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Policies & Procedures

The National Quality Framework (NQF) provides a national approach to regulation, assessment and quality improvement for early childhood education and care services across Australia. The NQF provides National Quality Standards (NQS) against which all services are assessed.

The Quality Areas are:

1. Education program and practice

2. Children’s health and safety

3. Physical environment

4. Staffing arrangements

5. Relationships with children

6. Collaborative partnerships with families and communities

7. Governance and leadership

EACH Child has policies and procedures to support the Quality Areas.

The purpose and policy statements are included below. The full policy and procedure information is available at our centre. Please let us know if you would like to review the full document, we welcome your feedback.

Child Safe Commitment

Children have the right to feel safe and be safe. EACH has a commitment to creating a child safe culture and maintaining a child safe and child friendly environment. The following statement acknowledges EACH’s commitment to child safety.

All children who come to EACH have a right to feel and be safe.  EACH is committed to the safety and well-being of all children whether they are direct service recipients or indirectly linked to our services such as children of clients or carers. The welfare of children and young people will always be our first priority. We aim to create a child safe and child friendly environment where all children are valued and heard, are safe and protected.

View our Child Safe Policy here.

 

NQS1 - Educational program and practice

 

Additional Needs (Draft)

Supporting children with additional needs requires Educators to extend upon the strategies they already use in providing quality education and care for children. It is imperative for Educators to develop a comprehensive understanding of each child’s interests and abilities and implement an inclusive and equitable learning environment that supports their individual needs.

Inclusion is stipulated in the Early Years Learning Framework as ‘taking into account all children’s, social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographical location) in curriculum decision making processes.’ Belonging, Being and Becoming (2009) p. 45.

Our Service will work in partnership with families and other professionals to ensure specific consideration and adaptations allow children with additional needs access and participation and achieve positive learning outcomes.

To be responsive to each child, irrespective of their additional needs and abilities. We aim to provide a supportive and inclusive environment that sanctions each child to fully participate in their education and care at the Service. Educators will remain encouraging, unprejudiced and supportive, ensuring that all children are treated equally and fairly and have the opportunity to grow and develop to their individual potential.

Celebrations (Draft)

Rituals and traditions strengthen our partnership with children, families and community bringing a sense of belonging to our Service. We believe that celebrations and cultural traditions need to be handled sensitively. The value in educating children, families and educators are fundamental to our inclusive program. Both the planning and preparation, and the events themselves, can be a satisfying and pleasurable experience.

‘Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children’s interdependence with others and the basis of relationships in defining identities. In early childhood and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shares who children are and who they can become’ (EYLF, 2009, p.7).

Incorporating celebrations into children’s services appropriately can be used to strengthen the partnership with children and families, creating a feeling of belonging and developing a sense of community amongst families, educators and children.   

Celebrations provide an opportunity for children to develop respect for diverse values and beliefs as they learn about practices, which are different to their own. To ensure we are providing an inclusive program and environment, it is imperative to recognise the array of celebrations, both religious and worldly, that take place throughout the year in our community and to have an understanding of, and respect for, cultural diversity in our services.

Early Childhood Intervention Practitioner Management (Draft)

Research has shown us that providing high quality intervention to children with diagnosed disabilities, developmental delays or children under assessment not only assists in ensuring the child can participate in everyday activities and family and community life but may substantially reduce the assistance and support required later in life. We also know that children learn best when participating in normal routines and activities with familiar people. Our Service therefore welcomes the support of Early Childhood Intervention Practitioners.

We aim to provide an inclusive environment that supports each child to fully participate in the daily routines and activities of the service. This includes providing procedures that enable us to maintain the daily schedule of children requiring visits from Early Childhood Intervention Practitioners that minimise disruptions to the child, other children, and educators.

Educational Program Policy 

Research accentuates that quality educational programs significantly influence children’s development in all areas. We have the opportunity to provide a supportive learning environment and program, gaining inspiration from the children and families. Thoughtfully planned experiences and environments encourage the children to feel a sense of control over their actions, be curious and investigate, and explore their understanding of themselves, others, and the world around them.

We aim to enhance children’s learning and development through the pedagogical practices of educators in a positive learning environment through which the five learning outcomes from Early Years Learning Framework (EYLF) are supported and promoted. Educators will gather and interpret information about children as individuals to inform the preparation of the environment, and implement experiences that are engaging and meaningful, supporting children’s holistic development.

Multi-Cultural (Draft)

Australia is an increasingly multi-cultural society and as we recognise more cultural and ethnic diversity, it is imperative we lead children in recognising and respecting similarities and differences in cultures. The cultural beliefs, linguistic and religious diversity represented within the Service and wider community helps to form the foundation of the program being implemented to ensure we are promoting an inclusive environment for all children.

There were never in the world two opinions alike, any more than two hairs or two grains. Their most universal quality is diversity.

Michel De Montaigne, 1533–159

To develop affirmative attitudes, concepts, and beliefs towards the acceptance of diversity and different cultures. Respect for diversity is a key element of quality care. Recognising, understanding and respecting cultural practices and beliefs are essential for the development of identity and self-esteem. Our cultural diversity in Australia is one of our greatest strengths and part of our national identity.  Identity enhances children’s sense of belonging and respect for diversity. (EYLF, 2010)

Technology (Draft)

Digital technologies and computers have become an integral part of many children’s daily lives. For this reason, it is important that our Educators are not only familiar with the use of computer technologies, but are able to guide children’s understanding of, and ability to use them. Technology and media items will only be used as an extension to the daily program assisting in the development of social, physical, emotional, cognitive, language, and creative potential of each child. Quality TV programs can be helpful in the retelling of stories about our culture and help to celebrate diversity.

Our Service will implement responsible behaviour and limit screen time when using technology, respecting the Service, children, and the privacy of families and Educators. Educators will exercise appropriate judgement and behave in a professional and ethical manner when using technology.

 

NQS2 - Children’s Health and Safety 

 

Acceptance and Refusal Authorisation

Under the Education and Care Services National Law and Regulations, early childhood services are required to obtain written authorisation from parents/guardians for some circumstances, to ensure that the health, safety, wellbeing, and best interests of the child are met and upheld. An authorisation is given where a person who has legal responsibility for a child gives permission to another person to do something or to make a decision on that person’s behalf. Authorisations are usually authenticated by a signature- either in written form or as an electronic signature. All authorisation and refusals are to be kept in the child’s enrolment record.

We aim to ensure that all educators, staff and volunteers are consistent in how authorisations are managed and understand what does or does not constitute a correct authorisation, which consequently may lead to a refusal. Decisions around refusing an authorisation will be made on a case by case basis by the service in discussion with the Nominated Supervisor, Police or other authorities.

