PARENT & CARER

HANDBOOKUpdated January 2016

Telephone: (02) 68854626Fax: (02) 68854828

Email: littlelearners.10@bigpond.comWebpage: littlelearnersdubbo.com.au

480 Wheelers Lane,DUBBO, NSW 2830

Index of Contents

1

IntroductionPg.3-WelcomePg.4-Centre DetailsPg.10-Education/Curriculum and Learning Pg.12-Philosophy Pg.16-Our ProgramPg.16-The Daily RoutinePg.16-Age Groups Pg.16-Services OfferedPg.17-The Community

Parents and CarersPg.19-CommunicationPg.20-EnrolmentsPg.22-Accounts and FeesPg.26-Immunisation RecordsPg.28-Court OrdersPg.28-Arrival & DeparturePg.28-Attendance & AbsencesPg.28-Waiting List Pg.29-Parental Grievances Pg.29-Parental and Family Involvement

ChildrenPg.32-Those First WeeksPg.32-What to BringPg.33-Daily Routine for ParentsPg.33- BirthdaysPg.34-ClothingPg.34-BelongingsPg.34-LockersPg.35-Behaviour guidancePg.41-Additional NeedsPg.44-Rest, Sleep and RelaxationPg.44-Separation Anxiety and Settling in

Health & SafetyPg.46-Food, Nutrition and Beverages Pg.50-Health, Hygiene and Safe FoodPg.57-Incident, Injury, Trauma, Illness Pg.63-Sun ProtectionPg.65-MedicationPg.70-Medical ConditionsPg.73-Immunisation and Disease PreventionPg.77-Emergency Management and EvacuationsPg.81-ExcursionsPg.86-Service Safety by ParentsPg.86-Educators QualificationsPg.86-Conclusion

Important Contact Numbers for Families

WELCOMEWelcome to Little Learners Long Day Care & Pre School. We hope that you and your family feel relaxed, happy and secure at our centre.

Little Learners is locally owned and operated by Kim Jones. Her thoughtful designs and passion to meet the community need for a higher quality early childhood education and care centre went into creating Little Learners in 2005.

2

Many years on it remains a magical place to be with highly trained educators who are dedicated to ensuring that each and every child experiences the many wonders of life and develops a confidence and happiness in who they are, their uniqueness, capabilities, interests and connections to others including their family, friends and communities of which they are a special part of.

Developing and maintaining secure relationships and collaborative partnerships with all children, families, other educators and the wider community holds a special place within our heart and profound influence over everything we do, allowing your child to form a healthy passion for learning and a strong sense of identity.

We are proud of our centre, our friendly and committed educators, the facilities and cleanliness. If at any time you feel that the principles stated in our philosophy and goals are not being met, or if you have any questions, queries or concerns please contact the Approved Provided/Nominated Supervisor, Kim Jones during business hours on the following number: (02) 68854626.

During your personally tailored orientation and settling in period we would like to make you aware that you are more than welcome to come and visit the centre before your child/ren commences their first day with us, this will help your family become more familiar with the centre and educators and allow your child to feel more comfortable and at ease as they begin their new and wondrous adventures.

We would like to inform you that during this time, you are also are more than welcome to stay with your child during the settling in process, for information on this transitioning time please speak to the educators in your child’s room. You too have the option to contact the centre during the day to speak to the educators within your child’s room who will gladly reassure you and explain how your child is settling in.

Please read this booklet carefully so that you are aware of important policies and procedures, which govern the operation and employment of our centre. We welcome your questions, feedback and suggestions along the way. Please keep this booklet in a handy spot ready for reference during your child’s stay with us.

CENTRE DETAILSHours of OperationMonday to Friday: 7.30am – 5.30pmThe centre is closed on Public Holidays and for a short time over the Christmas period.

3

Please be aware that Little Learners Long Day Care & Pre School premises are only licensed and insured to operate between the hours 7.30am to 5.30pm. This means we are unable to operate or open our doors before 7.30am and are not permitted to be operating after 5.30pm. This is as per the Education and Care Services National Regulations 2014.

It is also important to remember that all children are to be collected before closing time to enable the centre to close at 5.30pm. If you are a family who requires extended hours it is advisable to be here at 5.20pm, this allows you plenty of time to collect your child, sign them out and pick up any personal belongings. We expect that all children will be collected by that time. All children picked up after 5.30pm will have their account charged with a late fee. The late fee of $5.00 per minute after 5.30pm (closing time) is charged. Please refer to our Fees Policy.

If any emergency delays you and you are going to be late picking up your child, please call the Centre before the closing time. We understand that due to unforeseen circumstances you may be unable to contact the centre and this will be taken into consideration when you tell us of the emergency situation. (We suggest that you carry the centre’s number with you at all times)

Arrival and departure

The following has been taken from our Delivery and Collection Policy. The Nominated Supervisor, educators, staff and volunteers will adhere to the following procedure at all times to ensure the safety of children.

Arrival:

All children must be signed in by their parent or person who delivers the child to our service. If the parent or other person forgets to sign the child in they will be signed in by the nominated supervisor or an educator.

An educator will greet and receive each child to ensure the child is cared for at all times.

A locker or shelf space will be made available to children and their families. A sign is posted above the lockers nominating a symbol for each child or alternatively in the preschool rooms children use their name tags to choose their own lockers.

Departure:

All children must be signed out by their parent or person who collects the child from our service. If the parent or other person forgets to sign the child out they will be signed out by the nominated supervisor or an educator.

Children can only be collected by a parent, an authorised nominee named on their enrolment record, or a person authorised by a parent or authorised nominee to collect the child. Children may leave the premises if a parent or authorised nominee provides written authorisation for the child to leave the premises, including authorisation to go on an excursion (please refer to our Excursion Policy).

4

No child will be released into the care of an unauthorised person. If the person becomes aggressive or violent and will not leave the premises the Nominated Supervisor or educator will:

o ensure the safety of all children and adults at the service, and implement lockdown procedures if required

o ring the police on 000. The Nominated Supervisor will ensure that the authorised nominee pick-up list

for each child is kept up to date. It is our policy that we do not allow anyone under the age of 16 to collect children.

No child will be released into the care of anyone not known to educators. Parents must give prior notice where:

o the person collecting the child is someone other than those mentioned on the enrolment form (e.g. in an emergency) or

o there is a variation in the persons picking up the child, including where the child is collected by an authorised nominee who is unknown to educators.

If educators do not know the person by appearance, the person must be able to produce some photo identification. If educators cannot verify the person’s identity they will be unable to release the child into that person’s care.

If the person collecting the child appears to be intoxicated, or under the influence of drugs, and educators feel that the person is unfit to take responsibility for the child, educators will:

o discuss their concerns with the person, if possible without the child being present

o suggest they contact another parent or authorised nominee to collect the child.

o educators will inform the police of the circumstances, the person’s name and vehicle registration number if the person insists on taking the child. Educators cannot prevent an incapacitated parent from collecting a child, but must consider their obligations under the relevant child protection laws.

If a child has not been collected by the time we are due to close the service, the Nominated Supervisor will:

o attempt to contact the parents or other authorised nominees. (Earlier attempts may have also been made to contact the parents and nominees)

o leave a voicemail or SMS message on the parent’s phone if they do not answer advising he or she will wait up to 30 minutes before ringing the police or Child Protection Hotline

o wait for 30 minutes and, if the parents or authorised nominee has not arrived, ring the police or Child Protection Hotline for guidance on the appropriate action to take.

At the end of each day educators will check all beds and the premises including outdoors and indoors to ensure that no child remains on the premises after the service closes (refer to our Lock Up Policy).

Children may leave the premises in the event of an emergency, including medical emergencies.

Details of absences during the day will be recorded.

Updated: August 2015Last Reviewed: August 2015 Date for next review: August 2016

Lock Up Policy

5

The following has been taken from our Lock up Policy. At the end of our service operations each day, the Responsible Person present at the service will:

check all beds and cots to ensure no child is asleep in a bed or cot. check the premises outdoors and indoors to ensure that no child remains

on the premises after the service closes. review the children’s attendance records to ensure all children who were

signed in that day have been signed out.If a child has not been signed out the Responsible Person will:

if possible ask educators if the child was collected. immediately conduct a search of the premises, indoors and

outdoors to locate the unaccounted child if educators are unsure whether the child has been collected.

contact the child’s parents if the child is not located to see if the child was collected without being signed out

contact the police if the child is missing immediately document a missing child incident using the

Incident, Injury, Trauma and Illness Record template published by the national authority ACECQA at

http://files.acecqa.gov.au/files/Templates/1-Incident,%20injury,%20trauma%20and%20illness%20record%20word%20version.pdf notify the regulatory authority within 24 hours of the serious

incident involving missing child using the notification form SI01 Notification of Serious Incident.

Turn off lights, air-conditioning/heating and internet Check all power points not in use are switched off Lock all windows and doors Shut blinds Ensure taps and any outdoor sprinklers, hoses etc. are turned off Ensure any animals kept at the premises are secured appropriately Check all educators have signed out and no longer on premises The Nominated Supervisor/Certified supervisor turns on the alarm and

locks the front door.

Updated August 2015Last reviewed: August 2015 Date for next review: August 2016

StaffingOur centre consists of a dedicated team of Early Childhood Professionals – University Qualified Early Childhood Teachers, TAFE Qualified Child Care Workers including Certificate III and Diploma Levels, Trainees, Qualified Cooks, Assistants, Clerical Assistants and Cleaners.

Policy ManualsThere are a number of policies and procedures that relate to many different aspects of the centre. We have already referred to a few and will continue to throughout this handbook so that you become familiar with them. Full copies of our policies can be located in the foyer in our Policies and Procedures Folder. All parents are encouraged to read them at their leisure and provide ongoing suggestions and feedback.

6

Regulatory AuthoritiesOur Service complies with the National Quality Framework (NQF) including the National Quality Standard (NQS), the Early Years Learning Framework (or other Approved Framework) and the National Education and Care Services Regulations and Laws. Guided by these we remain dedicated to ongoing continuous improvement of our practices.

Our Service is regulated by the new national body for early education and care – the Australian Children’s Education and Care Quality Authority (ACECQA) as well as the state licensing department in our State/Territory. To contact our Regulatory Authority, please refer to the contact details below –

Australian Capital TerritoryChildren's Policy and Regulation Unit, Community Services Nominated Directoratewww.dhcs.act.gov.au02 6207 1114, ocyfsChildrensServices@act.gov.au, GPO Box 158 CANBERRA CITY ACT 2601

New South WalesNSW Early Childhood Education and Care DirectorateDepartment of Education and Communities www.det.nsw.edu.au1800 619 113, ececd@det.nsw.edu.au, Locked Bag 5107 PARRAMATTA NSW 2124

Northern TerritoryQuality Education and Care NTDepartment of Education and Training www.det.nt.gov.au08 8999 3561, qualityecnt.det@nt.gov.au, GPO Box 4821 DARWIN NT 0801

QueenslandOffice for Early Childhood Education and CareDepartment of Education, Training and Employmentwww.education.qld.gov.au1800 637 711, ecec@dete.qld.gov.au, PO BOX 15033 CITY EAST QLD 4002

South AustraliaEducation and Early Childhood Services Registration and Standards Board of South Australiawww.eecsrsb.sa.gov.au1800 882 413, nationalqualityframework@sa.gov.au, GPO BOX 1811, ADELAIDE, SA 5001

TasmaniaDepartment of EducationEducation and Care Unit www.education.tas.gov.au1300 135 513, ecu.comment@education.tas.gov.au, GPO BOX 169 HOBART TAS 7001

VictoriaDepartment of Education and Early Childhood Developmentwww.education.vic.gov.au/childhood/providers/regulation1300 307 415, licensed.childrens.services@edumail.vic.gov.au, GPO BOX 4367, MELBOURNE VIC 3001

7

Western AustraliaDepartment for CommunitiesEducation and Care Regulatory Unit www.communities.wa.gov.au1800 199 383, ecru@communities.wa.gov.au,LEVEL 1, 111 WELLINGTON ST, EAST PERTH WA 6004

Environmental Sustainability The following has been taken from our Environmental Sustainability Policy. Our service aims to help children learn about and implement sustainable practices and foster respect and care for the living and non-living environment by embedding sustainability into the daily routines and practices at our services.

Our educators will promote a holistic, open ended curriculum which explores ideas and practices for environmental sustainability and helps children understand the interdependence between people and the environment by:

o Connecting children to nature through art and play and allowing children to experience the natural environment through natural materials like wood, stone sand and recycled materials, plants including native vegetation, trickle streams or ponds, nesting boxes, a potting bench with gardening tools and watering cans.

o Developing education programs for water conservation, energy efficiency and waste reduction.

o Celebrating children’s’ environmental knowledge and sustainable activities.o Involving children in nature walks, education about plants and gardening and

growing plants and flowers from seed. o Engaging children in learning about the food cycle by growing, harvesting,

and cooking food for our service kitchen.o Using resource kits and information on environmental issues from the Better

Business Partnership or resources targeted at early childhood services such as “The Little Green Steps” Resource kits on Water, Waste and Wildlife.

o Enlisting the help of groups with expertise in environmental issues, for example bush care groups, wildlife rescue groups, Clean Up Australia, to deliver elements of our sustainability program

o Acknowledging and celebrating environmental awareness events like Clean up Australia Day and Walk to School Day.

Our educators will model sustainable practices by embedding sustainability into all aspects of the daily running of our service operations including:

o recycling materials for curriculum and learning activitieso minimising waste and effectively using service resourceso turning off equipment and lights when not in useo Using the least hazardous cleaning substance appropriate for the

situation, for example, ordinary detergent for cleaning dirt from tables and other surfaces.

o compostingo maintaining a worm farmo maintaining a no dig vegetable/herb garden

8

o Incorporating water wise strategies such as drip irrigation and ensuring taps are turned off and leaks fixed.

o using food that we have grown in meals on our weekly menuo implementing environmentally friendly pest management

Partnerships with Families and the CommunityOur educators will facilitate collaborative partnerships with local community groups, government agencies and private companies to enhance and support children’s’ learning about sustainable practices. We will share their brochures and fact sheets on sustainable practices like recycling, saving water and power and green cleaning with our children and their families. Families will be encouraged to participate in decision making and information sharing about environmental sustainability through our newsletters, posters and handouts, family input, ideas and suggestions, daily conversations and donation of materials for re-use at our service.

Updated: June 2015Last reviewed: June 2015 Date for next review: June 2016

EDUCATION, CURRICULUM AND LEARNING We will be guided by the Early Years Learning Framework (or other Approved Framework) as per our Education, Curriculum and Learning Policy.

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

Our Educational Leader is Chloe Campbell

The role of the educational leader is to work with educators to provide curriculum direction and to ensure children achieve the outcomes of the approved learning framework.

Our service is committed to the Early Years Learning Framework (EYLF).

9

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

We will use the relationships children have with their families and communities to build the curriculum, working in partnership with parents, to ensure each child’s knowledge, ideas, culture, abilities and interests are the foundation of our programs.

The Early Years Learning Framework Overview

Each child’s learning will be based on their interests and strengths and guided by our educators.

Educators must work in collaboration with families to provide relevant learning experiences for each child, based on their interests and family experiences.

Every child will be equally valued and their achievements and learning celebrated.

Educators will observe and record the strengths and learning of each child. Educators will work closely with children and families to generate ideas for

the curriculum. Learning outcomes will be linked to the curriculum during and after each

child’s learning has occurred. The curriculum must not be pre-programmed to match specific Learning outcomes.

The curriculum will be based on the children’s interests, educators extending children’s interests, spontaneous experiences and family input.

Where appropriate, the service will liaise with external agencies and support persons to best educate and care for children with additional needs.

Where appropriate, the curriculum (play and learning experiences) will build and develop each child’s learning stories, portfolio and observations of each child’s strengths and achievements.

The curriculum will be evaluated and reflected upon each week by educators.

Early Years Learning Framework Outcomes

Outcome 1: Children have a strong sense of identity Children feel safe, secure, and supported Children develop their emerging autonomy, inter-dependence, resilience and

sense of agency Children develop knowledgeable and confident self identities Children learn to interact in relation to others with

care, empathy and respect

Outcome 2: Children are connected with and contribute to their world

Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

Children respond to diversity with respect Children become aware of fairness

10

Children become socially responsible and show respect for the environment

Outcome 3: Children have a strong sense of wellbeing Children become strong in their social and emotional wellbeing Children take increasing responsibility for their own health and physical

wellbeing

Outcome 4: Children are confident and involved learners Children develop dispositions for learning such as curiosity, cooperation,

confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

Children transfer and adapt what they have learned from one context to another

Children resource their own learning through connecting with people, place, technologies and natural and processed materials

Outcome 5: Children are effective communicators Children interact verbally and non-verbally with others for a range of

purposes Children engage with a range of texts and gain meaning from these texts Children express ideas and make meaning using a range of media Children begin to understand how symbols and pattern systems work Children use information and communication technologies to access

information, investigate ideas and represent their thinking

Last reviewed: June 2015 Date for next review: June 2016

PHILOSOPHYThe following has been taken from our Relationships with Children Policy.

