hume city council children’s services procedure manual · next review due: june 2018 hume city...

Next Review due: June 2018 Hume City Council Family & Children’s Services - Procedure Manual | of 57

HUME CITY COUNCIL CHILDREN’S SERVICES

PROCEDURE MANUAL

Next Review due: June 2018 of 57 | Hume City Council Family & Children’s Services - Procedure Manual Next Review due: June 2018

1. HUME CITY COUNCIL 1 Introduction 1

Our Vision & Mission 2

Aboriginal and Torres Strait Islanders 3

Customer service centre 3

Services contact list 4

2. GOVERNANCE AND SERVICE MANAGEMENT 6 Confidentiality and privacy 6

Storage of records 7

Quality Improvement Plans 7

Enrolment and orientation 8

Children’s services open night 8

Waiting List 8

Inclusion support Program 10

Preschool field officer program 10

Second year of funded preschool 10

Deferrals 12

Priority of access 12

Enrolment process 14

Orientation 14

Payment of fees 15

Bpay 16

Cancellation and change of bookings 16

Fee Assistance 17

Services closure dates 18

Child safe standards 19

Service user code of conduct 20

Complaints 21

3. HEALTH AND SAFETY 22 Delivery of children 22

Collection of children 23

Non collection of children 23

Access codes to services 23

Excursions/Regular Outings & Incursions 24

Risk management 25

Excursions/Incursions evaluation 25

Refusal and acceptance of authorisation 26

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Emergency procedures 27

3. HEALTH AND SAFETY (cont’d) Emergency procedures for evacuation 27

Emergency evacuation documentation 27

Infectious Disease 29

Exclusion for infectious disease cases and contacts 29

Headlice 30

Illness 30

Hygiene 31

Immunisation 32

No Jab, No Play 32

Medical conditions 33

Medical action plans 33

Anaphylaxis 33

Risk minimisation plans 34

Communication plan 34

Medication 36

Prescribed medication 36

Medication book details 36

Non prescribed medication 37

Paracetamol/Ibuprofen 37

Homeopathic/naturopathic medications 37

Topical medications 37

Nutrition 38

Allergies 39

Forumula/breast milk 40

Dental health care 40

Toileting 40

Sleep and rest 41

Active play 42

Sun protection/Sunsmart policy & procedures 43

Sunsmart policy and procedures 44

Water safety 45

Play experiences 45

Incident, injury, trauma and illness 46

Child safe environment 49

Department of Human Services child protection 49

Supervision of children 49

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Administration of First Aid 50

Children’s Clothing 51

4. EDUCATION PROGRAM AND PRACTICE 52 Family involvement 52

Family grouping 53

Birthdays/special occasions/celebrations 53

Toys and belongings from home 53

Sustainable practice and physical environment 54

5. EDUCATORS/STAFFING ARRANGEMENTS 55 Educator and staff code of conduct 55

Educator qualifications 55

Determining the responsible person in charge 56

Participation of volunteers and students 56

6. RELATIONSHIP WITH CHILDREN 58 Interactions with children 58

Behaviour guidance 58

7. REFERENCES 60

Copyright

All rights reserved. Australian copyright law and international treaties protect all graphics, textual, audio, and audiovisual material in this manual. You may not copy, distribute, or use these materials except as necessary for your personal, non-commercial use. Any trademarks are the property of their respective owners.

For more information contact:

Hume City Council

Tel: +613 9205 2200

Fax: +613 9309 0109

Email: [email protected]

Disclaimer:

While every effort has been made to ensure that the information available through the Family and Children’s Services Family Handbook is accurate and up to date. Hume City Council and it’s employees will not accept any liability for any loss or damage which may be incurred by any person relying on this information. Please contact service provider for updates and changes to polices, procedures or guidelines.

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Hume City Council is one of the largest Local Government providers of early childhood programs and welcomes all families to our suite of Family and Children’s Services programs:

■ Preschool

■ Preschool Field Officer

■ Maternal and Child Health (parent support workers, Babies in Hume)

■ Long Day Care

■ 3 Year Old Activity Programs

■ Occasional Care programs

Hume City Council educational services aims to provide quality educational and care programs for all children and families in accordance with the National Quality Framework (NQF).