Administration of First Aid Policy

First aid can save lives and prevent minor injuries or illnesses from becoming major. The ability to provide prompt basic first aid is particularly important in the contact of an early childhood service where Educators have a duty of care and obligation to assist children who are injured, become ill or require support with administration of medication.

Our Service has a duty of care to provide and protect the health and safety of children, families, educators and visitors of EACH Child. This policy aims to support educators to:

  • Preserve life
  • Ensure that ill or injured persons are stabilised and comforted until medical assistance intervenes
  • Monitor ill or injured persons in the recovery stage
  • Apply additional first aid tactics if the condition does not improve
  • Ensure the environment is safe and other people are not in danger of becoming ill or injured.

Administration of Medication Policy

In supporting the health and wellbeing of children, the use of medications may be required for children at EACH Child. Any medication must be administered as prescribed by medical practitioners and first aid guidelines to ensure the continuing health, safety and wellbeing for the child.

To ensure all educators of the Service can safely administer children’s required medication with the written consent of the child’s parent or guardian. Educators will follow this stringent procedure to promote the health and wellbeing of each child enrolled at EACH Child.

Adventurous Play

Involvement in adventurous play provides children with opportunities to explore and test their own capacity, access risks and manage situations, master new skills, extend their limits and learn life skills. Research shows that success and failure of adventurous play motivates children to try again and work out different ways of doing things, increases their physical and motor skills and teachers them about their own limits. In our endeavour to create a physical environment that is safe for all children at all times, we may be creating a physical environment that inadvertently limits adventure and risk-taking.

We acknowledge that it is sometimes difficult to find the right balance between allowing children to engage in adventurous play in our physical environment whilst preventing serious injuries. EACH Child is committed to supporting families to understand the importance and benefits of risk taking through adventurous play for their children. We believe that for children to learn effectively and prepare for life-long skills, it’s important for them to experience challenging situations in our physical environment that is managed effectively to minimise negative outcomes, not eliminate risk.

EACH Child acknowledges the important developmental benefits of adventurous and risky play such as psychological, perceptual, physical/motor skills and social development. We encourage educators to support children’s curiosity by providing them with opportunities to access risks and manage situations appropriately. We aim to support and respond to children’s physical development by offering an environment that provides open-ended, dynamic, stimulating and challenging learning opportunities for all children. EACH Child will continually determine whether a learning environment is dangerous, or a potential learning opportunity that may encourage risk taking.

Anaphylaxis Management

Anaphylaxis is a severe and sometimes sudden allergic reaction which is potentially life threatening. It can occur when a person is exposed to an allergen (such as food or an insect sting). Reactions usually begin within minutes of exposure and can progress rapidly over a period of up to two hours or more. Anaphylaxis should always be treated as a medical emergency, requiring immediate treatment. Most cases of anaphylaxis occur after a person is exposed to the allergen to which they are allergic, usually a food, insect sting or medication.

EACH Child aims to minimise the risk of an anaphylactic reaction occurring at EACH Child by ensuring all educators are adequately trained to respond appropriately and competently to an anaphylactic reaction. We also aim to ensure the risk of children with known allergies coming into contact with allergens is eliminated or reduced.

Arrival and Departure Policy

Arrival and departure times are planned to promote a smooth transition between home and our Service. The opportunity to build secure, respectful and reciprocal relationships between children and families is promoted during arrival and departure times where educators have the opportunity to engage in conversations with families and support each child’s well-being. To ensure the health and safety children at our Service our Arrival and Departure Policy is strictly adhered to, allowing only nominated authorised persons to collect children at any time throughout the day. The daily sign in and out register is not only a legally required document to record children’s attendance as per National Law and Regulations but also used as a record of the children on the premises should an emergency evacuation be calle

We aim to ensure the protection and safety of all children, staff members, and families accessing the Service. Educators and Staff will only release children to an authorised person as named by the parent/guardian on the individual child’s enrolment form.

Asthma Management

Asthma is a chronic health condition, which is one of the most common reasons for childhood admission to hospital. Correct asthma management will assist to minimise the impact of asthma. Children under the age of six usually do not have the skills or ability to recognise and manage their own asthma effectively. Our Service recognises the need to educate its staff and families about asthma and to implement responsible asthma management strategies.

EACH Child aims to create and maintain a safe and healthy environment for all children enrolled at the Service where all children with asthma can fully participate.

Bottle Safety Preparation Policy

As young children (particularly those under 12 months) are still developing their immune system, they are more susceptible to food borne illnesses and infection. This therefore makes it imperative that education and care services implement and maintain the highest level of hygiene practices. EACH Child will therefore ensure safe practices are consistently maintained for handling, storing, preparing and heating breast milk and formula, and sterilising bottles and teats.

To ensure EACH Child maintains a safe and hygienic environment for all infants and toddlers requiring feeding from a bottle, educators will sterilise, store and prepare bottles safely and hygienically in accordance with recognised guidelines and best practice. All educators preparing and/or handling bottles will have undergone training in safe food handling.

Breastfeeding Policy

Breastfeeding is important for infants’ nutrition. Australian and international health authorities recommend exclusive breastfeeding until around 6 months. At around 6 months, solid food can then be offered while breastfeeding is continued until 12 months or longer if the mother and baby wish (NSW Ministry of Health, 2014). EACH Child respects and supports the child’s health and mothers’ wishes to continue to breastfeed. It is known that returning to work is a common reason for discontinuing breastfeeding.

EACH Child recognises the importance of breast milk for the developing infant and acknowledges optimal infant and young child feeding practices as recommended by the World Health Organisation. EACH Child will ensure that all families are aware of our commitment to supporting mothers to continue to provide their child with breast milk whilst at the service.

Children's Belongings (Draft)

We acknowledge that children will bring or carry with them certain personal belongings to the Service and as such, it is important to clarify responsibilities. This policy therefore outlines the types of belongings that children may bring with them on a regular basis and the level of associated responsibility.

EACH Child aims to ensure families and educators are aware of their responsibility regarding children’s belonging including keeping them safe.

Clothing (Draft)

Children need protective, comfortable and appropriate clothing and footwear to explore their environment and participate freely in experiences. Clothing needs to protect children from injury and sun exposure whilst promoting self-help abilities. Appropriate footwear will fit a child’s foot correctly and ensure comfort. Educators will also dress to prevent injury and sun exposure and will be encouraged to dress in a professional and respectful manner, being positive role models for children.

We aim to ensure the safety and comfort of all children by providing appropriate clothing guidelines for children, parents and staff utilising and working at the Service.