Prelude: Play is now well recognised for its potential power and influence it has on a child’s development. “It is the highest expression of human development in childhood, for it alone is free expression of what is in a child’s soul” (Fredrick Froebel). Through it children not only learn about themselves, but the world around them. However like a flower relies on sunshine and water to grow, we believe children not only require the freedom and time to play, but a secure network of relationships to bloom and grow. For this reason creating and maintaining unique bonds with children, families, educators and the community holds a special place within our heart and profound influence over everything we do. We continue daily to fill each unique bond, both individually and collaboratively, with lots of love, care, respect, warmth, trust, appreciation and encouragement. By doing so confidence, connectedness, acceptance, self-awareness and relationships can flourish.

11

We believe that by understanding each person’s individual uniqueness, not just as a separate identity, but as part of different groups and communities allows each of us to grow in confidence to explore and learn. Furthermore when learning is integrated and interrelated to one another it allows us to have a holistic understanding of the world and provides meaning and motivation behind each new discovery. We consider all types of environments, including the living and non-living elements of our world to hold a huge influence in shaping who we are, what we do in the here and now and who we will become. For this reason we place great pride in providing a home like environment that welcomes, reflects and enriches the lives and identities of the families and children of our centre, encourages acceptance of our culturally diverse community and promotes an appreciation and care for natural and constructed environments.

For Children

We believe every child is a unique individual with their own distinct ideas, interests, abilities, learning style, growth progression and culture.

They do not exist in isolation, but first and foremost as a member of their family and then also as a member of a variety of communities. For this reason we regularly provide collaborative learning opportunities for the children.

Their diverse knowledge and skills, expectations, perspectives and experiences gives them a confidence in who they are and allows them to continue constructing and shaping their own self identities and understandings of the world.

Children are resourceful, capable and powerful. They actively construct their own understandings and promote and influence others learning. For this reason we encourage interactions in individual, small group and large group experiences.

When given the time, space, support and opportunity to interact in a meaningful, safe and inclusive environment, where they can be themselves, children increase their sense of wellbeing, develop and maintain relationships and construct new ideas and concepts. They also link these ideas and concepts to existing knowledge and understandings, enhance dispositions for learning such as curiosity and creativity, develop skills and processes such as problem solving and experimentation and become effective communicators.

We empower children with communication skills to ensure their dignity and rights are maintained at all times and so they can learn to take responsibility for themselves and others, to understand their interdependence and connectedness with others, to appreciate collaboration and cooperation and self-regulate their own behaviour.

We ensure children’s motivation and engagement in learning by respecting and building on their unique skills and strengths, ways of knowing, cultural traditions, multiple languages and individual needs and interests.

We allow children the opportunity to build confidence and expertise by giving them the time to revisit a range of open ended materials and equipment that are familiar and natural to them and introduce novelty to promote interest and more intricate and increasingly abstract thinking.

We develop trust, confidence and optimism in children for a strong sense of wellbeing by providing warm, trusting relationships, supporting their health needs, providing predictable and safe environments and valuing all

12

aspects of their physical, emotional, social, cognitive, linguistic, creative and spiritual being.

We focus on the process of children’s work and not on the finished product and on the early childhood years being about both the present moment and the future.

For Families

We positively connect with families and consciously work together to develop collaborative partnerships with them.

We do so by helping them feel part of what we do and being attuned to their thoughts and feelings through open and ongoing two way communication, support, respect, understanding and joint decision making.

We embrace diversity and respond to changing individual and family needs.

We believe families are children’s most valued teachers and involvement is encouraged as an important part of the program.

We continually encourage families to become partners in building our curriculum by consistently requesting input and feedback from them about their children’s experiences both inside and outside of our service.

We collaborate with the community to provide families with support agencies and resources that can enhance their parenting, family wellbeing, child development and health and to ensure continuity of learning and transitions.

Continuity between children’s home environment and our service environment is also established with families through ongoing verbal and non-verbal communication and feedback on their children’s learning.

Our displays of children’s experiences, their responses and work samples are meaningfully displayed for families to ensure that children’s learning is made visible.

For Educators

The Early Years Learning Framework and the National Quality Framework guide our everyday practices and development of our policies, practices and programs.

We endeavour to earn the respect of families, children, the community and educators through allowing them to be equal active participants and decision makers and providing them with a high level of commitment, dedication, trust and educational expertise.

Our professional judgments are central to facilitating each child’s individual learning. We will continue to critically reflect on our experiences, our beliefs and values and a range of perspectives and theories about early childhood on a regular basis, to help improve and adjust our practices to suit the time, place and context of learning and to also create a confidence in what we do and an understanding for why we do it.

We create a collaborative environment that values, affirms challenges and supports motivation, commitment and ongoing learning of all educators, which fosters their professional development. This is inspired by honest and open communication, leadership, confidence, enthusiasm, creativity, innovation, imagination, experimentation and investigation.

13

We believe in providing continuity of care through an environment that represents each child’s unique sense of belonging, being and becoming and familiar educators who are regularly consistent in their approach to education and care and who continually communicate openly with families and other educators.

Quality experiences in built and natural environments are achieved through educators intentionally planning and preparing both indoor and outdoor play spaces that are engaging, flexible, predictable, include a balance of active and quiet areas, have sufficient and age appropriate space, equipment and facilities, encourage positive relationships, and reflect responsiveness to the children’s emerging interests and needs.

We actively care for the environment and resources of the centre by embedding sustainability into our daily practices to help children to become socially responsible, show respect for their environment and develop an understanding of the interdependence of living things. Most valued are the relationships that the children, families and educators develop with the animals at the centre and the appreciation, care and connectedness they have for one another.

We value a team of educators who ask questions, networks with other teaching professionals and support organizations, possess openness, readiness for change and trust, shares ideas and provokes discussions on current early childhood issues and contributes to others and their own ongoing learning and inquiry. This allows for a deep understanding and appreciation of children’s learning and development and constant review of our changing environment, leading to continuous improvement.

14

For the Community

We liaise with services and resources in the community to enrich our program and communicate with specialists to assist in planning an effective and equitable environment that ensures all children have the opportunity to experience a sense of personal significance and achieve the learning outcomes.

We develop a sense of community within the centre through group play experiences and projects, a sense of belonging and comfort, participation in reciprocal relationships between different rooms of the centre, group discussions and shared decision-making. We also encourage events and experiences shared with families and the community and help children to make connections between their experiences and knowledge developed in context of their community and family experiences to that of the context of the centre.

For the Program

We present a wide range of experiences that form a positive curriculum which contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.

These are based on the individual identities and interests of each child and shaped by the context of our centre, relationships with children, families, educators and the community and professional decisions made by educators that are guided by the principles and practices of the Early Years Learning Framework: Belonging, Being and Becoming, The National Quality Framework and their own pedagogical belief’s.

We provide an anti-bias, inclusive, non-stereotypical program that caters to individual needs and supports culture and diversity.

Educational program and practice will be enhanced by promoting each child’s agency, remaining committed and reflective in the design and delivery of individual programs and assessing each child’s learning and achievements as an ongoing cycle of planning, documenting and evaluation. Educators will also remain responsive to children’s play and ideas, use intentional teaching to extend and scaffold each child’s learning and promote learning at every opportunity, including through daily routines and spontaneous occurrences.

Last Updated October 2014

OUR PROGRAM

15

Our programs are guided by the Early Years Learning Framework (EYLF), National Quality Framework (NQF) and each child’s individual developmental needs, interests, experiences and identities. A secure network of relationships with children, families, educators and the community is the key to understanding each child’s uniqueness. This way, our skilled and knowledgeable educators can work with children individually to help them learn and grow in a nurturing and secure environment.

We present a wide range of experiences that forms a positive curriculum which contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. Each child’s unique individuality and abilities will allow for them to meet the outcomes in diverse ways.

THE DAILY ROUTINEWe provide an environment where the children feel comfortable and secure at all times. Continuity of transitions and routines between our centre environment and each child’s home is paramount. All our rooms have daily routines that reflect this. Our routines are also designed to maximise each child’s opportunities to learn and develop. While they provide a guideline for the day, they remain flexible to the ever changing skills, interests and needs of the children including aspects of their culture, family and community.

Each room will display their routine and educators will be happy to answer any questions. There are summer and winter routines which are adapted to the weather conditions. Educators are also continually reflecting on their routines and transitions weekly and adapting their practices and intentional teaching strategies to suit both individual and group learning experiences throughout the day.

AGE GROUPSOur centre has five rooms which promotes a spacious, warm and inviting environment for all our children. The rooms are:

Monkeys Room (0-1yrs) Koalas Room (1-2yrs) Tigers Room (2-3yrs) Rhinos Room (3-4yrs) Zebras Room (4-5yrs)

SERVICES OFFEREDLong Day CarePre-school ProgramMorning tea, Lunch and Afternoon teaNappies, wipes, tissues, sunscreenBedding Hat and T-shirt on enrolment Special Needs Catered ForHighly trained, passionate and consistent educators Qualified early childhood and primary trained educators for children aged 3-5yrsSpecialised transition-to-school programs that are highly recommended by primary schools

16

COMMUNITY

“Children’s connectedness and different ways of belonging with people, country and communities helps them to learn ways of being which reflects the values, traditions and practices of their families and communities. Over time this learning transforms the ways they interact with others” (EYLF p.25).We liaise with services and resources in the community to enrich our program and communicate with specialists to assist in planning an effective and equitable environment that ensures all children have the opportunity to experience a sense of personal significance and achieve the learning outcomes.Our service acknowledges the value of relevant excursions and incursions in allowing children to gain a greater insight of the society in which they live, and learn from these experiences. Our service will actively seek to minimise any risks associated with excursions, and respond promptly and appropriately to any emergency whilst on an excursion. Educators will educate children and families regarding safe road (or other transport) and play practices.We promote community activities within Dubbo and the surrounding regions through TV displays, flyers and pamphlets and collate copies of these and paper clipping of children, their families and educators within the community into our connections with the community scrapbook. This is available to browse through in our foyer.We develop a sense of community within the centre through group play experiences and projects, a sense of belonging and comfort, participation in reciprocal relationships between different rooms of the centre, group discussions and shared decision-making. We also encourage events and experiences shared with families and the community and help children to make connections between their experiences and knowledge developed in context of their community and family experiences to that of the context of the centre.We continually draw on input from the community and children’s experiences outside of the service to inform our curriculum through ongoing two way communication with families, educators, children, and the community. We place great significance on the wonderful contribution that this knowledge has in shaping meaningful learning experiences for the children during their time at our service through our Family and Community Input Sheets which are available at all times on our sign in and out benches and by also thoughtfully documenting and displaying evidence of how this has positively influenced the children’s learning in regards to the Early Years Learning Framework Outcomes.

17

PARENTS & CARERSSECTION

COMMUNICATION Everybody has a different communication style and time for communication. We understand that mornings and afternoons can be a little rushed, and not the best time to discuss your child. We have many types of communication we use for families at our centre just like you.

18

Confidentially and discretion Information received through written and spoken communication with families will be treated with discretion.

At any time if you require a private discussion with our Educators, please inform us. This can happen face to face or by phone.

The following has been taken from our Parental Interaction and Involvement Policy:

Ways we communicate: Verbally at arrival and departure times. Phone calls, SMS messages and emails Regular newsletters Online website Room diaries and communication books Displays of upcoming events and notices in the foyer and rooms Regular informal meetings with parents and the opportunity to plan formal

meetings if necessary. Community and Family input sheets with the Day Books in sign in and out

areas A fees/communication box allows parents to leave more detailed written

messages if they have concerns or want to provide positive or negative feedback. These can be anonymous if desired.

Occasionally educators will ask parents to complete short surveys in order to maintain up to date records and seek parent feedback on various topics.

Communication and educators

Communications between family members and the service are considered crucial for a child to reach their full development. Therefore, we aim to provide an environment where there is a strong emphasis on family/service communication to allow consistency and continuity between the home and the service environment. By encouraging family members to be involved in the service, we aim to provide a service that best meets the needs of our community.

What can you expect from Educators?Educators will:

Inform families promptly and sensitively of any out of the ordinary incidents affecting their child.

Share with children’s families some of the specific interactions they had with the children during the day.

Provide information on children’s eating and sleeping patterns through verbal communication and through the daily information sheets.

Keep an appropriate record of joint decisions made with families affecting children’s progress, interests and experiences. (These may include new events like toilet training.)

Please feel free at any time in person, by phone or email to discuss your child’s progress, relationship, interest and experiences.

ENROLEMENTS The following has been taken from our Enrolment Policy. We ensure that each child’s enrolment is completed as per our legal requirements. Additionally, we aim to ensure that each child and family receives an enrolment and orientation

19

process that meets their needs, allowing the family and child to feel safe and secure in the level of care that we provide.

Priority of access guidelinesChildren who are enrolled at the service or whose families are seeking a place at the service will be given Priority of Access in accordance with the guidelines that have been established by the Department of Family and Community Services and Indigenous Affairs. Below are the Priority of Access levels which the service must follow when filling vacancies.

1. A child at risk of serious abuse of neglect.2. A child of a single parent/guardian who satisfies, or of parents/guardians

who both satisfy the work/training/study test under Section 14 of the Family Assistance Legislation Amendment (Child Care) Act 2010.

3. Any other child. Within these three categories priority is also given to the following children:

Children in Aboriginal and Torres Strait Islander families. Children in families which include a disabled person. Children in families on low income. Children in families from culturally and linguistically diverse backgrounds. Children in socially isolated families. Children of single parents/guardian.

Upon enrolment families will be notified of their priority and advised that if the service has no vacancies and their child’s position is a priority 3 under the Priority of Access Guidelines, it may be required that their child leave or reduce their days in order to make a place for a higher priority child.

Enrolment Process

When a family has indicated their interest in enrolling their child in our service, the following will occur:

- A tour of our service. During this tour, the educator conducting the tour will give the family information about the service including, but not limited to, programming methods, meals, incursions, excursions, inclusion, fees, policies, procedures, our status as a Sun Smart service, regulations for our state and the licensing and assessment process, signing in and out procedure, the National Quality Framework, room routines, educator qualifications, introduction of the educators in the room the child will be starting in and educator and parent communication. Families are also invited to ask any questions they may have.

20

- Families are given details on how to access the Parent and Carer Handbook on our webpage and are invited to ask questions after reading through it.

- Discussions are held between office staff and families regarding availability of days, a start date and tailoring an orientation process to suit the needs of the family and child. Families are informed of the Priority of Access Policy, and have their position assessed as to how they place within this system. Any matters that are sensitive of nature, such as discussing a child’s medical needs, Court Orders, parenting plans or parenting orders, will be discussed privately with the Nominated Supervisor at this time. We request that parents begin to fill out enrolment forms at that time, and discuss their child with us so we can accommodate their needs in the service from the first day they start with us. Should a child use English as a second language, or speak another language at home, we request that families provide us with some key words in the languages the child speaks at this time so that educators can learn the words.

- Families also need to contact the Family Assistance Office (Centrelink) to have their eligibility for Child Care Benefit assessed. If these details are available, we will complete the child’s formal enrolment. Should a family still need to access this information, we will complete an informal enrolment until these details are finalised.

- As per our Orientation for Children Policy, families will be invited to bring their child into the service at a time that suits them so the child and family can familiarise themselves with the environment.

- Before the child begins their first day with us, the service must have all required documentation for the child. The child will not be accepted into the service without this being completed.

On the child’s first day:

- The child and their family are welcomed into their room for the first day. - The Nominated Supervisor and parents will ensure all details are finalised

and complete and sign the Orientation Checklist.

Other information about our service’s enrolment includes:

- We will try and accommodate families so that children from the same family can attend our service. This will be carried out in line with our obligations under the Priority of Access Policy.

- Parents who wish to enrol their child are required to provide at the time of enrolment their child’s immunisation certificate showing the child is fully immunised (has received all vaccines recommended for their age) in line with the NSW Immunisation Schedule or a certificate certified by a medical practitioner or authorised nurse or midwife that the child is on an approved vaccination catch-up schedule for the NSW Immunisation Schedule. Please see our Immunisation Policy for further information.

21

- Enrolment of educator’s children at the service is generally not encouraged.