The National Quality Framework is a national legislative framework established through an applied law system, which applies to all of Hume City Council’s Family, Youth & Children’s Services and consists of:

■ Education and Care Services National Law Act 2010 (National Law)

■ Education and Care Services National Regulations 2011 (National Regulations)

■ National Quality Standards

■ a quality assessment and rating system

■ a regulatory authority in each state (DET)

■ Australian Children’s Education and Care Quality Authority (ACECQA)

■ Children’s Services Act (1996) and Regulations (for occasional care and 3’s programs)

The Department of Education and Training (DET) is the regulatory authority for Victoria.

The National Quality Standard is divided into seven Quality Areas:

1. Educational program and practice

2. Children’s health and safety

3. Physical environment

4. Staffing arrangements

5. Relationships with children

6. Collaborative partnerships with families and communities

7. Leadership and service management

This handbook provides you with important information regarding Council services and includes all relevant regulatory references, National Quality Standards and procedures in service programs. Policies, procedures and guidelines are reviewed on a regular basis and we welcome suggestions and feedback from children and families.

All documents relating to educational services are available for you to access in the foyer at each service. The relevant websites and resources are included in the reference section of this handbook for your information.

INTRODUCTION

1. HUME CITY COUNCIL

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Hume City Council recognises that families are the primary influence in their children’s lives, and have important beliefs regarding the education and care of their children and the experiences in which their children should be able to participate.

Vision

Hume City Council will be recognised as a leader in achieving social, environmental and economic outcomes with a common goal of connecting our proud community and celebrating the diversity of Hume.

Mission

To enhance the social, economic and environmental prosperity of our community through vision, leadership, excellence and inclusion.

We Value

Our Citizens

We will promote democratic representation and genuinely engage our citizens to promote a sense of belonging within a healthy, safe, strong and diverse community.

We will lead the way to identify community needs and best practice service delivery models and advocate for an integrated approach to service provisions.

Our services and facilities will be high quality and we will pursue efficiency and continuous improvement through customer focus and innovation.

Our Staff

We will demonstrate this by encouraging, supporting and developing our employees to achieve service excellence and a sense of unity, pride and fulfilment.

Partnerships with the Federal and State Governments

We will work together to achieve the equitable provision of services and infrastructure to meet current and future community needs.


Our Community Organisations

We will work in partnership with them to build community wellbeing, resilience and capacity.

ABORIGINAL AND TORRES STRAIT ISLANDERS

Hume City Council Family and Children’s Services aims to create a positive awareness of its indigenous culture and heritage within its children’s programs by:

■ incorporate learning’s of indigenous themes and culture through professional development and training of educators

■ through program learning activities of books, songs, dance, art, craft and puzzles

■ resources – applying for the recurrent ATSI funding for licenced Preschool programs only

■ building relationships and networks with local Indigenous Community Elders and Service Providers

Hume City Council proudly displays signage on all its facilities acknowledging the Wurundjeri people as the traditional land owners.

CUSTOMER SERVICE CENTRES

Open from 8am–5pm Monday to Friday (cashier 8.15am–5pm)

Broadmeadows1079 Pascoe Vale Road

Craigieburn75–95 Central Park Avenue

Sunbury40 Macedon Street

Phone: 9205 2200Fax: 9309 0109Email: [email protected]: hume.vic.gov.auMail: PO Box 119, Dallas Vic 3047

Aboriginal flag Torres Strait Islander flag


LONG DAY CARE

CRAIGIEBURNCraigieburn Early Childhood Services 153 Craigieburn Road WestPhone: 9356 6150Email: [email protected]

COOLAROO Westmere Children’s Services Centre 492 Barry RoadPhone: 9351 1544Email: [email protected]

ROXBURGH PARK Homestead Child and Family Centre15 Homestead RunPhone: 9356 6750Email: [email protected]

SUNBURY Sunningdale Avenue Children’s Centre Dornoch DrivePhone: 9356 6984 Email: [email protected]

PRESCHOOLCAMPBELLFIELDCampbellfield Preschool26 Waratah StreetPhone: 9359 6304

COOLAROOWestmere Children’s Service Centre(Integrated Preschool)492 Barry RoadPhone: 9351 1544