Children being clothed appropriately enables them to play without risk of sunburn and serious injury caused by inappropriate footwear or clothing. Children are more at ease, comfortable, and less anxious when they are dressed for warmth during winter or not over-dressed during summer, or wearing safe footwear when climbing outdoor play equipment or participating in physical activity.

Dental Health

Early childhood is an important time for developing good dental hygiene practices. From the time a baby starts teething, keeping gums and teeth clean can safeguard against cavities in the ‘baby’ teeth which can also cause damage to the permanent teeth underneath. 

EACH Child aims to promote children’s general wellbeing by creating an environment that supports healthy dental and oral health habits and practices that can be maintained throughout the child’s life. Our Service will provide food and drinks with consideration to the sugar content and ensure that drinking water is always available.

Diabetes Management (Draft)

Diabetes in children can be a diagnosis that has a significant impact on families and children. It is imperative that educators and staff within the Service understand the responsibilities of diabetes management to reduce the risk of emergency situations and long-term complications. Most children will require additional support from the Service and Educators to manage their diabetes whilst in attendance.

Our Service is committed to providing a safe and healthy environment that is inclusive for all children, staff, visitors, and family members. The aim of this policy is to minimise the risk of a diabetic medical emergency occurring for any child whilst at our Service by supporting young people with diabetes, working in partnership with families and health professionals, and following the child’s Medical Management Plan.

Emergency Evacuation Policy

It is vital that if an emergency situation arises, it is handled effectively and efficiently. Ensuring that Educators and children know what to do in an emergency situation requires vigilant planning and practice.

Regularly practicing the drills for emergency situations also provides an opportunity to help support and build on children’s coping mechanisms and resilience.

Our Service has a duty of care to maintain the safety and wellbeing of each child, educator, and all using or visiting the Service during an emergency or evacuation situation.

Epilepsy Management (Draft)

Epilepsy refers to recurring seizures where there is a disruption of normal electrical activity in the brain that can cause momentary lapses of consciousness, or sudden loss of body control (Epilepsy Australia, 2019). The effects of epilepsy can vary, some children will suffer no adverse effects while epilepsy may impact others greatly. Some children with epilepsy may have absence seizures where they are briefly unconscious. Our Service will implement inclusive practices to cater for the additional requirements of children with epilepsy in a respectful and confidential manner.

Our Service is committed to providing a safe and healthy environment that is inclusive for all children, staff, visitors, and family members who have been diagnosed with Epilepsy. The aim of this policy is to ensure that educators, staff, and families are aware of their obligations in supporting children with epilepsy and the management of seizures.

Excursions

Excursions/Incursions enhance children’s learning by providing them the opportunity to participate in curriculum planned activities and experiences to extend on their skills and knowledge in the current interest topic. EACH Child recognises that excursions provide opportunities for children to explore the wider community as a group and extend on the educational program provided.

EACH Child will ensure that all excursions and incursions undertaken by the Service are planned and conducted in a safe manner, maintaining children’s wellbeing at all times in accordance with National Legislation. We believe excursions/incursions provide the children with the opportunity to expand and enhance their skills and knowledge gaining insight into their local community.

Furniture & Equipment Safety (Draft)

Adequate and safe furnishings and equipment are an essential component of quality early childhood education and care. Under National Law, we have a responsibility to protect the health and safety of children enrolled at the Service. Whilst this is reflected in our health and safety policies, nursery furniture and equipment require careful consideration to minimise risks to all those entering the Service.

Management and Educators have a responsibility and duty of care to ensure the building, furniture, grounds, and equipment are safe and hygienic. We aim to ensure that all furniture and equipment at the Service adheres to recognised safety standards and is age appropriate for the children.

Hand Washing

Having and encouraging good hygiene practices in early childhood is essential for reducing the risk of cross infection. Helping children to develop appropriate personal hygiene habits will become embedded as they grow and develop. It is important to work with families to ensure children follow simple hygiene rules by incorporating good hygiene strategies in both the service and home environment.

EACH Child is committed to ensuring the health and safety of all educators, staff, volunteers, families and children, providing a safe and healthy environment. Effective hand hygiene significantly reduces the risk of infection and is therefore of the utmost importance. We aim to perform specific hand washing hygiene practices to minimise the risks associated with cross infection.

Head Lice

Head lice continue to cause concern and frustration for families, educators and children. Although head lice are not considered a health hazard, and do not spread disease, infestations can cause anxiety for all stakeholders. Head lice affect all socioeconomic groups and are not a sign of poor hygiene. They have no preference for ethnic background, hair colour, hair type or age. This policy is intended to outline roles, responsibilities and expectations of EACH Child to assist with early identification, treatment and control of head lice in a consistent and coordinated manner.

Whilst families have the primary responsibility for the detection and treatment of head lice EACH Child will work in a cooperative and collaborative manner to assist all families to manage head lice effectively.

The purpose is to ensure parents, teachers, staff, educators and healthcare workers are well informed about the early identification of head lice and managing infestations through effective treatment and communication with families.

EACH Child aims to

  • Outline the roles and responsibilities of families, educators and management who are involved in early detection, treatment and control of head lice.
  • Document effective treatment and management strategies.
  • Provide information and support for families.

Health Safety and Wellbeing (Draft)

Our Service is committed to creating and maintaining safe and healthy environment for educators, staff, children, families and visitors. We ensure that educators and staff are aware of their legal and moral responsibilities as recognized in current National Regulations and Occupational Health and Safety Legislation Our Health, Safety and Wellbeing  policy, procedures and practices ensure that all EACH Personnel fulfills their responsibility to provide working environment in which the health, safety and wellbeing of all, including supporting quality care is at the forefront of everyone’s minds.

Our objective is to protect the health, safety, and wellbeing of children, families, educators, and visitors within the Service under the Occupational Health and Safety Legislation.   We are committed to take moral and legal responsibility towards best practice and ensuring an environment that promotes and continuously improves heath, safety and wellbeing for all involved.

Health Safety Policy

Early Childhood Services can be a high-risk environment for incidents and accidents to children, families, educators and visitors. EACH Child is committed to maintaining a safe and healthy environment through comprehensive policies and procedures, managing risks and hazards appropriately and effectively.

We aim to protect the health, safety and welfare of children, educators, families and visitors of EACH Child by complying with current health and safety law and legislation.

Immunisation Policy

When groups of children are together, illness and disease can spread rapidly. Preventable diseases such as measles and whooping cough can have serious health consequences for children, and especially young children. Staff members who work in a childcare setting are also at increased risk of contracting certain infectious illnesses.