- In accordance with the National Law and Regulations, our educators will support each child to manage their own behaviour, respond appropriately to the behaviour of other children and communicate effectively to resolve conflicts. We will also work with each child’s family to support any children with diagnosed behaviour and social difficulties. However, a child’s enrolment at our service may be terminated if the nominated supervisor decides the child’s behaviour threatens the safety, health or wellbeing of any other child at the service.

Updated: September 2015Reviewed: September 2015 Date for next review: September 2016

ACCOUNTS AND FEES 1. There is a standard yearly enrolment confirmation fee of $100.00 per child

which is non-refundable. The fee covers:

Supply of sunscreen (available in your child’s room) Hygiene products such as tissues and toilet paper Learning portfolio (captures your child’s journey at our centre) On initial enrolment your child will receive a centre hat and t-shirt

(hat goes home on a daily basis, must be worn at all times whilst outdoors, see our ‘Sun Protection Policy’.)

Use of centre bed linen (stored separately for each child and washed on a weekly basis)

Book Library Upkeep of quality learning resources. Centre Bus and running costs. Our centre does not rely on families to fundraise to cover the above

costs as we believe families have enough commitments.

2. A bond (security deposit) is payable in advance upon provision of a confirmed placement and calculated as one week’s full fees at a cost of $50 per day (this is refundable and is placed towards your fees upon four (4) weeks full notice of withdrawal).

3. Daily Fees: Please check with the Nominated Supervisor. Two weeks fees in advance are required to be paid in full before your child begins their first day and there after must be kept one week in advance. Fees are taken via Hub Debit every Monday. You will be given details to login into Hub works and set up the card details for which this is to be taken from. You are also required to regularly check your invoices online as changes may occur to your CCB OR CCR entitlements.

Child Care Benefit (CCB) and Child Care Rebate (CCR) is available. CCB and CCR requirements must be met prior to claiming CCB and CCR. Centrelink will assess your gross family income to determine what % of the maximum rebate you can claim. This information allows us to calculate your daily rate.

22

Fees policy

The following has been taken from our Fees Policy:

On enrolment you will receive further information on how to set up payment of your fees. You will be given a website address with your own personal username and password to view your family’s fee account at any time and are responsible for managing your own fees. Public Holidays and days absent must be paid for, as you are paying for the position held.

Please ask the Nominated Supervisor if you have any queries about your fees. Sometimes it is not possible to answer your query straight away, but they will be happy to investigate and get back to you as soon as possible. Account inquiries can be made directly to the Nominated Supervisor on (02) 68854626 or emailed to littlelearners.10@bigpond.com. See the Nominated Supervisors counter for office hours.

The following outlines how fees can be paid:

Upon enrolment, families must pay a security deposit (bond) of one week’s full fees calculated at $50 per day (this is refundable and is placed towards your fees upon four (4) weeks full notice of withdrawal).

Fees must be paid one week in advance. Fees must be paid weekly by direct debit every Monday of each

week. Fees are payable in advance for every day that your child is enrolled at

the service. This includes pupil free days, sick days and family holidays but excludes periods when the service is closed.

Child Care Benefit (CCB) is available to all families who are Australian Residents. To find out their eligibility, families must contact the Family Assistance Office.

Child Care Benefits can be received as: A reduction of fees through the service. A lump sum payment to families at the end of the financial

year that the service is used in.

A receipt will be issued for all fees via accessing your details online through Hubworks web page. This will include the child/children’s full name/s, date of care, date of payment, amount, etc. If the incorrect amount is paid, change will not be given but will be credited to the families account.

A confirmation fee of $100.00 per child is required when securing a placement offer. This is non-refundable if your child does not take a place at our service. Each year families must re-enrol and pay a confirmation fee of $100.00 per child.

Terminating policy-Should you wish to end your child’s place at the service or should management make the decision to terminate your child’s place, FOUR (4) WEEKS WRITTEN NOTICE is required from the ending/terminating party. If this does not occur, 4 weeks fees will be billed to you.

23

Overdue Fees-Any family who is one or more weeks late with their fees will receive a Friendly Fee Reminder. Families can make appointments to speak with the nominated supervisor regarding payments if there is a need to do so. Continually not paying fees will put your child/ren’s place/s in the service in jeopardy.

A Fee of $5.00 a week will apply to any overdue fees.

Public HolidaysThe centre will be closed on the following holidays, and full fees are charged for those weeks:

Australia Day Good Friday Easter Monday Anzac day Queen’s Birthday Labour Day

The centre may close over Christmas for a period of one to four weeks inclusive. No fees will be charged for the period the centre is closed over the Christmas period. This may be changed at the licensee discretion and parents will be advised as to the dates of the closure each year. While the centre is open for business full fees will be charged (including Public Holidays – fees are chargeable on Public Holidays).

End of Year WithdrawalsThe centre requires all children attending Little Learners from the beginning of November to attend until the centre closes for the Christmas break with all fees paid up until the centre closes for the Christmas break. Any family unable to honour this policy will loose their family security bond and all fees for their placement up until the Christmas closing. Any immediate outstanding fees will be collected through a debt agency.

AttendanceDue to licensing regulations, requiring us to employ staff based on the number of children enrolled, we cannot refund fees for days your child is absent. Full fees will still be charged if your child is absent due to illness or holidays. Fees must be paid before going on holidays.

Please inform the Nominated Supervisor in writing if your child is going to be away for longer than one week. Parents should notify the centre if their child will not be attending during their booked time, as soon as this is known or at the very latest by 9am of the morning of attendance.

Withdrawal/Decrease/Increase of EnrolmentWe require a four full weeks’ notice in writing (not verbal) if you intend to withdraw your child from the centre or to decrease/increase number of days required. Forms are available on the Perspex stand in the reception area. (I.e. four weeks’ notice starts from the following week of when you inform the centre.)Please see office for clarification if you are unsure on this section of our fees policy.

24

Place ShareIf you are going on holidays or your child/ren are going to be absent from Little Learners for a period of time we may be able to ‘place share’ your child’s days while they are absent with another child wanting casual days. This service is also available for those families wanting extra days on a casual basis.

Child care benefits

A family subsidy (Child Care Benefit) is available from the Family Assistance Office (FAO). The Family Assistance Office will assess parents’ taxable income and a scale will be used to determine the amount of assistance each family will receive. The assistance may be claimed at a reduced Service fee or at the end of the financial year. Every family regardless of their income is entitled to this assistance. The Child Care Rebate covers 50% of out of pocket expenses up to a maximum amount each year. The Child Care Rebate is not income tested. If you are claiming Child Care Benefit you are eligible for the Child Care Rebate if you meet a “work study test”.For further details please speak to our Nominated Supervisor or contact FAO on 13 6150.

Families may be eligible for Child Care Benefit (CCB) and or the Child Care Rebate (CCR). You can apply for these payment/s, which will reduce your child care fees, at the Family Assistance Office. Your rate of CCB depends on your estimate of your family’s annual income, which will be checked at the end of the financial year.

Alternatively, you can choose to pay full fees and claim your CCB as a lump sum after the end of the financial year. The centre encourages the CCR to be applied directly to your fee’s to save you paying a higher amount in fees. Please organise this with Centrelink.

Copies of the Child Care Benefit and Child Care Rebate application form can be obtained through the FAO. You must lodge your application within 28 days of your child beginning care to ensure your Childcare Assessment Notice reaches the FAO so your childcare fees are backdated to the time of care beginning at our centre.

You will be required to pay full fees until your benefit comes through upon which time your account may go into credit. Please ensure you provide a doctors certificate for illness. We require on enrolment a copy of your child’s immunisation status and copies after each round of immunisations.

The Centre receives weekly CCB reductions and CCR payments from Centrelink which alter fees to those entitled. You will be notified once your account is activated with the CCB reductions and CCR payments.

25

CCB is paid for up to 30 allowable absence days, which can be taken for any reason, for each child per financial year, across all approved child care services. In addition to this CCB is paid for approved absence days for specific reasons such as illness and public holidays etc. Please contact the Director or Centrelink for more information.

Please note: The forms that you sign for the purposes of CCB and CCR are legal documents, and we are asked to remind you that giving false information is a criminal offence.

Call the Family Assistance Office (Centrelink) on 136150 to discuss your circumstances and entitlements.

It is important to remember that your child must start the day that the Centre has booked your child to commence. You are only entitled to claim CCB and CCR for your child once they have started attending our centre. Therefore any days missed on and after the initial commencement date must be paid in full and will not be applicable to a CCB reduction and CCR payments. The same rule goes for on withdrawing. You must give the four week’s notice and the child must attend up until the last day of being booked in or days between non-attendance and the official final day of attendance will be charged as a full fee.

Updated: April 2014Reviewed: September 2015 Date for next review: September 2016

IMMUNISATION RECORDS The following has been taken from our Immunisation and Disease Prevention Policy.

When it comes to ensuring the health and wellbeing of the children in our center it is important to remember:

All parents are responsible for keeping our staff informed of their child’s immunisation status

A copy of immunisation papers are to be provided upon enrolment and with each new immunisation. Parents may provide copies of certificates instead of the originals.

An immunisation certificate is: An Immunisation History Statement provided by the Australian Childhood

Immunisation Register (ACIR). The ACIR maintains immunisation records for children up until their seventh birthday and can be contacted on 1800 653 809.

Parents/guardians must provide the service with an updated copy of their child’s immunisation record when the child receives a vaccine which is on the National or State immunisation schedule. We will regularly remind parents to do this via newsletters, emails or letters.

If a child is not fully vaccinated, or on an approved vaccination catch-up schedule, a medical practitioner or authorised nurse or midwife must certify that:

26

o the child should not be immunised for a vaccine preventable disease due to medical contraindications (reasons) or

o the parent of the child has a conscientious belief that vaccination for a particular vaccine preventable disease should not take place and that the medical practitioner or authorised nurse or midwife has explained the benefits and risks associated with immunisation to the parent and has informed the parent of the potential danger if the child is not immunised.

Exclusion Periods Any child that is not fully immunised may be excluded for a period of time

if there is a case of a vaccine preventable disease at the service, or if the child has been in contact with someone outside the service who has a vaccine preventable disease. We will consider the Exclusion Periods recommended by the National Health and Medical Research Council.

It is the responsibility of families to inform the service that their child has come into contact with someone with a vaccine preventable or infectious disease.

Immunisation Related Payments for Parents - Child Care Benefit

The benefit applies to children who are fully immunised or have an approved exemption from immunisation. This initiative ensures parents are reminded of the importance of immunising their children at each of the milestones. For parents to receive CCB without their child being fully immunised their doctor or immunisation provider needs to certify that the child:

is on a catch-up immunisation schedule or has an approved exemption from the

immunisation requirements. Approved exemptions include conscientious objection, medical reason, existing natural immunity, or a vaccine is unavailable.

Information on how a child’s immunisation status affects payments made to a family, and more information on exemptions is available on the following website -http://www.medicareaustralia.gov.au/public/services/acir/family-assist.jsp#N10059Parents are responsible for payment of fees while their child is excluded under all circumstances.

Updated: June 2014Last reviewed: June 2015 Date for next review: June 2016

27

COURT ORDERS Parents must notify the service if there are any Court Orders affecting residency of their children and a copy is required for the service records. Without a Court Order we cannot stop a parent collecting a child. Please refer to our Family Law and Access Policy.

ARRIVAL AND DEPARTUREFor safety and security reasons ALL children must be signed in on arrival, and signed out on departure. The times must be noted. No child will be allowed to leave our service with a person who is not stated on the enrolment form, unless prior arrangements are made with the Nominated Supervisor. Please refer to our Delivery and Collection Policy.

ATTENDANCE AND ABSENCEOnce a child is enrolled at our service, payment of fees must continue during the child’s absence for illness, public holidays, annual holidays etc. When a child is absent for any reason we must be notified. The service is open for fifty weeks per year; the only period during which we are closed is Public Holidays and two weeks at Christmas. Dates will be advised. Please refer to our Fees Policy.

Allowable absencesRefer to the Department of Education, Employment and Workplace Relations (DEEWR) for information about allowable absences.

WAITING LISTWhen our rooms have full enrolment, children’s names will be put onto a waiting list. Once a position is vacant, parents are then contacted about placement. When parents wish to change days, this can be effective immediately if enrolments for that day are not full. If they are full the child’s name will be placed on a waiting list. Once a position is available, days will then be adjusted. Our waiting list gives priority to working parents as per the Priority of Access Guidelines in our Enrolment Policy.

PARENT GRIEVANCESThe following has been taken from our Parental Interaction and Involvement Policy:

Any parent/caregiver with a concern or complaint in relation to the running of our service either in administration or child interaction should do the following:

Voice their complaint or concern with the nominated supervisor or approved provider.

Write down their complaint or concern addressing it to the nominated supervisor or approved provider. You will receive a personal response unless you have chosen to be anonymous.

Parents can speak to any educator or member of staff about a specific complaint or concern. Educators or staff will put steps in place to address your concern or complaint as quickly as possible. However, educators and staff do reserve the right to have the complaint put in writing.

28

If a service-wide problem has been brought to our attention, all families and staff will be informed of the contents of the complaint, but not the person’s name.

The service will follow the Grievance Procedure Policy to ensure that the grievance is followed through and sufficiently investigated.

PARENTAL AND FAMILY INVOLVEMENT

The following has been taken from our Parental Interaction and Involvement Policy:

Families are welcome to visit at any time of the day (The Approved Provider, Nominated Supervisor and educators will not allow a parent to enter the service premises if they reasonably believe this would contravene a court order).

Families are also encouraged to make suggestions and offer critique on our policies, educational program, philosophy, learning environments, children’s health and safety, staffing, daily practices and management, to share aspects of their culture with the educators and children as well as appropriate experiences and are invited to participate in the service’s daily routine by helping out with activities such as reading stories, craft experiences, music and movement, indoor and outdoor games and activities, the preparation of morning and afternoon tea, special events and excursions and to make suggestions towards minutes of educator/parent meetings.

Parent Support

For those families undergoing difficult situations and who seek assistance from service, the service will offer support as appropriate. Our service offers a parent library which provides resources and contact numbers for various support groups within the local community such as a baby nurse, playgroup and speech therapist.

For families who use English as a second language, translated documents can be provided.

29

Open Doors

O Our Service can be accessed at any time for parental inspection. P Please come and see how we help your child develop and grow.E Entry by you any time shows that we are happy for you to see our

practices at any time of the day. N Never leave your child in a Service unless you feel 100%

competent in their ability to provide for your child.D Don’t hesitate to ask us any questions about your

child, their development or our Service philosophy.

O Our Service is proud of the quality of care we provide.O Our educators are qualified, trained, experienced and talented.R Rather than take our word for thisS See for yourselves!

Updated: January 2016Reviewed: January 2016 Date for next review: January 2017

CHILDRENS30

SECTION

THOSE FIRST WEEKSThe introduction into long day care can be difficult for children and parents. Children’s welfare and happiness are the priority for educators when welcoming new children to the service and when families are settling into the service environment. It is recognised that each family’s needs will vary greatly in the orientation process and individual needs will be addressed. The following outlines some helpful hints for parents on settling their child into care: 

Make sure you familiarise your child with the environment and the people in the environment (children and adults) by coming in for visits before commencing care.

Ease your child into care with short stays to begin with. Provide a favourite toy, blanket or comforter to support your child when

they are separating from you or settling to sleep. This can help your child feel more secure.

If your child is unsettled, short visits with you will help your child to gain trust with an unfamiliar environment. These visits can be made on a day when your child is not booked to attend.

Your child will be reassured when they see positive interactions between Educators and parents or Educators and other children, and this will help them to establish trust in an unfamiliar setting.

Try to talk at home about child care. Mention the names of the Educators and other children. Talk about the things the child will be able to do at child care that are fun and enjoyable.

Talk to the Educators about your child, for example, what they like to do; successful ways of settling them to sleep; foods they like and dislike and so on. This helps Educators to get to know your child.

31

When leaving your child it is best to make sure you say goodbye and then leave. Hesitating and not going after you have said your goodbyes only confuse them, especially if they are upset. Reassure your child that everything is alright, that they are safe and you will return later. This can help them to settle.

It sometimes helps to establish a routine when leaving. For example, giving your child a cuddle and then passing them an Educator, or sitting down with them to read a book or for a short play before leaving.

At first some children protest strongly while others may take a day or two to realise that you are leaving them and begin to protest after several days. Children soon learn that you do return and in the mean time they are well cared for.

WHAT TO BRING A school bag with a change of clothing that is

weather appropriate (younger children- especially those toilet training- will need extra changes).

In varying weather conditions, beanies, jumpers, shoes etc. should also be placed in your child’s bag. PLEASE MARK ALL ITEMS OF CLOTHING INCLUDING SHOES WITH YOUR CHILD’S NAME.