CRAIGIEBURNBank Street Preschool26 Bank StreetPhone: 9308 1129

Craigieburn Child & Family Centre24-26 Cleveland DrivePhone: 9205 2710 / 9205 2712 / 9205 2713

Hilton Street Preschool 20 Hilton StreetPhone: 9308 1562

Malcolm Creek87-91 Grand BoulevardPhone: 9308 4843

Mitford Crescent Preschoolenter through Whitley Crescent Phone: 9308 2299

Newbury Child & Community Centre 450 Grand Boulevard Phone: 9356 6724

Pembroke Preschool38 Pembroke CrescentPhone: 9308 3544

GLADSTONE PARKTaylor Drive Preschool91 Taylor DrivePhone: 9338 2009

GREENVALE Barrymore Road Preschool31 Barrymore RoadPhone: 9333 3062 / 9333 3063

Bradford Avenue Preschool24 Bradford AvenuePhone: 9333 1488 / 9333 6651

MEADOW HEIGHTSTarcoola Preschool12-16 Tarcoola AvenuePhone: 9305 3577

MICKLEHAM Annadale Preschool 27 Ellscott Boulevard Phone: 9356 6742

ROXBURGH PARK Bluebird Way Preschool12-14 Bluebird WayPhone: 9205 2720

Homestead Child & Family Centre15 Homestead RunPhone: 9356 6753

Homestead Child & Family Centre(Integrated Preschool)15 Homestead RunPhone: 9356 6750

SUNBURY Dobell Avenue Preschool35 Dobell AvenuePhone: 9744 2153

Learmonth Street Preschool49 Learmonth StreetPhone: 9744 5626

McEwen Drive Preschool9 McEwen DrivePhone: 9744 4715

SERVICES CONTACT DETAILS

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SUNBURY (cont’d)Stewarts Lane Preschool9 Stewarts LanePhone: 9744 3535 / 9744 2196

Sunningdale Avenue Children’s CentreDornoch DrivePhone: 9356 6995

Sunningdale Avenue Children’s Centre(Integrated Preschool)Dornoch DrivePhone: 9744 7462

TULLAMARINE Dawson Street Preschool27A Dawson Street (via Dalkeith Avenue)Phone 9338 0060

WESTMEADOWS Westmeadows Preschool9A Ardlie StreetPhone: 9333 1696

3 YEAR OLD PROGRAM

CRAIGIEBURNBank Street Preschool26 Bank StreetPhone: 9308 1129

Craigieburn Hume Global Learning Centre75-95 Central Park AvenuePhone: 9356 6148

Craigieburn Leisure Centre127 Craigieburn Road WestPhone: 9308 2022

Mitford Crescent Preschool14 Whitley CrescentPhone: 9308 2299

Pembroke Preschool38 Pembroke CrescentPhone: 9308 3544

GLADSTONE PARK Taylor Drive Preschool91 Taylor DrivePhone: 9338 2009

GREENVALEBarrymore Road Preschool31 Barrymore RoadPhone: 9333 3063

Bradford Avenue Preschool24 Bradford AvenuePhone: 9333 1488

ROXBURGH PARK

Roxburgh Park Youth and Recreation Centre75 Lakeside Drive Phone: 0417 163 942

SUNBURY Elizabeth Drive Child & Family Centre511 Elizabeth DrivePhone: 9205 2829

Sunningdale Avenue Children’s CentreDornoch DrivePhone 9356 6753

OCCASIONAL CARE

CRAIGIEBURN Craigieburn Hume Global Learning Centre75-95 Central Park Avenue Bookings: 9356 6111(bookings only on Wednesdays 9:30am–1:30pm)

GREENVALE Bradford Avenue Preschool24 Bradford AvenueBookings: 9356 6797(bookings only on Mondays 9:30am–1:00pm)

ROXBURGH PARK Roxburgh Park Youth & Recreation Centre75 Lakeside DriveBookings: 9356 6798(bookings only on Mondays 10:00am–2:00pm)Enquiries: 0417 163942

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INTRODUCTION

Hume City Council’s educational services have appropriate governance arrangements to support the effective administration and management of all children service programs including compliance and regulatory requirements.