The purpose of this policy is to provide information to manage and prevent the spread of infectious illnesses and diseases. EACH Child has a duty of care to ensure that all children, families, and educators are protected from infectious diseases whilst at the service. Along with maintaining a clean and hygienic environment, this also includes notifying families and educators when an excludable illness or disease is present in the service, maintaining a record of children’s and educators’ immunisation status, complying with relevant health department exclusion guidelines, and increasing educators’ awareness of cross-infection.

Incident, Illness, Accident & Trauma Policy

In early childhood, illness and disease can spread easily from one child to another, even when implementing the recommended hygiene and infection control practices. When groups of children play together and are in new surroundings accidents and illnesses may occur. Our Service is committed to reducing illness and the likelihood of accidents through its risk management and effective hygiene practices.

Educators have a duty of care to respond to and manage illnesses, accidents, incidents, and trauma that may occur at the Service to ensure the safety and wellbeing of children, educators and visitors. This policy will guide educators to manage illness and prevent injury and the spread of infectious diseases.

Managing an Aggressive Parent (Draft)

Our Service aims to establish and maintain positive and open relationships with all parents of enrolled children. On occasion there may be times when a parent arrives at our Service displaying aggressive, difficult or challenging behaviour. Our Service is committed to maintain a safe workplace for all staff and visitors and ensure staff have the skills to safely prevent and de-escalate aggressive behaviours. Workplace violence can be any incident where a person is abused, threatened or assaulted whilst engaged in work.

Our Service aims to ensure that all staff members have skills and understanding of strategies to manage situations involving angry or aggressive parents.

Managing an Unidentified Dog (Draft)

There may be occasions when an uninvited dog manages to enter the Service. To ensure children are not placed at risk, all precautions will be taken to minimise the likelihood of this situation, and should it occur, all staff will respond immediately in accordance with this policy.

We aim to ensure that all children, educators, families, and visitors remain safe from unexpected situations such as an uninvited dog entering the Service.

Medical Conditions 

To support children’s wellbeing and manage individual health requirements EACH Child will work in accordance with the Education and Care Services National Regulations to ensure health related policies and procedures are developed and implemented.

EACH Child aims to efficiently respond to and manage medical conditions at the Service ensuring the safety and wellbeing of children, staff, families and visitors.

Nappy Change and Toileting Policy

EACH Child aims to meet the needs of children by providing a clean, safe, and hygienic place for nappy changes and toileting. We believe that nappy-changing and toileting rituals provided in a caring and responsive manner are valuable opportunities to promote children’s learning, meet individual needs, and to develop strong relationships with children.

We aim to ensure best practice guidelines are adhered to for nappy changing and toileting, ensuring that children’s bathrooms and nappy change areas are maintained in a hygienic state in order to eliminate or reduce the spread of infectious disease. EACH Child will also ensure that nappy change and toileting routines are used as an opportunity to engage with children.

Nutritional Food and Safety Policy

EACH Child recognises the importance of safe food handling and healthy eating to promote the growth and development of young children and is committed to supporting the healthy food and drink choices of children in our care. It is acknowledged that the early childhood setting has an important role in supporting families in healthy eating. We are committed to implementing the healthy eating key messages outlined in the Australian Dietary Guidelines and the Australian Guide to Healthy Eating.

Early childhood education and care (ECEC) Services are required by legislation to ensure the provision of healthy foods and drinks that meet the requirements for children according to the Australian Dietary Guidelines.  It is essential that EACH Child partners with families to provide education about nutrition, and promote healthy eating habits for young children to positively influence their health and wellbeing.  Dietary and healthy eating habits formed in the early years are shown to continue into adulthood and can reduce the risk factors associated with adult chronic conditions such as obesity, type 2 diabetes and cardiovascular disease.

EACH Child recognizes the importance of healthy eating for the growth, development and wellbeing of young children and is committed to promoting and supporting healthy food and drink choices for children in our care.  This policy affirms our position on the provision of healthy food and drink while children are in our care and the promotion and education of healthy choices for optimum nutrition.

We believe in providing a positive eating environment that reflects dietary requirements, cultural and family values, and promotes lifelong learning for children. EACH Child is also committed to ensuring consistently high standards of food preparation and food storage and transportation are adhered to.

Out of Hours Babysitting Policy

The Approved Provider and Management are responsible for any actions or activities that staff members may engage in that could breach legal or confidentiality protocols. This applies whether at the Childcare Service or in situations that may arise outside of operating hours. EACH Child does not approve Educators to babysit enrolled children of the Service out of hours.

Photograph Policy

Children have the right to be protected from the misuse of photographic and video images whilst at the Service. To ensure the privacy of children and families is respected our Service will only use photographs of children to support their learning and to record individual developmental progress.

We aim to ensure that the privacy of children and families are respected and maintained at times when Educators, staff and students take photographs.

Physical Environment (Draft)

The physical environment can contribute to children’s wellbeing, happiness, and creativity as well as promoting the development of independence. It can contribute to and make visible the quality of children’s learning and involvement in experiences. The choices made in an education and care service about resources, materials, spaces, layout, air, and light in combination with access to a range of experiences in the indoor and outdoor areas, have a direct impact on the quality of learning opportunities available to children.

Our Service will ensure the environment is safe, clean, and well maintained for children, families, educators, and visitors. Children’s awareness of the environment and sustainable practice will be supported through daily practices, resources and interactions. The physical environment will support children’s participation and engagement, development, learning, and safety, and will provide supervised access to positive experiences and inclusive relationships.

Prevention and Control of Infectious Diseases (Draft)

The spread of infections in the early childhood environment is facilitated by microbial contamination of the environment, as well as the greater exposure to young children who are still developing hygienic behaviours and habits.  Our Service will minimise children’s exposure to infectious diseases by adhering to all recommended guidelines from relevant government authorities regarding the prevention of infectious diseases, promoting practices that reduce the transmission of infection, ensuring the exclusion of sick children and educators, supporting child immunisation, and implementing effective hygiene practices. 

Our Service will provide up-to-date information and advice to parents, families and educators sourced from the Australian Government Department of Health, Australian Health Protection Principal Committee (AHPPC) and state Ministry of Health about infectious diseases as required. Recommendations from the Health Department will be strictly adhered to at all times.

 Children encounter many other children and adults within the Service environment which can result in the contraction of infectious illnesses. Our Service has a duty of care to ensure that children, families, educators, and visitors of the Service are provided with a high level of protection during the hours of the Service’s operation. We aim to manage illnesses and prevent the spread of infectious diseases throughout the Service. 