Little Learners sun safe hat Comforter (dummy/blanket/teddy bear) if

required for rest time. Babies & toddlers bottles with formula prepared

in bottles prior to centre arrival. Labelled drink bottle with water only in it Sensible shoes and sun safe clothing that covers shoulders We are a NUT FREE Service so no food containing Nuts must be brought

into our service including birthday cakes and snacks. All children who have consumed Nuts before entering our service must ensure that all traces on their body are removed as cross contamination is the leading cause of severe reactions. We provide all Nut Free Meals including Morning Tea, Afternoon Tea and Lunch. Only towards the end of the year do we encourage the children going to school in the following year to bring packed meals as part of transition to school.

ANY MEDICATIONS OR NAPPY CREAMS THAT ARE BROUGHT TO THE SERVICE MUST BE STORED IN OUR MEDICATION BASKET OR GIVEN TO AN EDUCATOR FOR SAFE APPROPRIATE STORAGE.

DAILY ROUTINE FOR PARENTSOn arrival please sanitise all hands in the foyer.

Once you and your child are in their room you must sign them in. Please be aware that this is a regulatory requirement and in case of an emergency we must know who is there that day.

Once your child’s belongings have been put into their locker let your child’s Educators know you have arrived. Don’t forget no hat no play, to place their drink bottle at their rooms designated drink station, medication and nappy creams in the medication basket or given to an Educator to be stored safety and apply sunscreen on if they have not had any applied before arriving that day. In the afternoon remember to take all their belongings back home with them including medications.

32

Remember to also inform your child’s educator if: Someone different is picking up your child. Your child is sick or going on holidays. Custody/access arrangements have changed

(we need a copy of court orders on file-otherwise we cannot abide by verbal orders)

Immunisation is updated. Your address/phone number has changed or

any other details on your Emergency Information and Consent Form.

Your child requires medication throughout the day. A medication form will need to be filled in and signed on arrival before any medication can be administered.

BIRTHDAYSYour child’s birthday is a special event in his/her life. If you wish for your child to celebrate their birthday at the centre please advise your child’s educator in advance (at least one week). To celebrate your child’s birthday, parents are always welcome to bring in a cake to make their little one’s birthday extra special. All ingredients must be listed in case of allergic reactions. Due to the centre being NUT FREE to ensure all children with allergies and anaphylaxis responses are safe, NO CAKE or PARTY FOOD is allowed to be brought into the centre by families if containing nut products. Alternatively you can order one from us at a cost of $10 by filling in an order form that can be located in the foyer on the office bench. We welcome and encourage family members to come along to the centre on their child’s birthday so they can celebrate with their child and class friends. Please advise us if you wish to join us for the party otherwise if you are unable we are happy to take digital photographs for you.

CLOTHINGParents are advised to send their children to the service in comfortable, sun safe inexpensive clothing. The children need to be able to move around during play and should be unimpaired by clothing. While paints etc. will come out in the wash, accidents do happen so please don’t send your child in expensive or designer clothing. Young children enjoy and need “messy” play with paint, clay, sand, water and mud.

The service only has a limited supply of spare clothing. Please supply at least one change of clothing and underwear (for those children out of nappies) in case of accidents. Toddlers should have about three complete changes of clothing and plenty of training pants.

Please label your child’s clothing and replace name tags if they fade in the wash. Ensure clothing is suitable for the weather.

Clothing safetyPlease do not dress your child in clothing with cords e.g. shorts, hats, as these have the potential to become caught on equipment and may cause serious harm to your child.

BELONGINGS

33

Please ensure all belongings are clearly labelled including dummies, drink bottles and clothing etc. Lost property will be displayed for parent collection in your child’s room. Parent co-operation in labelling assists the service in keeping your child’s belongings together.

It is appreciated if personal possessions are not brought to the service e.g. guns, toys etc. Any possessions brought must come entirely at the parent’s own risk with regards to breakage or loss. A soft toy or security item for rest time is acceptable.

We welcome and encourage family input and news.

LOCKERSEach child is allocated a locker. In the younger rooms a sign is posted above the lockers nominating a symbol for each child. In the older rooms they will be able to choose their own locker using their own name tag. This encourages name recognition and decision making abilities. To further develop independence, agency and self-help skills encourage your child to be in charge of their belongings including putting their bag into their locker, getting out what is needed for the day and locating and packing away their belongings at the end of the day.

BEHAVIOUR GUIDANCE Educators follow a Behaviour Guidance Policy which extends across the whole Service giving consistency of expectation in all rooms. This policy allows children to develop self-discipline, a respect for others, for property and respect for self.  

The following has been taken directly from our Relationships with Children Policy. The policy in full can be accessed in our policy manual located in the foyer.

Group Relationships

In order to encourage respectful and positive relationships between children and their peers and educators our service will adhere to the following practices:

Our service will encourage children to participate in enjoyable interactions with their peers, respond positively to ideas, negotiate roles and relationships, contribute to shared play, and develop friendships.

Our educators will engage children in ongoing group projects that involve research, planning, problem solving and shared decision making.

Our educators will model strategies for children to initiate interactions and participate in group play and social activities and assist them when they have trouble understanding or communicating with each other.

Our service will ensure that the children have many opportunities for peer scaffolding.

Our educators will promote a sense of community in the service. Our service will coordinate the staffing and grouping arrangements to

support positive relationships between children.34

Our educators will support and promote children’s interpersonal relationships and support the inclusion of children from diverse backgrounds and capabilities in group play, projects and experiences.

Our educators will learn about children’s shared interests and will use this information to plan further experiences that provide collaborative learning opportunities.

Our educators will pre-empt potential conflicts or challenging behaviours by monitoring children’s play and supporting interactions where there is conflict.

Our service will ensure that the program and routines of the service will include regular opportunities for children to engage in social play and group experiences.

Our service will ensure that food is being used appropriately and not as a reward or punishment.

Our service will ensure that corporal punishment is not used as part of behaviour guidance or any other aspect of our interactions with children. Corporal punishment is never to be used in our service.

Behaviour Guidance

The behaviour guidance we provide children with will be guided by the following practices:

Our service will encourage children to engage in cooperative and pro-social behaviour and express their feelings and responses to others’ behaviour confidently and constructively, including challenging the behaviour of other children when it is disrespectful or unfair.

Our educators will support children to explore different identities and points of view and to communicate effectively when resolving disagreements with others.

Our educators will discuss emotions, feelings and issues of inclusion and fairness, bias and prejudice and the consequences of their actions and the reasons for this as well as the appropriate rules.

Our educators will encourage children to listen to other children’s ideas, consider alternate behaviour and cooperate in problem solving situations.

Our educators will listen empathetically to children when they express their emotions, reassure them that it is normal to experience positive and negative emotions and guide children to remove themselves from situations where they are experiencing frustration, anger or fear.

Our educators will support children to negotiate their rights and rights of others and intervene sensitively when children experience difficulty in resolving a disagreement.

Our educators will learn about children’s relationships with others and the relationship preferences they have and use this knowledge to support children manage their own behaviour and develop empathy.

Our educators will work with each child’s family and, where applicable, their school, to ensure that a consistent approach is used to support children with diagnosed behavioural or social difficulties.

Our service will gather information from families about their children’s social skills and relationship preferences and record this information in the child’s file. Our educators will use this information to engage children in experiences that support children to develop and practice their social and shared decision making skills.

Our service will collaborate with schools and other professionals or support agencies that work with children who have diagnosed behavioural or social difficulties to develop plans for the inclusion of these specific children. These will be kept in the individual child’s file.

35

Our service will ensure that children are being allowed to make choices and experience the consequences of these choices when there is no risk of physical or emotional harm to the child or anyone else.

Our service will ensure that children are being acknowledged when they make positive choices in managing their behaviour.

Our educators will use positive language, gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them. They will also remain calm, gentle, patient and reassuring even when children strongly express distress, frustration or anger.

Our educators will guide all children’s behaviour in ways that are focused on preserving and promoting children’s self-esteem as well as supporting children to develop skills to self-regulate their behaviour.

Our educators will speak in comforting tones and hold babies to soothe them when they are distressed.

Our educators will also respond positively to babies’ and toddlers’ exploratory behaviour.

Our service will have in place strategies to enable educators and co-ordinators encourage positive behaviour in children while minimising negative behaviour. We will also have strategies in place to involve children in developing behaviour limits and the consequences of inappropriate behaviour. Strategies will also be put in place for the nominated supervisor, educators and co-ordinators to manage situations when a child’s behaviour is particularly challenging and when families have different expectations from the service in relation to guiding children’s behaviour.

Our service will support educators and co-ordinators to enhance their skills and knowledge in relation to guiding children’s behaviour.

InclusionAustralia is a pluralistic society regardless of specific regional variations in cultural profiles. In order to reduce bias and ensure that no child is excluded our service will abide by the following practices:

Our service will promote and value cultural diversity and equity for all children, families and educators from diverse cultural and linguistic backgrounds;

Our service will recognise that children and adults from all cultures have similar needs and that each person is unique and valuable;

Our service will develop a positive self-concept for each child and adult in the group by exploring the cultural backgrounds of each family and child;

Our service will endeavour to provide a foundation that instills in each child a sense of self identity, dignity and tolerance for all people;

Our service will increase the knowledge and understanding each child has about his or her own cultural ethnic heritage in partnership with their family, educators and community and other children in the Service;

Our service will explore family compositions, customs and lifestyles of children and families in many cultures;

Our service will assist, in partnership with parents, extended family and the community in exploring their own “roots” as they involve children in the culturally diverse environment of the service;

Our service will provide support for fostered or adopted children to develop a sense of heritage and belonging;

Our service will avoid common stereotypes and recognise individual differences within a cultural or ethnic group;

36

Our service will assist wherever possible families who are new to Australia with a transition to a new and different culture.

Our educators will become aware of their own beliefs, attitudes, cultural backgrounds, their relationship with the larger society and their attitudes to people;

Our educators will acknowledge that they too have been influenced by their own background prejudices and their points of view;

Our educators will accept that all children can learn and that differences in lifestyles and languages does not mean ignorance;

Our educators will broaden their own cultural and ethnic group awareness and help children to understand themselves in relation to their family, community and other cultures;

Our educators will be actively involved in the development of appropriate resources, support and implement an anti-bias, cross cultural program throughout the service environment which is reflective of all families/children and the diversity present in Australian society and network with community agencies involved with cross cultural issues wherever possible;

Our educators will be actively involved with children, showing respect, sharing ideas and experiences and asking questions.

Our educators will access and make available resources and information supporting the delivery of anti-bias concepts in the program and attend regular training courses as required. Such resources will be integrated into the daily program and be made available to families.

Our educators will reflect on the service’s philosophy and ensure that practices and attitude concur with the philosophy.

Our educators will work with families to encourage positive attitudes to diversity and an ant-bias ethos.

Our educators will ensure that casual workers or visitors to the service are aware of these practices and respect these values.

Children will listen to records and practice singing songs in different languages;

Children will learn words and phrases in a language not native to children in their group;

Children will talk to other children using the words from their culture; Children will be encouraged to become independent wherever possible and

be actively involved with their peers. Children will explore with foods from other cultures (e.g. have family

members from different home cultures come in and cook, to have “food tasting” parties);

Our service will encourage children to bring in real objects and artifacts used by their families that may be historical or typical of that child’s/family’s cultural group including food;

Our service will help children to develop ease with and have a respect for physical, racial, religious and cultural differences.

Our service will encourage children to develop autonomy, independence, competency, confidence and pride.

Our service will provide all children with accurate and appropriate material that provides information about their own and other’s disabilities and cultures.

Our service will not isolate a child for any reason other than illness, accident or a prearranged appointment with parental consent

Supporting Children through Difficult SituationsWhen a child, family, educator or the service as a whole experiences a stressful or traumatic situation such as a bushfire, car accident, sudden illness or death, crime or violent situation it is important to provide appropriate support so they

37

can recover from the ordeal. A child’s reaction to a stressful or traumatic situation will depend on factors such as their age, stage of development and impact of the event on people around them. A child may react in ways that you don’t expect and sometimes will act normally at first but be wary of a delayed reaction. Some reactions include:

Physical symptoms such as stomach aches and headaches. Being anxious or clingy. Suffering from separation anxiety. Having sleeping problems or nightmares. Re-living the experience through drawing or play. Losing interest in activities. Loss of self-confidence. Regressing to “babyish” activities.

Our educators will talk with a child about the event to bring any issues out into the open. The ways our educators will approach this are:

Reassuring the child that they are safe, but only if they really are. Talking to the child about what happened in a way that they will

understand and without going into frightening or graphic detail. Our educators will not leave out important information though, as children will fill in the gaps.

Ensuring the child hasn’t jumped to conclusions. Some children will think they are to blame in a tragic event; our educators will make sure they know this isn’t so.

Talking about the event with appropriate people (for example, all children if the event has affected the whole service or the children that have been affected) and letting everyone have their say including children.

Talking to the children about how people react to stressful or traumatic situations and that the feelings they are feelings are normal.

Coping MechanismsSome strategies that our educators will use to help children cope in these situations are:

Giving children a sense of control of their environment and life. Letting the child make minor decisions, such as what to eat for lunch, what to wear or what toy to play with will make the child feel more in control.

Allowing the children plenty of time to play and to do physical exercise; this will help the child burn off stress chemicals and allow for more sleep.

Helping the children physically relax with story times and cuddles. Limiting stimulants like chocolate, lollies etc.

It is important to remember how you respond to the stressful or traumatic event will affect your child’s response. Children look to their families and educators to find ways to deal with a situation they probably don’t understand. Children need their family members (and other adults who are close to them) to help them understand the situation and their emotions and also offer comfort and support. If adults are distressed about a situation it is important for them to seek help for themselves.At the service, we wish to help in whatever way we can if your family has undergone a tragedy. Talk to educators (or confidentially to the Nominated Supervisor) and we will endeavour to work with families and children to support all parties through the situation. Should it be required, educators will liaise with appropriate authorities, such as the Department of Education and Children’s Services, and follow any recommendations made by these authorities.

Bullying

38

In order to overcome bullying in our service, our educators will be aware of the following information and maintain the following practices:

Our educators will be aware of the following characteristics in children who bully -

Children of all backgrounds can bully Preconceived notions of children who bully should be avoided The child who bullies may also be the victim of bullying The child who bullies will often think that they are innocent, and that the

child being bullied is somehow deserving of this negative experience. Recent research demonstrates that aggressive behaviour and bullying

inclinations begin in some children as early as two years old, which highlights the importance of children’s services educators in effectively responding to children who bully.

Our educators will be aware of the following characteristics of victims of bullying -

Children of all backgrounds can fall victim to bullying Preconceived notions of children who fall victim to bullying should be

avoided Boys are victims of bullying more than girls. Victims may have low self-esteem, lack of confidence, lack social skills or

be viewed as unpopular. It is important to remember that victims are often sensitive and easily

hurt, and feel incapable of preventing such negative experiences.

Our educators will implement the following strategies to overcome bullying -

Our educators will practice all-encompassing and socially inclusive care. Daily programs will recognise, value and reflect the social and cultural

diversity of our community. Our educators will role model and actively encourage appropriate

behaviours. Our educators will form a close relationship with family members in order

to work cooperatively to overcome instances of bullying. Our educators will empower children by giving them responsibilities that

will make them feel valued. Our educators will help children deal with their anger. This includes

offering alternative dispute resolution techniques that are socially acceptable.

Our educators will seek the support of children’s services professionals when it is necessary.

Our educators will respond promptly to children’s aggressive or bullying behaviour.

BitingAll individuals involved in the care of a child need to recognise that at times, some children, for a variety of reasons, attempt to bite other children.

Some reasons a child may bite are:

Infants – Experimental, Sensory Pleasure, Teething Toddlers – Frustration, fatigue, attention seeking, confined spaces. Older Children – Aggression, deliberate.

In the event of a biting incident, educators will abide by the following procedure: Check for broken skin. Clean all bites, regardless of whether the skin is broken or not.

39

Apply a cold compress to the bitten area Our educators will contact the families of the child who has bitten and the

child that has been bitten as soon as possible. Families are then responsible for any follow up medical treatment.

If the biter is a known infectious disease carrier, or can be seen to have facial herpes and the victim’s skin is broken, the Nominated Supervisor or Authorised Supervisor will convey this information to the family.

Should the behaviour continue, our educators will work in conjunction with families and, if necessary, external agencies, to develop a Behaviour Guidance plan for the child who is biting.

Our educators will complete an incident report for any occasion where a child bites and submit to the Nominated Supervisor.

Monitor the behaviour of the child who has bitten and use distraction techniques to prevent the child reaching the point where the child feels the need to bite.

