen become frustrated. 

-‐ Treated and respected as children and as 

important people. 

-‐ Suppor_ve of toddlers, as they acquire new 

skills. 

-‐ Respec{ul of children’s likes and dislikes. 

Key Points: 

★ Good Nutri_on is important 

★ Children need a range of healthy 

foods to grow and develop. 

★ Food provided should be healthy, 

nutri_ous and tasty. 

★Sugar and salt should be reduced 

as much as possible. 

★ Processed foods should be used in 

limited amounts only. 

★ Menus should vary and include a 

range of meal types. 

★ Correct food handling procedure is 

important to ensure that food is safe. 

★ Knowing children’s allergies is 

cri_cal. 

★ Toddlers and Babies may need to 

snack more ogen than older children. 

★ Respect children’s wishes when it 

comes to ea_ng. 

★ Give children choice and the ability 

to make decisions about where, what 

and how much they eat. 

★ Pa_ence is a virtue when it comes 

to ea_ng with children. 

Children should not be:-‐ 

-‐ Force fed -‐ children will eat only if they wish 

to, we can encourage them to eat, but if 

the they don’t want to then try something 

else or go onto the next course. 

-‐ Denied food. 

-‐ Expected to like all foods, or want to eat at 

rou_ne _mes. 

-‐ Expected to eat large servings of food -‐ it is 

more appropriate to encourage children to 

eat small servings with the possibility of 

more servings if desired. 

Adults should be:-‐ 

-‐ Pa_ent -‐ acquiring new skills takes _me and is 

learnt best by posi_ve interac_on and role 

modelling from adults or older children. 

-‐ Understanding of the needs of children and 

be aware that these change as the child 

grows. 

-‐ Providing opportuni_es for children to learn 

appropriate skills and aotudes to food 

which are posi_ve and for the 

development of skills. 

-‐ Able to ensure that the foods that are 

available are appropriate -‐ eg Finger foods 

and that utensils are also appropriate. 

-‐ Ensuring that food is ready when the children 

are and that children do not have to wait 

for long periods. 


STAFF HANDBOOK - BEHAVIOUR AND CHILDREN. 

Behaviour Modification 

We endeavour to model appropriate 

behaviour and encourage children to feel 

good about themselves and to express their 

feelings. 

We do not use any form of corporal 

punishment on children, believing that to do 

so suggests to children that hitting someone 

is okay and an appropriate way of dealing 

with anger or frustration. 

Working with children requires both a great 

deal of patience and an understanding of 

how children think. 

Our behaviour modification programme is 

based on assertive discipline - a 

consistent and positive approach to 

managing children’s behaviour. It is based 

on clear guidelines to expected 

behaviours, consistency in carrying out 

discipline methods and respect for the 

child in a positive and esteem building 

way. 

In relation to the latter, it requires that we 

have an understanding of how children 

learn and what makes them tick and how 

this can effect their behaviour. 

There is one important fact that you 

should be aware of - Children in our care 

should not be physically, psychologically or 

emotionally abused at any time. Should you 

be found to be harming a child in any way, 

then you will face immediate dismissal. 

Children are all different - some are quiet, 

some boisterous, some really funny and 

some may “drive you up the wall”. But 

young children are never Naughty. Children’s 

behaviour is often affected by controllable 

elements around them. Some of these 

indicators are :- 

• Hunger 

• Tiredness 

• Lack of attention - or a sudden 

change in focus of attention 

• Current situation within the 

environment around them 

• Boredom 

What is important to remember is that 

children learn the rules of society by 

observing those around them and how they 

behave and interact with each other. It is our 

role to understand this and to provide the 

guides for children to develop by. Children 

also take time to understand rules and 

guides, therefore it is important to allow time 

for rules to be assimilated. 

Following is a brief outline of the type of 

behaviour you might expect from children as 

they grow, this is not definitive and you 

should take the time to look through the 

many references available in our library to 

gain further information. 

Birth to six months: 

• The baby feels needs - tired, hunger, 

hot, lonely - yet it doesn’t know how to 

change any of these feelings other than by 

making noise and seeing what eventuates. 

• Even young babies are looking, 

listening and learning - so it is of great 

importance to touch, talk to, look at and 

communicate with them. 

• It helps to let the baby know - I’m 

glad you’re here, I will understand and meet 

your needs, you have the right to be here 

and you have the right to feel safe all the 

time. 