Immunisation is a simple, safe, and effective way of protecting people against harmful diseases before they come into contact with them in the community. Immunisation not only protects individuals, but also others within the community, by reducing the spread of disease and illnesses.

Road Safety (Draft)

Traffic related injuries remain one of the leading, preventable causes of death and serious injury for young children. Driveways, car parks, unfenced yards, private roads, and farms are particular danger areas and many young children, predominantly toddlers, are killed or injured each year in their own home driveway (Kids and Traffic, 2014; Kidsafe, 2018). Our duty of care as an Early Childhood Education and Care Service, is to provide children with an adequate level of care and protection to safeguard their health, safety and wellbeing at all times. Our Service is committed to providing road safety education to help children become responsible road users as pedestrians, passengers and users of bikes, scooters, skateboards and other wheeled toys.

Our Service will ensure best practice guidelines are implemented to ensure that children are kept safe whilst travelling as pedestrians, cyclists, and passengers in vehicles. As Educators, we encourage families to participate in road safety education with their children to support them to become safe and responsible on and around roads.

Sick Children Policy

Children come into contact with many other children and adults in the early childhood environment causing them to contract infectious illnesses. The National Quality Standard requires early childhood services to implement specific strategies to minimise the spread of infectious illness.

EACH Child aims to maintain the health of all children, staff and their families, ensuring a healthy environment and minimising cross contamination and the spread of infectious illnesses.

Sleeping and Rest Requirements Policy

All children have individual sleep and rest requirements. Our objective is to meet these needs by providing a comfortable, relaxing and safe space to enable their bodies to rest. This environment will also be well supervised ensuring all children feel secure.

EACH Child will ensure that all children have appropriate opportunities to sleep, rest and relax in accordance with their individual needs. The risk of Sudden Infant Death Syndrome (SIDS) for infants will be minimised by following practices and guidelines set out by health authorities.

EACH Child will only approve an alternative practice if the Service is provided with written advice from, and the contact details of a registered medical practitioner accompanied by a risk assessment and risk minimisation plan for individual children. We have a duty of care to ensure children are provided with a high level of safety when sleeping and resting and every reasonable precaution is taken to protect them from harm and hazard. In meeting EACH Child’s duty of care, it is a requirement that all Educators implement and adhere to this policy to ensure we respect and cater for each child’s specific needs.

Sun Safety Policy

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.

EACH Child aims to protect all children and staff from the harmful effects of ultraviolet (UV) radiation from the sun.

Supervision Policy

Supervision is an integral part of the whole care and education experience. At its most basic level, supervision helps to protect children from hazards or harm that may arise in their daily experiences in play, interactions with others, and daily routines” (Victoria Department of Education and Training, 2010, p.1). Effective supervision allows Educators to actively engage in play and learning opportunities that are meaningful to children and support their wellbeing, development and learning.

Educators have a duty of care to ensure children are supervised at all times, maintaining a safe and secure environment adhering to Education and Care Services National Law and National Regulations. Supervision, together with thoughtful design and arrangement of children’s environments, assists in the prevention and severity of injury to children.

Educators will actively supervise children, identifying risks and taking all necessary steps to prevent or minimise injury. Effective supervision of children also provides Educators with the opportunity to support and build on children’s play experiences.

Termination of Enrolment (Draft)

Management and staff are dedicated to developing a respectful and effective partnership between the family and Service.  This partnership supports children’s inclusion, access, engagement and participation in the Service. Management implements systems to manage risks whilst promoting the health, safety and wellbeing of all children and staff within the Service.  There may be some circumstances where this is compromised due to non-compliance of our policies and therefore the appropriate course of action could lead to the termination of a child’s enrolment.

‘All children have the right to experience quality education and care in an environment that provides for their physical and psychological wellbeing and provides support for each child’s growing competence, confidence and independence.’ Quality Area 2, ACECQA.

We have the legal duty to ensure the health, safety and wellbeing of children, management, educators, families, volunteers and visitors at our Service. To promote respectful and effective partnerships with families, we ensure that parents participate in a comprehensive induction and orientation to the Service including detailing our terms of enrolment, as per our legal agreement, which advises families on the Services’ right to terminate a child’s enrolment if a service policy has been breached.

Unexpected Death of a Child at a Service Policy

The unexpected death of a child at a Service is a traumatic event and the impact on Educators, children and families can cause emotional turmoil, which can overwhelm usual coping skills. A policy providing comprehensive procedures is therefore crucial to ensure a coordinated response and ensure the mandatory reporting requirements to the regulatory authorities are followed.

As a result of the suddenness of such an event, well-trained and experienced staff can experience strong emotions and traumatic stress responses. The role of our Service is to help restore a sense of safety for all children, Educators, and families as soon as possible following a traumatic event.

Our Service will ensure that Management and Educators follow the procedures and principles within this policy and that immediate and appropriate action is taken to notify relevant authorities in the event of the death of a child whilst at the Service. There are a number of legal requirements to adhere to in the tragic event of the death of a child at a Service as outlined in the procedure.

Water Safety

The safety and supervision of children is paramount when in and around water. This relates to water play, excursions near water, and hot water, drinking water and hygiene practices with water in the Service environment. Children will be supervised at all times during water play experiences.

EACH Child will ensure the safety and supervision of children in and around water. This includes water play, excursions near water, hot water, drinking water and hygiene practices with water in the Service environment.

 

NQS3 - Physical Environment

 

Environmentally Responsible (Draft)

Our Service encourages the awareness of environmental responsibility and implements practices that contribute to a sustainable future. Children are supported to become environmentally responsible and show respect for the environment. We practice and promote sustainability through reducing waste, minimising consumption, and protecting and conserving wildlife and natural habitats.

We believe in educating children about being environmentally responsible which is promoted and supported through daily practices, resource and interactions. Sustainable practice is encouraged within the Service and community, assisting children and families to become advocates for a sustainable future.

 

NQS4 - Staffing Arrangements

 

Bullying, Discrimination and Harassment Policy

Our Service is committed to creating a workplace with vision and meaningful direction, adhering to our code of conduct and practicing ethical behaviour to ensure a productive work environment free from bullying, discrimination, and/or harassment.

We are committed to providing a safe and equitable workplace for all staff and educators. Bullying, discrimination, and harassment will not be tolerated under any circumstances. As part of this commitment we aim to prevent workplace bullying by adhering to the EACH Code of Conduct and Ethics, Early Childhood Code of Ethics, Fair Work requirements, and the Service philosophy, ensuring a safe workplace and the wellbeing of all staff and Educators employed at the Service.