Updated: June 2015Reviewed: June 2015 Date for next review: June 2016

ADDITIONAL NEEDSTo provide each child regardless of their additional needs and abilities with a supportive and inclusive environment that allows each child to fully participate in their education and care at the service. Educators will remain positive, open-minded and honest at all times when working with families and external support professionals to most positively meet the additional needs of each child being educated and cared for at the service.

The following has been taken directly from our Additional Needs Policy. The policy in full can be accessed in our policy manual located in the foyer.As per the National Quality Standard, our service positively responds to and welcomes children with additional needs who -

are Aboriginals or Torres Strait Islanders are recent arrivals in Australia have a culturally and linguistically diverse background live in isolated geographic locations are experiencing difficult family circumstances or stress are at risk of abuse or neglect are experiencing language and communication difficulties have a diagnosed disability—physical, sensory, intellectual or autism

spectrum disorder have a medical or health condition demonstrate challenging behaviours and behavioural or psychological

disorders have developmental delays have learning difficulties are gifted or have special talents have other extra support needs.

40

We understand that additional needs arise from different causes, and that causes require different responses. Any child may have additional needs from time to time.We recognise that additional needs may be temporary or for a lifetime.

Learning Environments

The service environment and equipment will be designed or adapted to ensure access and participation by every child in the service to support the inclusion of children with additional needs.

The indoor and the outdoor environment will be suitable for children with additional needs.

The service will ensure the program and curriculum meets the needs of children with additional needs. Learning materials and equipment such as books and games will reflect positive inclusion and children with additional needs in the community.

The service will work with external professionals and families to ensure that learning environments are most suited to each child with additional needs and children and families from culturally diverse backgrounds. We will also involve children in this process. And where appropriate, the service will keep a copy of any specific plans or instructions provided by external resource providers and professionals for children with additional needs.

Children may have sensory sensitivities to pressure, texture, smell, noise or visual expectation of the environment or colour which may need to be considered in the environment.

Children will be encouraged to feel safe and secure during their education and care at the service by developing trusting relationships with educators, other children and the community.

Positively Promoting Each Child’s Personal Ability

Our service wants children to develop to the best of their personal ability. Our philosophy highlights our commitment to equality and fairness for all children. Every child in our service is an individual and we aim to promote and encourage this by:

Our commitment to ensuring each child is able to fully participate in their education and care at the service.

Helping children to develop ease with and have a respect for physical, racial, religious and cultural differences.

Enabling children to develop autonomy, independence, competency, confidence and pride.

To provide all children with accurate and appropriate material that provides information about the additional needs of others.

Providing educators of a high calibre who encourage children to experience active and energetic play in order to develop their physical potential.

Presenting children with a wide range of male and female work roles, both within the home and the workplace, including nurturing roles.

Encouraging children to develop friendships with each other based on mutual trust and respect.

Including in our program and curriculum, and the physical environment, an awareness of cross-cultural and non-discriminatory practices.

41

Using a program that is based on a child’s development, that is also relevant to the children’s life experiences, interests and social skills.

Encouraging parents from non-English speaking backgrounds to contribute their knowledge and culture to the service to enhance the program.

Making it clear to children through all educators that it is not acceptable for a child to say or do unfair thing to another person and that if this does occur an educator will firmly step in.

Educators will familiarise themselves with, and share knowledge about, the specific communication needs of each child. This will include verbal and non-verbal communication skills and cues. Where applicable, this may include things such as sign language and or learning key words in the child’s home language.

Professional Support Services for Children

Our service will not hesitate to access external professional support services for children with additional needs.

Educators will liaise with the Nominated Supervisor to ensure the needs of each child are met throughout their education and care at the service.

The service will use the Enrolment Form to gather information about children with additional needs. Educators will encourage families to update this information throughout the year and families are responsible for passing on information from any professional support services accessed outside of the service. This will promote the continuity of learning for each child.

Information gathered about children with additional needs may be used to develop an individual support plan that will be kept on file at the service and shared with families, the child’s medical practitioners and/or professional support services and where appropriate the child’s local school if known by the family.

The service will work with local schools to help children with additional needs transition. We are open to sharing information about the additional needs of children to promote continuity of learning.

Educators will remain positive, open-minded and honest at all times. The Inclusion Support Agency (ISA) is funded by the Australian

Government. The service can lodge an application for Special Needs Subsidy Support (SNSS) funding for additional support workers through the ISA. Funding will be granted when the child meets specific criteria. SNSS workers will help the service with the integration of children with additional needs and will assist educator in putting together an individual program for each child. Australian government funding is necessary in continuing the availability of support through ISA’s and SNSS Workers. Information is available from DEEWR at the following website –

o http://www.deewr.gov.au/Earlychildhood/Programs/ChildCareforServices/SupportFamilyCCS/Pages/InclusionSupportProgram.aspx

Professional Development for Educators

Our service will access professional development for educators to help the service meet the needs of each child with additional needs.

Last reviewed: September 2015 Date for next review: September 2016

42

SLEEP, REST AND RELAXATIONSleep and rest time routines vary according

to each child’s individual needs. We aim to make sleep and rest times as relaxed and pleasant as we can for all children and to meet each child’s needs for sleep, rest and relaxation in a safe and caring manner that takes into consideration the preferences and practices of each child’s family. We provide all linen as well as cots for the 0-1yrs room, stretcher beds for the 1-2yrs and 2-3yrs rooms and pillows for the 3-4yrs and 4-5yrs rooms. Your child may wish to bring a security item, pillow or blanket to have at rest time. Please feel free to discuss your child’s sleep and rest needs with your child’s educators. Please refer to our Sleep, Rest and Relaxation Policy in the foyer for more details on our safe sleep practices for babies, toddlers and preschool children. Educators also implement into their programs relaxation activities including yoga, mindfulness and self-regulation.

SEPERATION ANXIETY AND SETTLING INParents can develop a positive attitude in their children, or eliminate fears, by talking to them about the things that will happen during the day e.g. painting, drawing, craft, music, games etc.

On arrival, parents are encouraged to assist educators by settling their child into an activity. A settling in period prior to your child’s first day is recommended i.e. attending the centre with your child for some time and familiarising them with the centre’s environment.

Before you leave your child for their first day, tell your child you will pick them up later and take them home. Always say ‘goodbye’ as this will develop a secure and trusting relationship between you and your child. A ‘goodbye’ kiss and cuddle always makes children feel safe and secure, and is the starting point of a happy day!

Please refer to our Continuity of Education and Care Policy.

43

HEALTH AND

SAFTEYSECTION

44

FOOD, NUTRITION & BEVERAGES

Our service aims to promote good nutrition and healthy food habits and attitudes to all children and families at the service. We also aim to support and provide for children with food allergies, dietary requirements or restrictions, and specific cultural or religious practices. Our menu is displayed in each of the rooms and our kitchen. It is tailored around the changes in season, the needs and interests of the children and the ideas, suggestions and feedback from families.

Please be aware that if your child has a food related medical condition a Medical Management Plan needs to be completed by parents/guardians in consultation with the family doctor. Our service will develop a Risk Minimisation Plan and Communication Plan which is based on information in the Medical Management Plan. For more information please refer to our Medical Conditions Policy.

PLEASE ALSO NOTE LITTLE LEARNERS IS A NUT FREE ZONE. ALL MEALS PROVIDED AT THE CENTRE ARE FREE FROM NUTS. We ask that you please sanitise your hands every time you enter our centre and ensure others with you do so to ensure our environment is free from these products. If your child has consumed nuts before attending please ensure that they do not have any traces of nuts on themselves or their clothing. If there is a child with anaphylaxis within the centre to any type of food there will be a sign clearly displayed in the foyer.

The following has been taken directly from our Food, Nutrition and Beverage Policy. The policy in full can be accessed in our policy manual located in the foyer.

The Nominated Supervisor, educators, staff, volunteers and students will: ensure children have access to water and offer them water regularly during

the day. ensure children are offered foods and beverages throughout the day that

meet their nutritional and developmental needs and any specific dietary requirements. These requirements may be based on written advice from families (eg in the enrolment form) or as part of a child’s medical management plan.

provide foods that take into account each child’s likes, dislikes, culture and religion. Families will be reminded to update this information regularly or when necessary.

ensure routines are flexible enough so that children who do not eat during routine meal or snack times, or who are hungry, are provided with food. Educators will not force children to eat food they do not like or more than they want.

ensure food is consistent with the Government’s -45

o Australian Dietary Guidelines 2013http://www.nhmrc.gov.au/guidelines/publications/n55A Summary of the Guidelines is available at http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/n55a_australian_dietary_guidelines_summary_book_0.pdfand/oro Infant Feeding Guidelines 2012http://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/n56_infant_feeding_guidelines.pdf

A summary of the Infant Feeding Guidelines is available athttp://www.nhmrc.gov.au/guidelines/publications/n56

follow the guidelines for serving different types of food and the serving sizes in the Guidelines and may use the Australian Government “eat for health” calculator http://www.eatforhealth.gov.au/eat-health-calculators.

encourage families to provide healthy food for their children at home which is consistent with the Australian Dietary Guidelines, talk to families about their child’s food intake and voice any concerns about their child’s eating

follow the guidelines for food, nutrition and learning experiences in Caring for Children Birth-5yrs 2014 Edition and Munch and Move Resource Manual.

provide food that is safe and prepared hygienically by following the relevant procedures set out in the Health, Hygiene and Safe Food Policy.

provide food and beverages that minimise the risk of children choking. provide families with daily information about their child’s food and beverage

intake and related experiences. provide a weekly menu of food and beverages based on the Australian

Dietary Guidelines that accurately describes the food and beverages provided every day.

display the weekly menu in a prominent area where it can be easily viewed by parents. We will also display nutritional information for families and keep them regularly updated.

feed babies individually. provide age and developmentally appropriately utensils and furniture for each

child. ensure meal times are relaxed, pleasant and timed to meet most children’s

needs. integrate learning about food and nutrition into the curriculum. never use food as a punishment, reward or as a bribe. encourage toddlers and young children to develop their sense of agency by

feeding themselves independently and developing their social skills at meal times.

model and reinforce healthy eating habits and food options with children during eating times.

The Nominated Supervisor will ensure staff receive training in nutrition, food safety and other cultures food customs if professional development in these areas is required.

Breastfeeding, Breast Milk and Bottle Warming

46

Healthy lifestyles and good nutrition for each child is paramount. We encourage all families to continue breast feeding their child until at least 12 months in line with recommendations by recognised authorities, and will feed children breast milk supplied by their families.

Educators and mothers who breastfeed at the Service We support mothers who wish to breastfeed at the service by providing a quiet, relaxing place with a comfortable chair for mothers to breastfeed or express milk. Educators will take into account mothers’ preferences for privacy.

All reasonable efforts will also be made to support educators who continue breastfeeding their child when they (return to) work at the service. For example, an educator returning from maternity leave may have a meeting with the Nominated Supervisor to discuss:

o more flexible work arrangements o the provision of lactation breaks for the educator to express milk or

breastfeed her child. Educator to child ratios will not be compromised during these breaks.

Breast milk procedureBreast milk that has been expressed should be brought to the service in a clean sterile container labelled with the date of expression and the child’s name. We encourage families to transport milk to the service in cooler bags and eskies. Educators will: put the breastmilk in the fridge as soon as families arrive

at the service refrigerate the milk at 4° Celsius until it is required warm and/or thaw breastmilk by standing the

container/bottle in a container of warm water test the temperature of the milk before giving it to the child consult individual families for instructions if they do not have enough breast

to meet the child’s needs that day return any unused breastmilk to families when they collect their child.

Educators will not store unused milk at the service. Safe Storage and Heating of Babies Bottles (Please display)Our service will use microwaves to heat Infant Formula/Cow’s Milk

Microwave Instructions (Please display)We recognise that microwaves are an efficient and safe way to heat infant formula and cow’s milk. We will not heat breast milk in the microwave as it may destroy some of the breast milk’s properties.For infant formula or cow’s milk the service will always:

Use microwave safe bottles. Heat a minimum of 120mls of formula/cow’s milk in the bottle to

ensure it does not overheat. Only heat formula/cow’s milk that has been adequately refrigerated. Stand the bottle up straight. Always take off the teat/bottle top and leave outside the microwave.

47

Not use microwave ovens with wattage over 700W (or if ovens with a higher wattage are used, heat for less than the following times and take extra care when checking temperature)

For a 120ml size bottle – use high setting and heat for less than 30 seconds.

For a 240ml size bottle – use high setting and heat for less than 45 seconds.

Follow specific manufacturer instructions provided with the microwave. Minimise the risk of uneven heating by adequately rotating and

shaking the bottle directly after microwaving. After the teat/bottle top is replaced, invert the bottle at least 10 times and let the bottle sit for 1-2 minutes before testing the temperature.

Check the temperature of the formula/milk on the inside of the wrist before giving to the child to ensure contents are at a safe temperature.

Updated: May 2015Last reviewed: May 2015 Date for next review: May 2016

48

HEALTH, HYGIENE AND SAFE FOOD Our service aims to promote and protect the health, safety and wellbeing of all of children, educators and families using procedures and policies to maintain high standards of hygiene and provide safe food to children. We also aim to reduce the risk of infectious diseases and illnesses spreading and following appropriate WH&S standards. A holistic and consistent approach to health, hygiene and safe food across the service will help to effectively meet this aim.

The following has been taken directly from our Health, Hygiene and Safe Food Policy. The policy in full can be accessed in our policy manual located in the foyer

Implementation

Children will be grouped in a way that allows educators to maintain a hygienic environment for individuals at the service.

In any instances where children display any signs of illness or injury, educators will refer to the Incident, Injury, Trauma and Illness Policy and Incident, Injury, Trauma and Illness Record.

Importantly, we will work with each child to promote health and safety issues, encourage effective hygiene, food safety and dental care, and maintain a healthy environment that is safe for each child. Regular discussions between educators and children will be integrated throughout the program at appropriate intervals.

Information on health, hygiene, safe food and dental care principles and practices will be displayed in the foyer area and drawn to the attention of all parents on a regular basis.

To uphold the general health and safety of all children using the service, all educators and visitors will follow the Tobacco, Drug and Alcohol Policy.

Equipment and EnvironmentThe service will wash mouthed toys daily using warm water and detergent and leave in the sun to dry. Toys will be rotated to allow for washing, books cleaned by wiping with moist cloth and drying and storage areas cleaned regularly. Refer to our Physical Environment (workplace safety, learning and administration) policy.

49

Surfaces will be cleaned thoroughly daily. Floor in the babies and toddlers rooms will be washed each day. Areas contaminated with body fluids will be disinfected after washing.

Sterilisation of Dummies/PacifiersDummies stored at the centre at the end of each day will be sterilised in Milton. Educators will advise parents to discard the dummy if the baby has an infection or if the dummy is faulty.

BeddingEach child will have their own bedding provided by Little Learners, kept in separate bags, each washed before it is used by another child. Bedding is washed weekly.

Hand Washing Procedure

Our service will provide the appropriate height basins for children to wash their hands in as well as basins height appropriate for adults. Liquid soap will be provided by all individuals to wash their hands and we will ensure any allergies to soap are identified using the Enrolment Form and catered for appropriately. Along with this, the service will provide either/and/or individual towels, paper towel or an automatic dryer for people to dry their hands.

All individuals should wash their hands:

Upon arrival to reduce the introduction of germs

Before handling food

After handling food

After doing any dirty tasks such as cleaning or changing nappies

After removing gloves

After going to the toilet

Before and after nappy change procedures

After giving first aid

Before and after giving each child medication. If giving medication to more than one child between each child

Before going home to prevent taking germs home.

Below are instructions on how to effectively wash hands. All individuals are to follow this procedure and it should be displayed above every sink.

Wash hands using running water and soap

Rub hands vigorously

50

Wash hands all over ensuring that the back of the hands, wrists, between fingers and under the fingernails are cleaned

Rinse hands thoroughly

Turn off the tap using a clean piece of paper towel

Dry hands thoroughly with clean towel/paper towel of an automatic dryer

This should take about as long as singing “Happy Birthday” twice.

Last reviewed: January 2016 Date for next review: January 2017

Hygienic Nappy Change Procedure

The service accepts enrolments of children who have not yet been toilet trained. Toileting occurs at any time of the day and is specific to individual needs. Educators will communicate with parents to develop consistency with their child’s toileting habits. Educators must be aware of and consider any special requirements related to culture, religion or privacy needs. Children who are in nappies will have this detail recorded in the register kept by the staff. This is for parents to check.