CONFIDENTIALITY, PRIVACY OF RECORDS

Hume City Council is strongly committed to protecting an individual’s right to privacy and in compliance with the Information Privacy Principle 5.1 of the Information Privacy Act 2000 and Health Privacy Principle 5 of the Health Records Act 2001.

All information provided to Hume City Council regarding the child and the family is confidential and within the guidelines of the Information Privacy Act 2000 (Vic) and the Health Record Act (2001).

Information that is kept in a record as required by the National Regulations must not be communicated (either directly or indirectly) with anyone other than:

■ educators who require the information for the education and care of the child

■ medical personnel who require the information for medical treatment of the child

■ parents of the child that the record relates to (except for a staff record), or Regulatory Authority or an authorised officer (DET)

Hume City Council will only collect personal information that is required for its functions and activities in relation to families and children. This information is used to:

■ register and enrol children into educational services

■ ensure appropriate staffing and associated service requirements

■ contact parents or appropriate people in the event of an emergency

■ comply with relevant legislation

Certain records are required to be kept until the child reaches 24 years of age.

Service records retained and archived are:

■ attendance records

■ accident/injury/trauma/illness and medication records

■ observations, registration and enrolment records

Records will only be made available:

■ to parents on request for information

■ to appropriate Council officers and/or authorised officers from the Department of Education and Training (DET)

■ to Child Protection and Hume City Council’s Family, Youth & Children’s Services management

2. GOVERNANCE AND SERVICE MANAGEMENTEducation & Care Services National Regulations 158, 168(2)(l)(k)(n)(o), 177–184Education & Care National Law Act: Section 115, 175Education & Care National Quality Standards 5.1, 5.2, 7.3

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■ Victoria Police upon issue of a warrant

■ solicitors and/or court upon issue of subpoena of records

■ Early Childhood Professionals (eg. specialist children’s services) to whom the child has been referred with parental permission

■ information will not be disclosed to other parties except as required by law or with written permission

■ disposal/destruction of records will be in accordance with the requirements of the Victorian Public Records Office 2007

Information may be communicated if authorised or required under any Act or Law, or if the person who provided the information gives written permission. For example, a parent may give written permission for the service to share information about their child with a support agency such as Inclusion Support, Maternal and Child Health or Preschool Field Officer.

Should any person wish to access their personal information, they may contact Hume City Council’s Privacy Officer by calling 9205 2200. Access will be provided except in the circumstances outlined in the Act; for example, where the information relates to legal proceedings or where the Freedom of Information Act 1982 applies.

STORAGE OF RECORDS

All records remain the property of Hume City Council and family correspondence records are stored securely in the service. All records may be kept in hard copy or electronic form, provided that they are accessible as required.

In the event that a service approval is to be transferred, the transferring Approved Provider must obtain consent from parents to transfer their records listed in Regulations 181–184.

QUALITY IMPROVEMENT PLANS

Quality Improvement Plans are prepared for each service as part of a continuous improvement process, through a range of strategies including consultation with families and early years colleagues.

Quality Improvement Plans must:

■ describe a self-assessment of the quality of the practices of the service against the National Quality Standards and the National Regulations

■ identify areas for improvement

■ contain a statement of the approved service’s philosophy

The Quality Improvement Plan is updated at least annually or at the direction of the Regulatory Authority and be available at the service and submitted to the Regulatory Authority on request.

The National Regulations require the current Quality Improvement Plan to be kept at the children’s service with previous versions available to demonstrate the achievements and progress.

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ENROLMENT AND ORIENTATIONEducation & Care Services National Regulations 102, 161-162, 168(2)(k),177Education & Care National Quality Standards: 6.1, 7.3

INTRODUCTION

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Enrolment and orientation procedures in all Hume City Council’s children’s services ensure a strong foundation for relationships with children, families and educators.

Families are encouraged to visit Hume City Council’s children’s services with their child prior to commencement.

Pre-enrolment orientation is encouraged from prospective families and children and visits to our services may include:

■ a tour of the service indoor and outdoor environment

■ service philosophy and play based curriculum

■ introduction to educators

■ policies, procedures and guidelines

■ administrative procedures, costs and fee payments

CHILDREN’S SERVICES OPEN NIGHT

Each year all council managed and some non council managed services participate in an open night in February. This night provides an opportunity for families to visit prospective services to assist in decision making regarding preferences. For more details please visit www.hume.vic.gov.au.