Code of Conduct Policy

We believe in maintaining an inclusive and welcoming environment and workplace that motivates and facilitates personal growth and development for staff and educators.  The values that underpin our work ethic include equality, respect, integrity, and responsibility.

EACH Child aims to establish a common understanding of work place standards and ethics expected of all employees of the Service. We aim to ensure positive working relationships are formed between all educators and management, promoting dignity and respect by avoiding behaviour which is or may be perceived as harassing, bullying or intimidating.  Educators and management will at all times conduct themselves in an ethical manner and strive to ensure that all interactions are positive and respectful and are in accordance with the Service’s philosophy.

Responsible Person Policy

A Responsible Person must be physically in attendance at all times the Service is educating and caring for children.

Approved providers are responsible for appointing a Responsible Person who is aged 18 years or older, has adequate knowledge and understanding of the provision of education and care to children, and has an ability to effectively supervise and manage an education and care service (ACECQA, 2017)

EACH Child is committed to meeting our duty of care obligations under the National Law & Regulations to ensure a Responsible Person is physically on the premises at all times children are being educated and cared for.

Staffing Arrangements Policy

Our Service aims to provide Educators and Nominated Supervisors who have the qualifications and experience to develop warm, nurturing, and respectful relationships with children. We are committed to ensuring that children’s health, safety, and wellbeing is protected at all times through providing appropriate and effective supervision according to legislated ratios and best practice. Our Educators, in collaboration with our Educational Leader, design and implement programs that support children’s participation and engagement, interests, learning, and development.

To ensure our Service adheres to the Education and Care Services National Regulations we employ educators who are suitably qualified, implement the required staffing requirements and adhere to regulated educator to child ratios.

 

NQS5 - Relationships with Children

 

Anti-Bias and Inclusion (Draft)

Anti-bias is the practice of inclusion and underpins our Service philosophy. It is the acceptance that all children are valued and respected. We believe in the statement of inclusion as advocated by Early Childhood Australia (ECA) that ‘Inclusion means every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs.’ (2016).

Our Service believes that children have the right to be treated equally and our goal is to develop children’s identity and self-esteem in a trusting and supportive environment. We embrace diversity in all its forms to help develop positive and accepting attitudes in children, and to help them gain a better understanding of their environment, community, country, and the world.

We aim to provide an inclusive environment for all children, families and educators, acknowledging the uniqueness of every person regardless of their gender, disability, socio-economic status, cultural background, education level, sexual orientation, location of residence, age, religion and beliefs.  This policy ensures all children, families, and staff are welcomed and treated equitably and with respect.

Behaviour Guidance Bullying Policy

The right for children to receive positive guidance in a supportive and respectful environment is promoted within Education and Care Services National Regulations. Children learn to face a variety of challenges throughout their lives and through this develop not only self-regulation, but positive dispositions such as resilience and perseverance. Learning the difference between acceptable and unacceptable behaviour assists children to regulate their own behaviours in different social and emotional environments when interacting with peers and adults.

We aim to create positive relationships with children making them feel safe, secure, and supported within our Service. We will ensure children are treated fairly and equitably and with respect and consistency, as they are supported to develop the skills and knowledge required to behave in a socially and culturally acceptable manner.

Supporting children to develop socially acceptable behaviour and self-regulation is a primary goal for educators and families. This is embedded in fundamental documents including the Early Years Learning Framework (EYLF), The Education and Care Services National Regulations, and the National Quality Standard (NQS).

Behaviour Guidance Policy

The right for children to receive positive guidance in a supportive and respectful environment is protected in National Regulations. Children learn to face a variety of challenges throughout their lives and through this develop not only self-regulation, but positive dispositions such as resilience and perseverance. Learning the difference between acceptable and unacceptable behaviour assists children to regulate their own behaviours in different social and emotional environments when interacting with peers and adults.

We aim to create positive relationships with children making them feel safe, secure, and supported within our Service. We will ensure children are treated with respect, consistency, fairly and equitably as they are supported to develop the skills and knowledge required to behave in a socially and culturally acceptable manner.

Supporting children to develop socially acceptable behaviour and self-regulation is a primary goal for educators and families. This is embedded in fundamental documents including the Early Years Learning Framework (EYLF), The Education and Care Services National Regulations, and the National Quality Standard (NQS).

Gender Equity Policy

In order to create an environment that supports, reflects and promotes equitable and inclusive behaviours and practices, it is crucial for our Service to examine our value and belief systems. We are committed to promoting confidence and self-esteem in all children and acknowledge the uniqueness and potential of each child.

To ensure children are treated with respect and equality, our Service affirms the right for all children to have access to and participation in, the same experiences and activities irrespective of gender. To ensure that positive attitudes towards gender equity are encouraged and supported within our Service and community. Children will be encouraged to develop a sense of pride and self-worth, as they develop respect for each other’s rights and responsibilities.

Interactions with Children, Families & Staff Policy

The Early Years Learning Framework (EYLF) identifies secure, respectful and reciprocal relationships with children as one of the principles that underpin practice. Within an early childhood community many different relationships are negotiated with and between children, educators and families. The way in which these relationships are established and maintained, and the way in which they remain visible impacts on how the early childhood community functions as a whole. Relationships directly effect how children form their own identity, whether or not they feel safe and supported, and ultimately, their sense of belonging.

EACH Child aims to build positive relationships with children, families and educators through collaboration and interactions, which is reflective in our Service philosophy and the Early Years Learning Framework. Educators will encourage positive relationships between children and their peers as well as with educators and families at the Service, ensuring children feel safe and supported.

Respect for Children Policy

Within an early childhood community many different relationships are negotiated with and between children, educators and families. The way in which these relationships are established and maintained, and the way in which they remain visible, impacts on how the early childhood community functions as a whole. Relationships directly affect how children form their own identity, whether or not they feel safe and supported, and ultimately, their sense of belonging.

The Early Years Learning Framework (EYLF) (DEEWR, 2009) highlights educators’ relationships with children as central to supporting their learning. Principle 1 in the EYLF is about secure, respectful and reciprocal relationships.

Our philosophy guides our interactions and relationships with children. We aim to ensure all educators develop positive relationships with children based on respect and fostering children’s self-esteem and development.

 

NQS6 - Collaborative Partnerships

 

Culturally and Linguistically Diverse (Draft)

Everyone has the right to be treated equally and with respect. By helping children to appreciate and accept differences and similarities, we can help prepare them to contribute positively to our multicultural society.

Diversity enriches life and culture.  We aim to provide and promote a Service where children can realise their full potential regardless of gender, disability, socio-economic status, cultural background, location of residence, age, religion and beliefs. We believe in honouring diversity, striving to engage in respectful interactions with children, Educators and families. This will be reflected in our relationships with children and their families and in the resources we provide for the children.