Nappy changing and toileting will only be carried out by main educators following the nappy changing procedure. At times it may be necessary for a student to carry out the nappy change procedure as part of practical education requirements, and a trained educator must always be present to monitor this situation and ensure the procedure is being followed adequately. If a parent is present and helping their child (toileting in the bathroom), it is required that an educator accompany any other children needing to use the bathroom at the same time. Additionally, the service will follow hygienic nappy change practices at all times using the following procedure –

Nappy changing and toileting will be done only in the nappy change area which will be properly stocked with the following products.

Ensure the following items are available and within easy reach:* Paper towel * Single use disposable gloves* Wet wipes * Nappy rash creams* Plastic nappy bags * Clean change of clothes (if necessary)* Nappies

Wash hands following the ‘hand washing procedure’.

Put on gloves.

51

Place paper towel on change mat.

Carry infant or assist older child on change mat.

At all times one hand must be kept on the child to prevent them from falling from the change table.

Remove any soiled clothing and place in a plastic bag to be dealt with after the nappy change. Open nappy, wipe faeces with nappy. Wipe remaining faeces with wipes-wiping from front to back. Roll nappy in paper towel, place in plastic bag. Remove gloves and place in plastic bag. Seal the bag and place in nappy bin. (Remove gloves before touching any clean clothing or the clean nappy. Remove gloves by peeling them from your wrist, turning them inside out as you go).

Apply nappy rash cream if requested by parent/guardian. When applying creams use a clean glove and remember DO NOT DOUBLE DIP!

Put clean nappy on child and re-clothe the child.

Remove child from nappy change table.

Wash and dry your hands with the child’s hands.

Return child to play area.

Clean the nappy change surface after each use, paying particular attention to the mat. Clean surface with neutral detergent and paper towel. Place paper towel in lined bin. Disinfect after last nappy change in a series of nappy changes and placed in sun to air.

Educators to wash and dry their hands.

If necessary dispose of contents of soiled clothing in toilet/sluice and rinse clothing in laundry area. As you will be in direct contact with body fluid in doing this, you must wear gloves. It is preferred that rinsed clothing is placed in a double bagged and sealed plastic bag and labelled with child’s names and date. Place in soiled clothing bucket in laundry and advise Parents/Carers with note stapled to handle of their bag that there are items to be collected from the soiled clothing bucket.

Wash and dry your hands.

Last reviewed: January 2016 Date for next review: January 2017

Hygienic Toileting Procedure

The service accepts enrolments of children who have not yet been toilet trained. Toileting occurs at any time of the day and is specific to individual needs. Educators will communicate with parents/guardians to develop consistency with their child’s toileting habits. Educators must be aware of and consider any special requirements related to culture, religion or privacy needs.

52

At times it may be necessary for a student to assist children in the area of toileting as part of practical education requirements, and a trained educator must always be present to monitor this situation and ensure the procedure is being followed adequately. If a parent is present and helping their child (toileting in the bathroom), it is required that an educator accompany any other children needing to use the bathroom at the same time.

Additionally, the service will follow hygienic toileting practices at all times using the following procedure -

Educators will at all times encourage the child to be independent in their toileting habits and provide assistance as and when needed.

It is better to use the toilet when toilet training for effective hygiene and infection control factors.

The service will ensure that toilets and hand washing facilities are easily accessible to children.

Children will be encouraged to flush toilets and wash hands after use.

Disposable gloves should be used for any of these stages in the toileting procedure:

Help child to remove clothing if needed. Help child onto toilet if needed. Help the child to wipe themselves, encouraging them to wipe front to

back. Encourage the child to flush the toilet themselves. Encourage the child to wash and dry hands and then to leave the

bathroom.

If the child has soiled or wet their clothing: Remove any wet/soiled clothing and seal in a bag for washing. It must

be double-bagged. Clean and dry the child. Remove your gloves and wash hands, do not touch the child’s clean

clothing. Dress the child or if older assist the child to dress themselves, wash

and dry the child’s hand and have them leave the bathroom. Clean any spills following procedure for cleaning spills of body fluids. Wash and dry your hands.

The procedure for toileting will be displayed in the toileting area. The laundering of soiled clothes and nappies is laundered away from the

service; soiled laundry is hygienically stored in a sealed container, until such a time as it is removed from the premises from parents when they arrive to pick up the child. Items returned to a child’s home for laundering will have soiling removed and will be stored securely and not placed in the child’s bag in contact with personal items.

Last reviewed: January 2016 Date for next review: January 2017

Dental Hygiene and Care

53

The service will arrange for dental health professionals to attend the service to discuss good dental health practices and guidelines with educators, children and family members.

Educators should actively seek to be positive role models for children and families in attendance at the service.

Educators form positive relationships with family members and children to discuss and encourage good dental health practices and ensure the continuity of care of each child. Information should be made available to family members and educators in their home language.

The service integrates educative information and guidelines on good dental health practices into the daily routine. This should include information on tooth brushing, tooth friend snacks and drinks and going to the dentist and/or dental health professionals.

The service will actively encourage good dental health practices including eating and drinking habits, tooth brushing and going to the dentist and/or dental health professionals.

Children will be encouraged to drink water to quench their thirst and remain hydrated.

Children will be encouraged to rinse their mouths with water to remove food debris after every meal or snack-SWISH, SWIRL, SWALLOW. Educators will supervise such practices. For babies, their gums should be cleaned gently with a damp cloth to remove plaque and milk.

Family members should be informed without undue delay any incident or suspected injury or issue with their child’s dental health which may include teeth and gums, gum swelling, infection in the mouth, or problems, pain or discomfort the child has with chewing, eating or swallowing food or drink.

Educators will be aware of dental first aid and receive appropriate professional development opportunities where appropriate.

Last reviewed: January 2016 Date for next review: January 2017

Food Preparation and Food Hygiene Procedure

Our service will follow appropriate food preparation hygiene techniques to meet the requirements of the Food Standards Australia New Zealand such as:

Wash hands before food preparation. Cleaning food preparation area before, during and after use. Using colour-coded chopping boards and colour coded cloths for example

green for kitchen and food/drink surfaces in order to prevent cross contamination.

Ensuring that individuals preparing food know, follow and adhere to the appropriate hygiene procedures. This includes:

o Washing their handso Keeping their personal hygiene at a high level. For example, tying

their hair back or keeping it under a net o Not wearing jewellery (wedding band excluded)o Covering cuts with a blue bandaid and gloves and

54

o Not changing nappies before preparing food. Ensuring food is always served in a hygienic way using tongs and gloves. Clean children’s dining tables with soap and water and/ or disinfectant Each child will be provided with their own clean drinking and eating utensils

at each mealtime. These utensils will be washed after each use. Educators will actively encourage and monitor children so they do not to use drinking or eating utensils which have been used by another child or dropped on the floor.

Providing families with current and relevant information about food preparation and hygiene.

Showing and discussing with children the need for food hygiene in both planned and spontaneous experiences.

Cooking with Children We often include cooking experiences in our service’s programming for the children. When these experiences are carried out, educators that are supervising will be vigilant to ensure food preparation remains a hygienic and safe experience. The relevant points from the above food preparation procedure will be followed during the children’s cooking experiences.

Examples of the type of activities children will participate in during cooking experiences include:

Helping choose what to cook.

Measuring and weighing ingredients.

Stirring or mixing ingredients.

Washing salad, vegetables or fruit.

Setting the tables.

Last reviewed:January 2016 Date for next review: January 2017

INCIDENT, INJURY, TRAUMA AND ILLNESS

The service and all educators effectively respond to and manage accidents, illness and emergencies which occur at the service to ensure the safety and wellbeing of children, educators and visitors.

The nominated supervisor will contact parents immediately if a child is involved in a serious accident or illness at the service. As a matter of

55

extreme importance parents must ensure that the service has up to date emergency contact numbers. An incident report will be filled out for all accidents, injuries and illnesses. This will contain details of the accident/injury/illness, any first aid that was administered, and be signed an educator, the Nominated Supervisor and by the parent.

The following has been taken directly from our Incident, Injury, Trauma and Illness Policy. The policy in full can be accessed in our policy manual located in the foyer.

ImplementationThis policy and related policies and procedures at the service will be followed by nominated supervisors, educators and volunteers at the service in the event that a child -(a) is injured; or(b) becomes ill; or(c) suffers a trauma.The approved provider of the service will ensure that a parent of a child is notified as soon as practicably possible and without undue delay. Parents will be notified no later than 24 hours of the injury, illness or trauma. An Incident, Injury, Trauma and Illness Record will be completed without delay.

First aid kits will be easily recognised and readily available where children are present at the service and during excursions. They will be suitably equipped having regard to the hazards at the service, past and potential injuries and size and location of the service.

We will ensure first aid, anaphylaxis management training and asthma management training is current and updated at least every 3 years, and that all components of the first aid certificate are current if some require an earlier revision. First aid qualified educators will be present at all times on the roster and in the service. They will never exceed their qualifications and competence when administering first aid.

During induction training for new educators and staff we will: advise which educators have first aid qualifications, and asthma and

anaphylaxis management training and the location of the first aid kits obtain information about any first aid needs the educator may have that

could require specific treatment in a medical emergency. This information will only be provided to first aid qualified educators with the employee’s consent.

We will review our first aid response plan, the location of the first aid kit and who our first aid trained educators are at least annually or when there are any changes during staff meetings or through newsletters, emails or memos.

Administration of First Aid

56

If there is an accident, illness or injury requiring first aid, the following response procedure will be implemented: Educator or staff member notifies nominated supervisor and a first aid

qualified educator of the incident, illness or injury Nominated supervisor or first aid qualified educator reviews child’s medical

information including any medical information disclosed on the child’s enrolment form, medical management plan or medical risk minimisation plan before the first aid qualified educator attends to the injured or ill child or adult.

If the illness or incident involves asthma or anaphylaxis, an educator with approved asthma or anaphylaxis training will attend to the child or adult (commencing 1 January 2013 for services that immediately prior to 1 January 2012 did not require educators to have asthma management training or anaphylaxis management training). Nominated supervisor and educators supervise and care for children in the

vicinity of the incident, illness or injury If required, first aid qualified educator or nominated supervisor notifies and

co-ordinates ambulance If required, first aid qualified educator or nominated supervisor notifies parent

or authorised nominee that child requires medical attention from a medical practitioner

If required, educator or nominated supervisor contacts parent or authorised nominee to collect child from service

Nominated supervisor ensures Incident, Injury, Trauma and Illness Record is completed in full and without delay and parent or authorised nominee is notified as soon as possible and within 24 hours of the injury, illness or trauma.

Incident, Injury, Trauma and Illness RecordOur service will use the following Incident, Injury, Trauma and Illness Record

Updated: January 2016

Last reviewed: January 2016 Date for next review: January 2017

57

58

59

60

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

Serious injuries, traumas and illnesses include: head injuries broken limbs burns removal of fingers meningococcal infection anaphylactic reaction requiring urgent

medical attention witnessing violence or a frightening

event

epileptic seizures bronchiolitis whooping cough measles diarrhoea requiring urgent

medical attention asthma requiring urgent

medical attention sexual assault

A serious incident also includes: The death of a child at the service or following an incident at the service An incident at the service where the emergency services attended or

ought reasonably to have attended A child is missing A child has been taken from the service without the authorisations

required under the regulations A child is mistakenly locked in or out of the service.

If our service only becomes aware that the incident was serious afterwards, we will notify the regulatory authority within 24 hours of becoming aware that the incident was serious. We will notify the regulator using form SI01 Notification of Serious Incident .

The Approved Provider will also notify the regulatory authority in writing using form NL01 Notification of Complaints, Incidents and Additional Children in an Emergency:

within 24 hours of any complaints alleging that the safety, health or wellbeing of a child is being compromised at the service or

within 7 days of any circumstances arising at the service that pose a risk to the health, safety and wellbeing of a child.

within 24 hours of the attendance of any children being educated and care for in an emergency. This includes where the child needs protection under a child protection order or the parent of the child needs urgent health care. The emergency care can be for no more than two consecutive days the service operates. We will advise the regulatory authority what the emergency is and make a statement that the Approved Provider has taken into account the safety, health and wellbeing of all the children attending the service before deciding to accept the additional child/children.

Updated: January 2016

Last reviewed: January 2016 Date for next review: January 2017

61

SUNPROTECTION The following in regards to Sun Protection has been taken directly from our Physical Environment (Workplace Safety, Learning and Administration) Policy. The policy in full can be accessed in our policy manual located in the foyer.

Sun Protection PolicyThe Approved Provider, Nominated Supervisor, educators and staff understand that exposure to ultraviolet (UV) radiation in childhood is a major risk factor for developing skin cancer later in life. They will retain and implement all headings numbered 1-10 in the following section on sun protection to fully comply with Cancer Council NSW’s Sun Smart Program.

1. Outdoor ActivitiesThe service will use a combination of sun protection measures whenever UV Index levels reach 3 and above. This will include: From October to March sun protection is required at all times. Extra sun

protection is needed between 11am and 3pm and during this period outdoor activities should be minimised. Minimising outdoor activities includes reducing both the number of times (frequency) and the length of time (duration) children are outside.

From April to September (excluding June and July) outdoor activity can take place at any time. However, from 10am – 2pm sun protection is required.

In June and July when the UV index is mostly below 3, sun protection 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 protection measures (including recommended outdoor times, shade, hat, clothing and sunscreen) will be considered when planning excursions and incursions.

2. ShadeAll 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 service 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.

3. HatsEducators, 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).

62

Please note: Baseball caps or visors are not sun safe because they do not provide enough sun protection. 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. All children are given a sun safe Little Learners Hat on enrolment. We ask that they wear these while attending the service.4. ClothingWhen outdoors, educators, 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 fitting 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.Please note: Midriff, crop or singlet tops are not sun safe because they do not provide enough sun protection.

5. Sunscreen All educators, staff and children will apply SPF30+ broad-spectrum water-resistant sunscreen 20 minutes before going outdoors and reapply every 2 hours. Sunscreen is stored in a cool, dry place and the use-by-date monitored. Authorisation to apply sunscreen will be obtained from parents. Children and babies may not be able to play outside if we are not authorised to apply sunscreen.6. Babies (under 12 months) Babies will not be exposed to direct sunlight and are to remain in full 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.7. Role ModellingEducators and 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 and reapplying every 2 hours using and promoting shade wearing sunglasses that meet the Australian Standard1067 (optional).

Families and visitors are encouraged to role model positive sun safe behaviour.8. Education and InformationSun protection will be incorporated regularly into learning programs. Sun protection information will be promoted to educators, staff, families and visitors. Further information, support and free resources are available from the Cancer

63

Council website www.cancercouncil.com.au/sunsmart or call the SunSmart Information Line on 02 9334 1761.9. Policy AvailabilityThe sun protection policy, updates and requirements (including hat, clothing and sunscreen) will be made available to educators and staff, families and visitors.10. ReviewOur service will monitor and review the effectiveness of our sun protection policy regularly, at least once every 12 months.

Last reviewed: May 2015 Date for next review: May 2016

MEDICATION

Our service and our educators will only administer medication to a child if it is authorised or the child is experiencing an asthma or anaphylaxis emergency. We recognise it is essential to follow strict procedures for the administration of medication to ensure the health, safety and wellbeing of each child using the service.Educators will be able to administer medication to children who are recovering from illness if a medication form has been completed and signed by parents before the medication is given. The nominated supervisor or an educator can assist you to complete the form.

Medication must be in date, in its original container with the original label, have the child’s name on the label, and have any instructions about the medication (including those from a GP) attached to the medication.

Medication must be handed to an Educator for appropriate storage. Please DO NOT leave medication in your child’s bag.

Any child who has commenced an antibiotic must not attend the service for 24 hours from commencement.

The follow has been taken directly from our Administration of Authorised Medication Policy. The policy in full can be accessed in our policy manual located in the foyer.

ImplementationOur service and educators will only administer medication to children if it is authorised by parents (or by someone authorised by parents on the enrolment record to make decisions about the administration of medication). If there is a medical emergency, we will also administer medication when authorised verbally by a parent, medical practitioner or an emergency service, however we may administer medication during an asthma or anaphylaxis emergency without first receiving authorisation.

64

Medication under the Regulations includes medication covered by the Therapeutic Goods Act 1989. Therapeutic goods include those for therapeutic use to: prevent, diagnose, cure or alleviate a disease, ailment, defect or injury influence, inhibit or modify a physiological processThis covers products like sunscreen and nappy cream.The Nominated Supervisor will ensure a copy of this policy is provided to parents when they enrol their child.Administration of Medication (non-emergency)Educators will administer medication to a child:1. if the medication is authorised in writing by a parent or another authorised

person and is the original container has not expired has an original label and instructions that can be clearly read and, if

prescribed by a doctor has the child’s name is administered in accordance with any instructions on the label or from

the doctor.2. after the child’s identity and the dosage of the medication is checked by an

educator who is not administering the medication. This educator will also witness the administration of the medication.