Six to eighteen Months: 

• The child is beginning to explore their 

surroundings. 

• They think about the Whole Body and 

are able to begin and end activities. 

• They are to young to learn self 

discipline and are not aware of danger, and 

the need to be given a safe environment. 

• Children are curious and it can help if 

you provide different experiences for them 

to explore. It helps to let the child know - to 

be curious and try new things is natural, I 

can see you busily doing things, I will still 

look after you, even though you can some 

things by yourself, I still love you for being 

you, You don’t have to try hard to get my 

attention and you have the right to feels safe 

all the time. 



Eighteen months to three years: 

• The child starts to show feelings more 

clearly - anger, excitement. It becomes 

helpful if carers start to explain the results of 

the child’s actions - especially in relation to 

the effects on others around them. 

• The child is becoming independent 

and will begin to say No more often. They 

are still dependent though and need to be 

looked after. 

• It really helps to let the child know - 

You’re glad their here. to be curious and to 

try things is natural, I will still look after you, 

even though you can some things on your 

own, You can do some things by 

yourself, You can show your feelings, You 

can think about your feelings, You can say 

No, you have the right to feel safe all the 

time. 

Three to Five Years: 

•The child alternates between being 

confident and shy, boisterous, withdrawn, 

easy and difficult to get on with. 

• The child is trying to establish themselves 

as being different from you and yet 

becomes scared and confused at being 

alone. 

• The child wants to be right, to win and be 

praised. 

• It really helps your child to know - that you 

are glad they’re here, You can still be 

needed even though you are independent, 

You don’t have to be angry, scared, sick or 

silly for me to take of you, You can show 

your feelings, you can be direct n asking 

what you want, Other people have feelings 

and needs too, You have the right to feel 

safe all the time. 

Appropriate Ways to Manage Behaviour 

• Concentrate on positive and 

appropriate behaviour 

• Try to Show by example the type of 

behaviour you expect. 

• Keep your promises and be 

consistent. 

• Praise more than censure. 

• Avoid battles you can not win. 

• Help your child to express their 

feelings so that they don’t build up. 

• Divert, distract, ignore where 

possible. 

• Provide reasons where possible for 

any disciplinary action. 

• Try to see the incident in the context 

of the day. 

• Make the Centre as safe as 

possible. 

• Don’t be afraid to say sorry. Adults 

can be wrong. 

• Be forgiving of yourself. 

• Encourage good feelings - they are 

an investment. 

• Give children a choice - it makes 

them feel that you have respect for 

them and that they have control 

over their own lives. 

• Be positive and good humored - 

don’t be sarcastic or negative - or 

they will learn these actions as 

being appropriate. 

As a last resort only... 

• As a means of changing 

behaviour - remove the child 

from the scene of the action 

and sit them away from the 

activity, re-direct their play 

into another activity, explain 

to them why they are there 

and that when they can 

participate in a positive way 

and co-operate with 

everyone, they can return and 

join in. 

Our Expectations : 

We expect all those involved with the centre 

to... 

* be gentle with ourselves and 

others - being kind and not hurtful. 

* to move safely both indoors and 

outside. 

* to be careful about our own 

work and that of others. 

* to protect our belongings and 

the belongings of others. 

* to be gentle with insects, plants 

and animals. 

* to take care of ourselves in a 

healthy way. 

Talking with Children: 

•Use the child’s name - try not to use 

words like “good boy or good girl”. 

•Speak clearly and consistently - 

sometimes children can’t hear you. 

•Keep the extra noise down - turn the 

music off or down when you are speaking 

with children. 

Key Points 

•Be consistent 

•Concentrate on positive and 

appropriate behaviour. 

•Lead by example. 

•Have enough activities to keep all 

children occupied. 

•Ensure that the activities offer 

children choice 

•Praise more than censure. 

•Speak clearly and give instructions 

in easily digestible amounts. For 

younger children instructions should 

be very simple. 

•Divert and distract 

•Ensure that environment is safe. 

•Don’t be afraid to say sorry. 

•Be prepared to ask for help. 

Staff Handbook - PUBLICATION OF GRIFFITH CHILD CARE CENTRE INC. PO BOX 395, GRIFFITH, 2680 - review date 24 October 2012

STAFF HANDBOOK - BEHAVIOUR AND CHILDREN.

policy compilation 2012 - Dorothy Waide Centre for Early Learning

Create successful ePaper yourself

Delete template?

Save as template?