WAITING LISTS

Prospective families may wish to place their child’s name on a waiting list for Hume City Council’s educational services. Confirmation will be provided.

Children will remain on the waiting list until a placement becomes available. When a place becomes available, families will receive a phone call with information about the enrolment process and the collection of an enrolment pack.

Waiting lists for educational services are maintained in accordance with the date of application and refer Priority of Access guideline on page 14 for Long Day Care. To ensure the system is fair, the Australian Government has “Priority of Access Guidelines” for allocating places equitably.

The guidelines only apply to approved childcare services. They are used when there is a waiting list for a childcare service or when a number of families are applying for a limited number of vacant places.

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Preschool registrations open on 1 March two years prior to the year of attendance. Registration forms are available at Council customer service offices, Preschools, Maternal Child Health Centres and Hume City Council’s website. Registration forms must be accompanied by:

■ Child’s birth certificate or passport;

■ Driver’s licence or Rates Notice;

■ Payment of the registration fee or a copy of concession card for exemption (if applicable)

Preschool places will be offered in term 3 of the year prior. Families will receive an enrolment pack in term 4 of the year prior, which will contain a letter confirming their preschool session times, the time and date of the information session, interview times and orientation sessions. Please refer to the Preschool Enrolment Policy for further detail, http://www. hume.vic.gov.au/Services_For_You/Children/Preschool_Kindergarten.

Registration for the 3 Year Old Activity Programs are available in the year prior to attendance.

■ Registration forms are available from 1 March (one year prior to the year of attendance)

■ Children who turn three prior to 30 April may participate in the program with their parents in attendance, (please note term fees apply)

Registration forms must be accompanied by:

■ Child’s birth certificate or passport;

■ Driver’s licence or Rates Notice;

■ Payment of the registration fee

Families will receive a letter of offer prior to commencing an activity program. The letter outlines the name of the service and the session times of the program.

Session bookings can be made by calling the relevant booking line for each service, as listed under the Service Contact Details in this book.

The booking line works on a first call, first in basis. Families call on the allocated booking day for the week in advance. Bookings can only be made for your child/ren to attend up to one session per week and if the opportunity presents, the child/ren may attend another session to a maximum of 15 hours per week.

Families are required to collect an enrolment record from the service and complete it prior to commencement of care.

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Families may register their interest by completing an application form for the specific centre they wish to attend. Families will be contacted when a place becomes available.

Your booking is ongoing. Changes to your booking for the following year can be made in the year prior through an Expression of Interest Form available at your child’s service.

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INCLUSION SUPPORT PROGRAM

The Inclusion Support Program supports Early Childhood Services to build their capacity and capability to include children with additional needs in manstream services; providing them with an opportunity to learn and develop alongside their typically developing peers.

The program provides access to specialist equipment and resources, developing Service Support Plans and applying for funding to employ additional workers or specialist cultural expertise.

Children with additional needs include:

■ children with disabilities and/or developmental delay

■ children from culturally and linguistic diverse background

■ Aboriginal children

■ Torres Strait Islander children

Families are encouraged to speak to your service regarding this program.

PRESCHOOL FIELD OFFICER PROGRAM

The Preschool Field Officer is a consultancy role that provides support to preschool children with additional needs and their families who attend a State Government funded Preschool Program. We aim to enable access and enhance participation of all children in an Early Childhood Program.

The Preschool Field Officer Program is provided by Hume City Council in partnership with DET. The service is provided at NO COST to families.

Children with additional needs include:

■ children with disabilities and/or developmental delay

■ children from culturally and linguistic diverse background

■ Aboriginal children

■ Torres Strait Islander children

■ any child experiencing social and/or emotional difficulties

■ any child who is experiencing trauma or has experienced trauma

■ a child who is not already receiving services by an Early Childhood Intervention Agency

Families are able to refer directly to this program or in consultation with Preschool Educators. Please contact 9205 2200 for further information.

SECOND YEAR OF FUNDED PRESCHOOL

The Victorian Government provides funding to support children to attend preschool in the year before they start school.