Anyone delivering a child to the service must not leave medication in the child’s bag or locker. Medication must be given directly to an educator on arrival for appropriate storage. Auto injection devices (e.g. Epipens) and asthma puffers will be stored up high in rooms so they are inaccessible to children. All other medication will be stored in accordance with the storage instructions on the medication in a locked labelled container in a cabinet or fridge. Non-refrigerated medication will be kept away from direct sources of heat.

Over the Counter Medication (non-prescription medication)Our service does not administer over the counter medication unless it has been prescribed by a medical practitioner and there is a letter from the doctor explaining the purpose of the medication. Medication may mask the symptoms of other, more serious illnesses and our educators are not qualified medical professionals. However, we will administer nappy cream and sunscreen without prescription by a doctor if a parent or authorised person authorises this. All nappy creams must also have a chemist label.

Administration of Medication in emergencies other than anaphylaxis or asthma emergencies1. Educators will administer medication to a child in an emergency:

if a parent or another authorised person verbally authorises the administration of the medication or

they receive verbal authorisation from a registered medical practitioner or emergency service if the parent or authorised person cannot be contacted.

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

65

3. The Nominated Supervisor will contact the child’s parent, and provide written notice to the parent, as soon as possible.

4. The Nominated Supervisor will ensure the service completes an Incident, Injury, Trauma and Illness Record.

Educators will not administer medication if parents provide verbal authorisation in circumstances that are not emergencies. If educators are unsure whether they should be administering a medication in an emergency after receiving verbal authorisation from a parent or responsible person, educators will obtain authorisation from a registered medical practitioner or emergency service.

Administration of Medication during Anaphylaxis or Asthma Emergencies1. Educators may administer medication to a child in an anaphylaxis or asthma

emergency without authorisation. 2. The child will be positively reassured, calmed and removed to a quiet area

under the direct supervision of a suitably experienced and trained educator3. The Nominated Supervisor will contact the child’s parent and the emergency

services as soon as possible4. The Nominated Supervisor will advise the child’s parent in writing as soon as

possible5. The Nominated Supervisor will ensure the service completes an Incident,

Injury, Trauma and Illness Record.

Medication RecordEducators will complete a Medication Record with the name of the child which: contains the authorisation to administer medication details the name of the medication, the dose to be administered and how it

will be administered, the time and date it was last administered, and the time and date or circumstances when it should be administered next

if medication is administered to a child (including during an emergency), details the dosage that is administered and how it is administered, the time and date it is administered, the name and signature of the person that administered it, and the name and signature of the person that checked the child’s identity and dosage before it was administered and witnessed the administration.

Our service will use the following Medication Record Template.

Updated: January 2016

Last reviewed: January 2016 Date for next review: January 2017

66

67

MEDICAL CONDITIONS INCLUDING ASTHMA AND ANAPHYLAXIS

The Service aims to provide a safe environment for children who have identified medical conditions. It is service policy that a Medical Management Plan be completed by parents/guardians in consultation with the family doctor. The Plan should include a photo of your child, state what triggers the medical condition, what first aid is needed, contact details for the doctor who signed the plan and state when the Plan should be reviewed. This must be completed and returned before enrolment commences.

Our service will develop a Risk Minimisation Plan and Communication Plan which is based on information in the Medical Management Plan. Refer to the link below for facts on children with medical conditions attending education and care services: http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB0QFjAA&url=http%3A%2F%2Fwww.education.vic.gov.au%2FDocuments%2Fchildhood%2Fproviders%2Fregulation%2Fnqfmedicalconditionsfactsept2013.docx&ei=oyn5VImRD4LQmwWTtoC4BA&usg=AFQjCNHVb3L9doWYXGv26OlWI9Jz-LFeMg

The service and all educators are all first aid trained and can effectively respond to and manage medical conditions including asthma, diabetes and anaphylaxis at the service to ensure the safety and wellbeing of children, staff and visitors.

The following has been taken directly from our Medical Conditions Policy. The policy in full can be accessed in our policy manual located in the foyer.

ImplementationThe service will involve all educators, families and children in regular discussions about medical conditions and general health and wellbeing throughout our curriculum. The service will adhere to privacy and confidentiality procedures when dealing with individual health needs.A copy of the Medical Conditions Policy must be provided to all educators and volunteers at the service. The policy must also be provided to parents of children enrolled at the service including those whose child has been identified as having a specific health care need or allergy. Educators are also responsible for raising any concerns with a child’s parents about any medical condition/suspected medical condition, or known allergens that pose a risk to the child. No child enrolled at the service will be able to attend the service without medication prescribed by their medical practitioner. In particular, no child who has been prescribed an adrenaline auto-injection device, insulin injection device or asthma inhaler is permitted to attend the service or its programs without the device.Families are required to provide information about their child’s health care needs, allergies, medical conditions and medication on the Enrolment Form and

68

are responsible for updating the service about of these things, including any new medication, ceasing of medication, or changes to their child’s prescription.All staff, educators and volunteers at the service must follow a child’s Medical Management Plan in the event of an incident related to a child’s specific health care need, allergy or medical condition. Our service will implement the following communications plan to ensure that parents are reminded to advise of any changes which will impact the Medical Management Plan and Risk Minimisation Plan: Medical management communication plan: If a parent advises educators about any changes to their children’s existing plans or medical/allergen needs, the parent will be asked to make these changes through written letter/email so that these changes can be made. If a doctor needs to be involved, then the parent will need to provide a doctor letter stating what is required. This will need to be present as soon as any changes are needed to take place. Parents will be reminded through regular centre newsletters and room newsletters, emails and notices sent home throughout the year. Information that must be provided in Enrolment RecordThe service’s Enrolment Form provides an opportunity for parents to help the service effectively meet their child’s needs relating to any medical condition.The enrolment record will include details of any:

specific health care needs or medical conditions of the child, including asthma, diabetes, allergies, and whether the child has been diagnosed at risk of anaphylaxis.

any Medical Management Plan provided by a child’s parents and/or registered medical practitioner. This Plan should:

o have supporting documentation if appropriateo include a photo of the childo if relevant, state what triggers the allergy or medical conditiono first aid neededo contact details of the doctor who signed the plano state when the plan should be reviewed.

Copies of the plan should be kept in the red Medical Management Plan folder in the child’s room and also accompany them on any excursions and emergency evacuations. Where there is a Medical Management Plan, a risk minimisation and communication plan must be developed and informed from the child’s Medical Management Plan. Note parents are responsible for updating their child’s Medical Management Plan/providing a new Plan as necessary and will be regularly reminded by the service as per the Medical Management Communications Plan. Any new information will be attached to the Enrolment Form and kept on file at the service. Educators will ensure information that is displayed about a child’s medical conditions is updated.

Identifying Children with Medical ConditionsAny information relating to a child’s medical conditions will be shared with relevant staff, educators and volunteers at the service.

69

Our service will implement the following communications plan to ensure that relevant educators, staff and volunteers are:

informed about the Medical Conditions Policy easily able to identify a child with medical conditions are aware of the requirements of any medical management plans and risk

minimisation and communication plans aware of the location of each child’s medication updated on the child’s treatment along with any regulatory changes that

may affect practices for specific medical conditions. Educators and staff will be informed of this policy through regular staff meetings throughout the year and new educators will be informed on induction, as all policies are required to be read and reviewed at least one a year and any questions regarding the policies asked and clarified.The service will display your child’s picture with details about their specific health care needs, allergies or diagnosed medical conditions on a laminated medical management card signed and dated by a parent including their full name, days of attendance, type of, specific health care need, allergy or diagnosed medical condition, reaction and action to put in place when a reaction occurs. These will be displayed in the staff room, on the kitchen trolleys and on the kitchen wall to alert all staff, volunteers and students. It is necessary to get parents approval for this or the information must be displayed so it is not visible to other families and visitors to protect the child’s privacy.We will ensure the display of information meets privacy guidelines and is not accessible to visitors or other families. We will explain to families why this is important for the safety of the child and obtain parental consent.Where a child has been diagnosed at risk of anaphylaxis, a notice stating this must be displayed at the service so it is clearly visible from the main entrance. The privacy and confidentiality of the child will be maintained at all times and the public notice will not name the child.

Medical Conditions Risk Minimisation Plan Using a child’s Medical Management Plan, our service will develop a Medical Conditions Risk Minimisation Plan in consultation with a child’s parents and medical professionals which will ensure that:

any risks are assessed and minimised if relevant, practices and procedures for the

safe handling of food, preparation, consumption and service of food for the child are developed and implemented (note we will follow all health, hygiene and safe food policies and procedures)

all parents are notified of any known allergens that pose a risk to a child and how these risks will be minimised

a child does not attend the service without medication prescribed by their medical practitioner in relation to their specific medical condition.

70

Our service will provide support and information to all parents and other members of our community about resources and support for managing allergies, anaphylaxis, asthma and diabetes.Our service will routinely review each child’s medication to ensure it hasn’t expired.

Updated: June 2014

Last reviewed: May 2015 Date for next review: May 2016

IMMUNISATION AND DISEASE PRVENTION

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 in the community, by reducing the spread of disease. The following has been taken directly from our Infectious Disease Policy and Immunisation and Disease Prevention Policy. The policy in full can be accessed in our policy manual located in the foyer.

Implementation

The service will use the attached Recommended Minimum Periods of Exclusion to exclude children and educators and inform parents of exclusion and non-exclusion periods for infectious diseases. We will minimise the spread of potential infectious diseases between children, other children and educators by excluding children who may have an infectious disease or are too ill to attend the service and facilitating the prevention and effective management of acute illness in children.

Notification of the child’s parents or nominated contacts will occur immediately.

All appropriate notifications to the local Public Health Unit will be made by our Nominated supervisor.

Children might be brought to care with symptoms or signs of illness or while in care suddenly develop an illness that has not been diagnosed by a doctor, and that might be potentially infectious or potentially life-threatening for the child. Symptoms may not clearly fit those listed in exclusion diseases making it difficult for the service to decide whether to accept or exclude the child from the service. If we suspect a child may have an infectious disease, we will exclude the child until we receive a medical certificate stating the child is not contagious and is okay to attend the service.

Many illnesses, while not fitting exclusion criteria, can transmit disease to other children in care, and can make a child too ill to participate in normal activities. All children who are unwell should not attend the service and we will ask parents of children who are unwell to collect the child from our service or to make alternative arrangements for their child’s care.

71

If an infectious disease arises at the service we will respond to any symptoms in the following manner -

Isolate the child from other children. Ensure the child is comfortable and appropriately supervised by

educators. Contact the child’s parents or nominated emergency contact. If the child’s

parents are unavailable we will contact the next nominated person. We will inform the contact of the child’s condition and ask for a parent or other authorised person to pick the child up as quickly as possible. Any person picking the child up from the service must be approved by the child’s parents and be able to show identification.

Ensure all bedding, towels and clothing which has been used by the child is disinfected. These items will be washed separately and if possible air dried in the sun.

Ensure all toys used by the child are disinfected. Ensure all eating utensils used by the child are separated and sterilised. Provide information in the child’s home languages to the best of our

ability. Inform all service families and educators of the presence of an infectious

disease. Ensure confidentiality of any personal health related information obtained

by the service and educators in relation to any child or their family. The Nominated Supervisor or another Responsible Person may require a

child or staff member to provide a doctor’s certificate on the first day back from an infectious illness stating they are okay to return to the service.

Infectious Diseases requiring Notification to the local Public Health Unit

Our nominated supervisor will notify the local Public Health Unit by telephone as soon as possible (and within 24 hours) after they are made aware that a child enrolled at the service is suffering from one of the following vaccine preventable diseases and will comply with any direction:

Diptheria Mumps Poliomyelitis Haemophilus

influenzae Type b Meningococcal

disease Rubella ("German

measles") Measles Pertussis ("whooping cough"

Tetanus

NSW local Public Health unit directory and contact details are available on the following NSW Health website –http://www.health.nsw.gov.au/Infectious/pages/phus.aspx

For Recommended Exclusion Periods refer to our Infectious Disease Policy in the foyer or alternatively NHMRC. Staying Healthy -Preventing Infectious Diseases in Early Childhood Education and Care Services 5th edition.

Updated: April 2014Last reviewed: June 2015 Date for next review: June 2016

The National Immunisation Program (NIP) Schedule can be accessed and downloaded from

72

http://www.immunise.health.gov.au/internet/immunise/publishing.nsf/Content/4CB920F0D49C61F1CA257B2600828523/$File/nip-schedule-card-hib-menc-update.pdfPhone number 1800 671 811

The NSW Immunisation Schedule and immunisation exemption certificates for medical contraindication and conscientious objection can be accessed from http://www.health.nsw.gov.au

NSW Health Local NSW Public Health Unit Contact Details - http://www.health.nsw.gov.au/PublicHealth/Infectious/phus.asp

Note homeopathic immunisation is not recognised.

Immunisation Records Parents who wish to enrol their child are required to provide at the time of

enrolment:o their child’s immunisation certificate showing the child is fully

immunised (has received all vaccines recommended for their age) in line with the NSW Immunisation Schedule or

o A certificate certified by a medical practitioner or authorised nurse or midwife that the child is on an approved vaccination catch-up schedule for the NSW Immunisation Schedule.

If a child is not fully vaccinated, or on a approved vaccination catch-up schedule, a medical practitioner or authorised nurse or midwife must certify that:

o the child should not be immunised for a vaccine preventable disease due to medical contraindications (reasons) or

o the parent of the child has a conscientious belief that vaccination for a particular vaccine preventable disease should not take place and that the medical practitioner or authorised nurse or midwife has explained the benefits and risks associated with immunisation to the parent and has informed the parent of the potential danger if the child is not immunised.

Parents may provide copies of certificates instead of the originals.An immunisation certificate is:

An Immunisation History Statement provided by the Australian Childhood Immunisation Register (ACIR). The ACIR maintains immunisation records for children up until their seventh birthday and can be contacted on 1800 653 809.

Parents/guardians must provide the service with an updated copy of their child’s immunisation record when the child receives a vaccine which is on the National

73

or State immunisation schedule. We will regularly remind parents to do this via newsletters, emails or letters.

Catering for Children with Overseas Immunisation Records Overseas immunisation schedules often differ from the schedule

recommended in Australia and a child may require extra vaccinations to be up to date with the Australian schedule.

Parents are responsible for having their child’s overseas immunisation record transcribed onto the Australian Childhood Immunisation Register (ACIR), if your child is less than seven years of age.

A medical practitioner, registered nurse, registered midwife, enrolled nurse, or a person authorised by the state/territory Health Officer may transcribe overseas immunisation records.

Exclusion Periods Any child that is not fully immunised may be excluded for a period of time

if there is a case of a vaccine preventable disease at the service, or if the child has been in contact with someone outside the service who has a vaccine preventable disease. We will consider the Exclusion Periods recommended by the National Health and Medical Research Council.

It is the responsibility of families to inform the service that their child has come into contact with someone with a vaccine preventable or infectious disease.

Updated: June 2014Last reviewed: June 2015 Date for next review: June 2016

EMERGANCY MANAGEMENT AND EVACUATIONIn the event that the service needs to be evacuated, we aim to conduct this in a rehearsed, timely, calm and safe manner to secure the safety of each person using the service. The safety and wellbeing of each child, educator and person using the service is paramount above any other

74

consideration in the time of an emergency or evacuation. Any other procedures will be carried out only if it is safe to do so. The following has been taken from our Emergency Management and Evacuation Policy. The policy in full can be accessed in our policy manual located in the foyer.

Emergency and Evacuation Procedures and DrillsRehearsal Evacuation Drill (Every Three Months)The service will add to each child’s sense of security, predictability and safety, and ensure all educators and staff are familiar with our emergency evacuation procedures, by conducting rehearsal evacuation drills every three months. We will develop a schedule for conducting drills for the different types of emergencies identified in our EMP. The drills: will take place at various times of the day and week (rather than always on a

Tuesday at 10 am for example) to ensure all children and staff members get the opportunity to rehearse. All persons present at the service during the evacuation drill must participate accordingly.

will be documented and assessed against specific outcomes. We will appoint an observer to evaluate our drills using the checklist at Appendix B.

will be immediately followed by a debriefing session to identify any improvements that may be made to the procedures. Any staff training needs will be identified and action taken to implement the relevant training.

Emergency Management Plan ProceduresThe Approved Provider or Nominated Supervisor is responsible for implementing the attached procedures when an emergency situation arises (Appendix A).

CommunicationWe will ensure we have access to reliable communication channels in the event of an emergency by maintaining access to a telephone (such as fixed-line telephone, mobile phone, satellite phone, 2-way radio, and video conferencing equipment) at all times. Our main telephone is located on the sign in bench in the Monkeys and Rhinos Room, as well as in the office.