The term ‘culturally and linguistically diverse’(CALD) is commonly used to describe people who have a cultural heritage different from that of the dominant Anglo Australian culture. 

CALD refers to children whose first language is a language or dialect other than English and who may require additional support to assist them develop proficiency in English.

Our Service recognises the cultural diversity of our community and implements strategies and programs to promote anti-racism, develop intercultural understanding and develop positive relationships between families, children and staff from all cultural backgrounds. We acknowledge that children from language backgrounds other than English, may require additional support to ensure their successful integration to our Service.

Enrolment Policy

Enrolment and orientation is an exciting and emotional time for children and families. It is important to manage this time with sensitivity and support, building partnerships between families and the Service. Such partnerships enable the Service and families to work toward the common goal of promoting consistent quality outcomes for individual children and the Service.

EACH Child aims to ensure children and families receive a positive and informative enrolment and orientation process that meets their individual needs. We strive to establish respectful and supportive relationships between families and the Service to promote positive outcomes for children whilst adhering to legislative requirements.

Family Communication (Draft)

Family participation is an important part of making the service a true part of the community. We believe in creating an environment that is welcoming and inclusive and supports a sense of belonging for children, families, and educators.

Children thrive when families and educators work together in partnership to support young children’s learning.’ (Early Years Learning Framework, p.9)

We encourage family participation and open communication within our Service. Families are invited to attend parent information meetings and assist with projects in keeping with our open-door policy.

We aim to ensure open communication through the enrolment and orientation process, policy and statement of philosophy review, feedback forms, parent committee, daily program, documentation, formal and informal meetings, emails, and conversations.

Grievance Policy Families (Draft)

Feedback from families, educators, staff and the wider community is fundamental in creating an evolving Childcare Service working towards the highest standard of care and education.

It is foreseeable that feedback will include divergent views, which may result in complaints. This Policy details our Service’s procedures for receiving and managing informal and formal complaints. Parents can lodge a grievance with management in the understanding that it will be managed conscientiously and confidentially.

We aim to investigate all complaints and grievances with a high standard of equity and fairness. We will ensure that all persons making a complaint are guided by the following policy values:

  • Procedural fairness and natural justice
  • Code of ethics and conduct
  • Culture free from discrimination and harassment
  • Transparent policies and procedures
  •  Opportunities for further investigation
  • Adhering to our Service philosophy 

Our Service believes in procedural fairness and natural justice that govern the strategies and practices, which include:

  • The right to be heard fairly
  • The right to an unbiased decision made by an objective decision maker
  • The right to have the decision based on relevant evidence.

Grievance Policy General (Draft)

Feedback from families, educators, staff and the wider community is fundamental in creating an evolving Childcare Service working towards the highest standard of care and education. 

It is foreseeable that feedback will include divergent views, which may result in complaints. This Policy details our Service’s procedures for receiving and managing informal and formal complaints. Parents, Educators, Visitors, Students and the community can lodge a grievance, with the understanding that it will be managed conscientiously and confidentially.

We aim to investigate all complaints and grievances with a high standard of equity and fairness. We will ensure that all persons making a complaint are guided by the following policy values:

  • Procedural fairness and natural justice
  • Code of ethics and conduct
  • Culture free from discrimination and harassment
  • Transparent policies and procedures
  • Opportunities for further investigation
  • Adhering to our Service philosophy 

Our Service believes in procedural fairness and natural justice that govern the strategies and practices, which include:

  • The right to be heard fairly;
  • The right to an unbiased decision made by an objective decision maker;
  • The right to have the decision based on relevant evidence.

Open Door (Draft)

We value and pride ourselves on our partnership with families. We believe families are children’s first teachers and therefore we embrace parents, guardians and family involvement within our Service. Participation by parents, guardians and other family members, conveys a positive impression to children. Children feel supported and a sense of belonging and well-being is promoted. 

We believe in offering an open-door policy welcoming families to visit the Service when it is convenient for them. 

To ensure the best care for children and families, we believe it is important to provide families with the opportunity to visit our facilities and participate in our program at a time that is convenient for them. We acknowledge that families provide a wealth of valuable information and understanding about their child and we foster strong, respectful partnerships between our staff and educators and families. We encourage families to join in on our learning activities and celebrate events and special days with us.

Orientation Policy

Enrolment and orientation any Early Education and Care Service is an exciting and emotional time for children and families. It is important to manage this time with sensitivity and support, building partnerships between families and the Service and importantly, trust with the child.  Such partnerships enable the Service and families to work toward the common goal of promoting consistent quality outcomes for individual children and the Service.

EACH Child aims to ensure children and families are provided with an orientation procedure that allows the family to transition into the Service positively and well-informed, meeting the children and families’ individual needs.  We strive to establish respectful and supportive relationships between families and the Service to promote positive outcomes for children whilst adhering to legislative requirements.

Transition to School (Draft)

Starting school is a significant milestone in the life of any child and family. Our Service supports continuity of learning and transitions for each child by sharing relevant information, clarifying responsibilities and by developing strategies that support a positive transition to school (National Quality Standard 6.3). Furthermore, we are committed to engage children, families, professionals, educators, and community members in the transition to school process to ensure the implementation of this policy is meaningful, supportive and reflective of best practice. Transition is viewed as a collaborative and dynamic process occurring over time ensuring a sense of belonging in all environments (Transition to School: Position Statement, 2011).

Ready families + ready early childhood services + ready communities + ready schools = ready children. (Kagan & Rigby, 2003)

Effective transition practices have as their base, a commitment to building secure, respectful and reciprocal relationships. One outcome of such relationships is that all participants regard themselves, and other participants, as valued members of the school community. (Dockett & Perry, 2001). 

Our Service aims to liaise with local schools to develop a smooth and comprehensive transition to school for all children. We will support children and families by strengthening the development and delivery of transition programs and provide a shared understanding between our Service and local primary schools about what is important for children and their families during the transition to school process. 

We believe it is vital to enhance children’s social and emotional development to ensure a successful transition to school.  By developing these skills and abilities and promoting their creativity and individuality, we promote children’s ability to become confident and successful learners.

 

NQS7 - Governance and Leadership

 

Child Care Subsidy Governance (Draft)

To comply with legislation when either applying or maintaining the Child Care Subsidy (CCS) a CCS Governance Policy is required. Our policy covers: evidence ensuring ongoing compliance with family assistance law, organisation size and structure, decision making, employment procedures, operational structure, financial viability and risk management.

Our Service aims to comply with the Child Care Subsidy legislative requirements associated with operating a fee reduction service for eligible families.  We understand the Department of Education and Training (the department’s) approach to maintaining the financial integrity of all child care funding. Our service has a genuine commitment to meet our obligations to maintain financial integrity and have effective compliance systems in place to ensure child care funding we receive is administered appropriately. We will continuously examine our business and service model to identify opportunities to cater to the needs of our families and community. (Child Care Financial Integrity Strategy, 2019)

Our Service aims to comply with the Child Care Subsidy legislative requirements associated with operating a fee reduction Service for eligible families.  We will continuously examine our business and Service model to identify opportunities to cater to the needs of our families and community.

Curriculum Pedagogy Educators Training (Draft)

The contribution of professional development to developing practice can be a source of deep professional satisfaction, for both individual practitioners and Services collectively. Through developing our capacity to link theory to practice, we deepen our understanding of the value and significance of our work. In turn, this sustains our commitment and enthusiasm and capacity to keep growing professionally and personally.
It is vital for staff and educators to be involved in professional growth in the early childhood sector to allow greater efficiency in the operation of our Service. 

We aim to implement a process for providing effective professional development opportunities based on employees’ strengths, interests, and goals.

Governance Policy

The Governance Policy provides the overall direction, effectiveness, supervision and accountability of a Service. Management are responsible for guiding the direction of the service, ensuring that its goals and objectives are met in line with the philosophy, and all legal and regulatory requirements governing the operation of the service.

EACH Child aims to ensure all legal and financial requirements are implemented and recognised through appropriate governance practices, providing quality education and care, meeting the principles, practices and elements of the Early Years Learning Framework and the National Quality Standard.

In-Service Staff Development (Draft)

Professional development is a term used which includes workshops, conferences, in-service training sessions, formal studying, readings, and professional research. A commitment by Early Childhood educators to ongoing professional development is the key to effective continuous improvement and the provision of quality childcare. Engaging in professional development helps to identify individual educator’s areas of strengths and areas requiring improvement. 

Professional development allows individuals to build and improve their knowledge and skills within the early childhood industry whilst keeping up to date with current research and recommended practice. 

The Early Childhood Education sector continues to grow and change. These changes impact on licensing and assessment requirements as well as our interactions and documentation of individual children.  To comply and improve we implement procedures for identifying areas in which our educators and staff can enhance skills and knowledge in the early childhood industry through relevant and effective professional development and training.  We aim to review and update individual professional development plans based on performance appraisals detecting strengths, interests, and goals.

Parent Advisory Group Policy

The Parent Advisory Group (PAG) provides families and the local community with the opportunity to participate in the management and structure of the Service. When they are involved in decision-making processes, families and the community are more likely to understand the scope of the Service’s organisation and activities, local issues and priorities, policies and procedures and assist in the continual improvement of the quality of education and care provided to children within the Service.

We are committed to a PAG team who are aware of their roles and responsibilities to the Service, children, families, educators, and community.  The Parent Advisory Group will adhere to Education and Care Services National Law and Regulations and the National Quality Standard, ensuring positive working relationships are formed. The PAG will maintain their professionalism at all times, performing in an ethical manner, which is reflective of the Service’s philosophy.

Payment of Fees Policy

It is important parents gain a clear understanding of the EACH Child fee structure to ensure their child’s fees are paid on time and to understand there are consequences for failure to pay fees on time. This policy states EACH Child’s setting, charging, collecting, and reviewing of fees and family co-contributions. This policy aims to support families in understanding applicable Child Care Subsidy (CCS) guidelines and its impact on co-contribution payments.

Privacy and Confidentiality Policy
The right to confidentiality and privacy of the child and the family is outlined in Early Childhood Code of Ethics and National Education and Care Regulations. The right to privacy of all children, their families, and educators and staff of the Service will be upheld and respected, whilst ensuring that all children have access to high quality early years care and education.

EACH Child aims to ensure the confidentiality of information and files relating to the children, families, staff, and visitors using the Service is upheld at all times. We aim to protect the privacy and confidentiality by ensuring continuous review and improvement on our current systems, storage, and methods of disposal of records, ensuring that all records and information about individual children, families, educators, and management are held in a secure place and are only retrieved by or released to people who have a legal right to access this information.

Record Keeping and Retention Policy

The Approved Provider and Management are responsible for overseeing and ensuring records are maintained and stored in accordance with relevant legislation and National Quality Standard.

EACH Child aims to maintain and manage appropriate records in a private and confidential manner, working in accordance with legislative requirements and best practice.

Relief Staff Policy

Our Service aims to maintain continuity of education and care and abide by National Regulations and Standards by employing quality relief staff to replace permanent staff on a short-term basis when necessary. We ensure our Service meets or exceeds, the minimum educator to child ratios as mandated in National Law to ensure adequate supervision is maintained and educators provide quality education and care in a healthy and safe environment.

Student and Volunteer Policy

Our Service values the participation of students and volunteers. Having students and voluntary workers within the Service helps to inform the community about our program and the value of the work we do.  Students and voluntary workers are welcome at the Service: However, the children’s care and safety are our first priority.

Our Service supports participation of work placement students (including work experience students) and volunteers wanting to develop professional skills and knowledge in their effort to become Early Childhood Professionals. We aim to build relationships with community members, providing appropriate learning opportunities for students and volunteers to contribute to our program. To ensure a professional and pleasurable learning experience, students and volunteers will be encouraged to participate in the centre’s daily routine and assist in accordance with their qualification level to work with children under the National Quality Framework requirements.

Withdrawal of a Child Policy

To enable our Service to meet legal requirements, fill positions and maintain financial viability, families are required to provide notice when withdrawing their child from the Service.

We aim to ensure families gain a clear understanding of the Service requirements when withdrawing their child from our care.

Writing, Reviewing & Maintain Policies Policy

While it is important to have policies and procedures in an early childhood education and care service, it is equally important that the policies are regularly reviewed, and amendments made to cater for changes in legislation and researched best practice, and changes to service procedures that aim to support ongoing quality improvement. Engagement in regular review of policies and procedures ensure that they align with quality practice within the Service and are responsive to feedback identified through the service’s risk management and quality improvement systems. (Guide to National Quality Standard, 2018).

To ensure compliance with the National Quality Framework, our Service will review our policies and procedures on an annual basis, or more frequently if required due to changes having occurred within the Service, or if considered best practice in respect of current research. We aim to work in collaboration with our Educators and families, gathering feedback when updating our policies and procedures to ensure that the needs of children being educated and cared for are always being met.



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