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

Each room will have an emergency back pack accompanied by a whistle that contains a fully stocked first aid kit, rubber donut rings, nappies, gloves, tissues, wipes, plastic bags, and books.

Emergency Evacuation ProcedureProcedure

Activate RACE

75

If you are the first one to find the DANGER/HAZARD alert by blowing the whistle until you can hear the Nominated Supervisor blowing their whistle.

The Nominated Supervisor or other Emergency Identifier will blow the whistle short and continuous if it is a real emergency evacuation.

If it is a drill whistle will be blown long with short quiet intervals. If the DANGER/HAZARD is in the front of the building the Nominated

Supervisor will call out ‘evacuate through the back gate’. If the DANGER/HAZARD is in the back area of the building the Nominated

Supervisor will call out ‘evacuate through the front gate. The Nominated Supervisor contacts emergency services (Ring 000). Monkey & Koala Room Leader collects the emergency cots/donuts and

children’s sign in/out attendance records, red medical management folders, emergency contacts folder, children’s medications and emergency backpack.

Monkey & Koala rooms assistant collects and places children into cot/ assists older children with helping them to hold on to the emergency donuts and leads them out to emergency evacuation point.

Tiger, Rhino & Zebra Room Leaders collect sign in/out attendance records, red medical management folders, emergency contacts folder, children’s medications and emergency backpack.

Tiger, Rhino & Zebra Room Assistants & all other available Employees, Visitors, Prac students collect emergency evacuation donuts encourage children to hold on and move children away from immediate danger by leaving the building immediately via the nearest exit and proceeding to the appropriate assembly area (Sunny Cove’s Court Yard). (See emergency evacuation site plan). Zebra room hold hands instead of using evacuation rope.

The Room Assistants lead the children from the room and, where they are required to pass through a door into another room, checks for heat (in the case of a fire) by placing their hand on the back of the door before opening it.

Notify the Nominated Supervisor if you are experiencing any difficulty with the evacuation (for example an injured or trapped person/child).

The Room Leaders are the final person to leave the room. He/she does a final check of the room and closes the door behind them.

The Cook/Nominated Supervisor collects the staff and visitors attendance register, emergency contacts folder, mobile phone, mobile phone charger and checks all toilet and storage areas. Then assist staff and children to evacuate.

Once at the assembly area (Sunny Cove Court Yard) the Room Leaders undertake a roll call (list of children in attendance at the time of the incident) and notifies the Nominated Supervisor if anyone is missing.

Cook/Nominated Supervisor undertakes a roll call (list of employees and/or visitors present at the time of the incident) notes anyone missing.

First Aiders assist with any injuries until emergency services arrive and comfort any distressed persons.

Room Leaders and Assistants settle the children on mat and occupy children with stories from their emergency backpack.

76

All persons are to remain in the assembly area until the emergency is declared over by a member of the emergency service attending the incident.

Re-enter the building only when advised by a member of the emergency service attending the incident that it is safe to do so.

If it is not safe to re-enter the building the Nominated Supervisor and Cook contact parents/guardians using mobiles.

NEVERo Enter a smoke filled roomo Enter a room where the door is warm to toucho Turn your back on a fireo Gather up your personal belongingso Run, push or attempt to overtake others during evacuationo Re-enter the building until advised it is safe to do so

Updated: May 2015

Last reviewed: May 2015 Date for next review: May 2016

77

78

1-2yrs

0-1yrs

Updated: May 2015

Last reviewed: May 2015 Date for next review: May 2016

=Fire Extinguisher

EXCURSIONS

The service acknowledges the value of relevant excursions in allowing children to gain a greater insight of the society in which they live, and learn from these experiences. Our service will actively seek to minimise any risks associated with excursions, and respond promptly and appropriately to any emergency whilst on an excursion. Educators will educate children and families regarding safe road (or other transport) and play practices.

The following has been taken from our Excursion Policy. The policy in full can be accessed in our policy manual located in the foyer.

Please take extra note of the Risk Assessment Forms attached below as once they have been completed by the educators in the room, each parent/authorised nominee will need to be read and individually sign off on these details before their child can attend an excursion.

Excursion Risk Assessment and Planning Process

The service must conduct a risk assessment prior to an excursion taking place.

Risk assessments are only required once if the excursion is a regular outing. Regular outings are walks, drives or trips to places that we visit regularly and which always have the same risks.

The risk assessment must be recorded using the Excursion Risk Assessment Form. Parents will be notified on the Authorisation for Excursion Form that they can access the Excursion Risk Assessments prior to the excursion upon their request. The service must comply with these requests and make all information available to parents if requested.

Using the Excursion Risk Assessment Form attached to this policy, the service must take into consideration the following –

o Any risk that the excursion may pose to the safety, health and wellbeing of any child and identify how these risks will be managed and minimised.

o Any water hazards.o Any risks associated with water-based activities. o Transportation (to and from).o The ratio of adults and children which must comply with the ratios

in the Staffing Arrangements Policy.o Specialised skills required (such as life-saving skills).o Proposed activities.o Proposed duration.o Any medical conditions that need to be considered and managed for

each child with specific health needs.

79

The Risk Assessment Checklist must also be conducted prior to any excursion.

A parent or authorised nominee must provide a written authority for each child who is attending the excursion using the Authorisation for Excursion Form. This authorisation only needs to be obtained once every 12 months for regular excursions.

Using the Authorisation for Excursion Form, the service will ensure that the emergency contact details for each child are up-to-date.

Transport Considerations The means of transport must be stated on the permission note.Buses – ensure that the seating capacity as displayed on the compliance plate is not exceeded. All children must sit on seats, preferably with, or close to, an adult. Seat belt guidelines must be followed depending on the bus. If the bus has seat belts, they must be worn at all times.Trains – contact the station prior to the excursion to inform them of the time you will be travelling, the destination and the number of children and adults who will be travelling. Arrangements should be made to arrive at the station with an adequate amount of time to allow for safe boarding. This will allow the station to inform the train guard so that he / she can hold the train for the period of time for safe boarding and alighting. All children should be seated at all times, with an adult close by. All children should be seated in the one carriage, if possible.Cars – Any motor vehicle that is used to transport children on an excursion (other than a motor vehicle seating more than nine persons) is fitted with child restraints and/or seatbelts that are appropriate for the age and weight of each child, that conform to the Australian Standards, and are professionally installed or checked by an authorised restraint fitter.InsuranceAny excursion planned must be consistent with the requirements / exclusions of the Public Liability Cover held by the service.

80

Excursion Risk Assessment Form

81

As a part of the Excursion Risk Assessment Form, the service must complete the following details when planning an excursion -

Time and Date of Proposed Excursion__________________________________________________________________________________

Reason for Excursion______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Proposed Route (to and from)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Destination (s) __________________________________________________________________________________

Transportation Details (to and from)______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Number of Adults Involved____________________________________________________________________________________________________________________________________________________________________

Given the risks posted and outlined using the Excursion Risk Assessment, are there any specialised skills to ensure children are adequately and safely supervised at all times during the excursion? Specialised skills could include life-saving skills.____________________________________________________________________________________________________________________________________________________________________

Number of Children Involved____________________________________________________________________________________________________________________________________________________________________

Proposed Activities____________________________________________________________________________________________________________________________________________________________________

Proposed Duration__________________________________________________________________________________

Items to Be Taken by the Service (mobile phone, emergency contact details, etc)82

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Items to Be Taken by the Children______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Risk Assessment Checklist

Please circle.

Yes No Risk Assessment

yes no N/A The service has a timetable for the excursion and an itinerary.

yes no N/A At least 24 hours notice of the excursion has been given to parents, with an itinerary for the excursion. It is preferable for longer notice to be given where possible

yes no N/A A signed permission form for the specific excursion and any specific activity which is to take place during the excursion has been received from the parents. Regular outings can be covered by one form for a period of 12 months.

yes no N/A A list of children attending the excursion is left at the service prior to departure and a copy carried by the Supervisor for the purpose of checking at regular intervals during the course of the excursion.

yes no N/A The Supervisor has ensured that all children are equipped with clothing appropriate for the excursion. For example - jumpers, sun hats, appropriate footwear, sunscreen.

yes no N/A Educators are able to ensure children have accesses to shaded areas.

yes no N/A Any excursion planned is consistent with the requirements/exclusions of the Public Liability Insurance Cover held by the service.

yes no N/A A fully stocked first aid kit is taken.

yes no N/A Each child’s emergency contact details are updated and taken.

yes no N/A A mobile phone or change for a phone is organised to take on the excursion.

yes no N/A Medication and a management plan for any children attending the excursion are available and updated.

yes no N/A A designated educator must be assigned to directly supervise any child with a chronic illness/allergic condition. The educator is to hold the child’s medication and management plan throughout the excursion.

Last reviewed: June 2015 Date for next review: June 2016

SERVICE SAFETY BY PARENTS

83

Using the Service Safely Never leave children unattended in cars while collecting children from the service.

Cars parks are dangerous places for children. Always hold children’s hands when arriving and leaving the service.

Never leave a door or gate open.

Never leave your children unattended in a room.

Children are not permitted into the kitchen and laundry areas.

Workplace Health and Safety FeedbackWe welcome all feedback regarding the safety of our service. If you see something that concerns you regarding safe work practices, the safety of building and equipment or general work health and safety, please contact the Nominated Supervisor Immediately.

EDUCATOR QUALIFICATIONS AND RATIOSWe meet all legal requirements in relation to child to educator ratios and the qualifications of our educators. All Educators hold First Aid qualifications, have Working with Children Checks completed and attend regular staff meetings. Our Educators are continually evaluating how our curriculum meets the education needs of our children and reflecting on ways to improve children’s learning and development. They are encouraged to attend further professional training and development.

For further details on the qualifications of the Educators, please see our Nominated Supervisor.

CONCLUSIONWe guarantee your child will have a happy, safe and secure relationship with our service and our Educators and that the time he or she is in our care will be positive and fulfilling.

IMPORTANT CONTACT NUMBERS FOR FAMILIES

The Service provides families with current information on child and family resources and services accessible in the local community.

Our service has a parent library with resources you may find helpful.

ACECQA is the new national body ensuring early childhood education and care across Australia is high quality

84

Address: Level 15, 255 Elizabeth Street, Sydney, NSW, 2000

Postal Address:

PO Box A292, Sydney, NSW 2000

Email: enquiries@acecqa.gov.auPhone: 1300 422 327

Family Assistance OfficePhone: 13 6150

Australian Childhood Immunisation RegisterPhone: 1800 653 809

Child Protection HelplinePhone: 13 36 27  http://www.wnswlhn.health.nsw.gov.au

Child & parent stress centre (caps)24 hour service. Supports parents under stress.Phone:1800 688 009

LOCAL CONTACTS

Orana early childhood intervention centreWe provide educational & therapeutic services to children 0-6 years of age. Educational services of playgroup, pre-school & transition to school are provided along with physiotherapy, speech pathology & occupational therapy who meet the criteria.

Sandra Ayers House 74 Baird Dve Dubbo NSW 2830Phone: 02 6882 0599Fax: 02 6884 8741

Speech Therapists

Catherine FitzgeraldPhone: 0437 025 003

Lucinda Pettigrew-Spora111 Cobra St, Dubbo NSW 2830Ratings & ReviewsPhone: 0417 258 337

Royal Institute for Deaf and Blind ChildrenMelinda LloydPhone: 02 9872 0826

Dubbo community dental clinicRoutine dental services are provided free of charge to children. Adults with a Centrelink Health Care Concession Card, Centrelink Pensioner Concession Card or Commonwealth Seniors Health Care Card can also access clinic free of chargeUniversity Dental & Oral Health Centre River Street, (Eastern End) Dubbo NSW 2830

85

Phone: 1300 552 626Fax: 02 6881 6721http://www.gwahs.health.nsw.gov.au

Occupational Therapist Dubbo Community Health Centre provide an Occupational Therapy service to babies and children with minimal to mild difficulties aged 0-18 years of age.Dubbo Community Health Centre, 2 Palmer Street, Dubbo NSW2830Phone: 6885 8999Fax: 6885 8901

Mandy Wells Occupational Therapist- Understanding Kids 16 Quinn St Dubbo 2830Phone: 0438849567Email: ukids.mandy@bigpond.com

ImmunisationDubbo Civic Centre, Darling Street, Dubbo NSW 2830Phone: 6801 4000

Early childhood centreEarly Childhood Clinic: Child health checks-Breast Feeding Clinic-Home Visiting-Immunisation 02 6885 4666Carrington Ave, Dubbo 2830Phone: 02 6885 5944Fax: 02 6885 8901

Western NSW Local Health District

Provides a range of services: Audiology, Aboriginal Health, Child Protection Service (PANOC), Community Midwifery, Diabetes Education, Dieticians, Early Childhood Health Services, Genetic Counselling, Occupational Therapy, Psychology & Social Work Services, School Health, Sexual Assault Counselling, Speech Pathology, Women's Health.

2 Palmer Street Dubbo NSW 2830Phone:1300 552 626 02 6885 8999Fax: 02 6885 8901

Dubbo care family practiceCaring family practice with 6 Doctors, 1 full time nurse & 1 casual nurse. Bulk Bill -Pensioners, Health care card holders & Children under 16yrs." Wheelchair" access Open Mon-Fri 8.30am to 5pm Consultations by appointment

55 Bultje Street Dubbo NSW 2830Phone:02 6884 3551Fax: 02 6884 3556Email: administration@dubbocare.com.au

Dubbo medical & allied healthGeneral Practice and Allied Health Services New Doctors taking new patients Paediatrician, Psychiatrist, Chiropractic, Physiotherapist, Dieticians, Psychologists, Social Worker, Occupational Therapy and Remedial Massage42 Bultje Street Dubbo NSW 2830

Phone: 02 6815 9900Fax: 02 6884 4176

86

Dubbo family doctorsGeneral practitioners: Dr Gary Wong-Dr AI-vee Chua-Dr Sandra Gaffney-Dr Michael Peterson-Dr Frank Handcock-Dr Diane Kavanagh-Dr Paul Roth-Dr Satheeka Kamaladasa-Dr Alison Dowe52 Boundary Road, Dubbo NSW 2830Phone: 02 6884 0474Fax: 02 6884 0747

Care westCare West helps individuals, families and communities become healthy, independent and strong. We assist people to improve their independence and enhance their quality of life by providing a broad range of in-home and community based support to people who are: frail aged, living with a disability, carers, children and their families and people of Aboriginal nations.

Suite 2, 1st Floor31-37 Macquarie StreetDubboPhone: 1300 CAREWEST (1300 227 393)Email: info@cw.org.au

CentrelinkCnr Macquarie & Wingewarra St, Dubbo NSW 2830Phone: 132 490 Fax: 02 6883 6098 alison.payne@centrelink.gov.au    www.centrelink.gov.au

Dubbo Family Support Service113A Gipps St , Dubbo NSW 2830Phone: 02 68848777 Fax: 02 68847401 cottage@crt.net.au   

Emergency ServicesPolice, Fire, Ambulance000

Hospital Dubbo Base HospitalAddress: Myall Street, Dubbo NSW 2830Phone :( 02) 6885 8666

Fire Station102 Wheelers Lane, Dubbo NSW2830Phone: 02 6882 9689Fax: 02 6884 4306

Police Assistance Line143 Brisbane St, Dubbo NSW 2830Phone: 131 444 www.police.nsw.gov.au

Dubbo Library (Macquarie Regional Library)

Cnr Macquarie & Talbragar Streets, Dubbo NSW Phone: 02 6801 4510 dubbo.mrl@dubbo.nsw.gov.au    www.mrl.nsw.gov.au

87

PCYCDubbo PCYC has a vast range of activities catering for all ages and abilities ranging from Archery to Dance, Judo & Volleyball. Our highly sought after Gymnastics program accommodates children from just walking through to adults

Crn Erskine and Darling St's, Dubbo NSW 2830Phone: 02 6882 3273 Fax: 02 6884 9192 dubbo@pcycnsw.org.au    www.pcycnsw.org/dubbo

Dubbo Tourist Information CentreAddress: Macquarie Street, Dubbo NSW 2830Phone :( 02) 6801 4450

Live, Explore, Grow and Play In Dubbo

http://www.dubbo.com.au/index.html

INFORMATIVE WEBSITES FOR PARENTS

We have a list of useful websites for parents. Please ask educators for a copy.

Early Childhood Australia

Starting Blocks Cultural Education

Programs Family &

Community Services Care for Kids Australian Children’s Education & Care Quality

Authority Department of Human Services Mychild.gov.au Raising Children Network Kids Matter

88