Children develop at different rates and not all children are ready to start school at the end of their four year old preschool year. It is important that children start school when they are ready to learn in a more formal environment. For children to have success they need to be developmentally ready, therefore it is important for parents/guardians to consider: When is the best time for my child to start school?

A second year of funded four year old preschool is NOT easily obtained and will only be available for children who have been observed as needing additional support in at least TWO areas of development:

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■ identity (emotional development)

■ community (social development)

■ wellbeing (self-care)

■ learning (cognitive development)

■ communication (receptive/expressive)

Educators have a responsibility to initiate regular communication with the families in relation to their child’s learning and development. The following steps and timelines need to be undertaken when considering children for a second year of Preschool.

Process

1. End of Term 1: Educators and/or families have identified children needing extra support in two areas of learning and development which in turn may benefit from a second year of funded Preschool. If the parents and educators have differing opinions with regards to the child having a second year of preschool or attending school the following year, another opinion can be sought by referring to the Preschool Field Officer.

2. During Term 2: In collaboration with the families educators are to develop a Term 3 plan for learning and development which identifies strategies that focus on the developmental outcome areas where a minimum of 2 areas of development have been identified and will be implemented in term 3.

3. During Term 2: If the educator and parents agree regarding the outcome of the term 3 plan and the determination of a second year of preschool or transition to prep, the PSFO’s involvement is not required. Where parties do not agree or additional support is required, educators can contact the PSFO’s for support. Educators and families will need to complete a PSFO referral form when accessing support from Preschool Field Officers. Additional support or information can also be obtained via phone contact.

4. When families have agreed to receive a second year of funded Preschool they are required to complete a Four Year Old Preschool Registration Form by 30 June. Families are to tick the box on the form stating, “Registration for a Second Year of Preschool” and the preschool teacher needs to sign this form. This form is then submitted to any customer service office prior to the end of term 2. Parents are to be advised that the registration fee does not apply for children accessing a second year of Preschool.

5. Towards the end of Term 3: Review the Term 3 plan for learning and development. Discuss the child’s level of learning and development with the family and use the Second Year discussion questions to guide your conversation.

6. If the educator and family have undertaken the planning, completed the required documents, the above discussion process, and agree that a second year of Preschool will be the most appropriate environment for the child, then the Declaration Template will need to be completed.

7. The teacher is required to provide families with a copy of all documents and will ensure a copy is placed with the child’s enrolment information.

8. Term 4: A Second Year Statement will need to be completed for the child as they transition into a second year of funded Preschool.

9. If the parent decides to send the child to school then the information recorded in the Second Year Statement is transferred to the Transition Statement and sent off to their prospective primary school with parent’s permission.


DEFERRALS

In accordance with The Kindergarten Guide and its successor agreements, an enrolment may be deferred within term 1, provided the registration has not been recorded on the Kindergarten Information Management System:

The expectation is that once services have confirmed their funded enrolments for the year to the Department in Term One, those children whose enrolment has been confirmed will access their 600 hours of funded kindergarten in that calendar year.

“Families who have questions about the best time for their child to commence school, and hence kindergarten, should be encouraged to discuss this decision with an early childhood teacher, Maternal and Child Health Nurse, Prep teacher or other professionals involved in supporting the development of their child.” (The Kindergarten Guide).

Families wishing to defer their enrolment should speak with the Preschool Educators as soon as possible to discuss their child’s readiness for preschool.

Families should complete a deferral form, whereby their enrolment will be re-offered the following year, with the registration maintaining its original registration date.

Deferrals are unable to be submitted after the registration has been submitted on the Kindergarten Information System.

After a deferral form is submitted, families may submit a 3 year old Activity Group registration for that year, however, a new registration date will be recorded for this application.

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PRIORITY OF ACCESS GUIDELINES

■ First Priority: a child at risk of serious abuse or neglect.

■ Second Priority: a child of a single parent, or of parents who satisfy, the work/training/study test under Section 14 of the ‘A New Tax System (Family Assistance) Act 1999’.

■ Third Priority: any other child.

Within these main categories priority should also be given to the following children:

■ Aboriginal and Torres Strait Islander families

■ families which include a disabled person

■ families which include an individual whose adjusted taxable income does not exceed the lower income threshold specified by Family Assistance, or who or whose partner are on income support

■ families from a non-English speaking background

■ socially isolated families

■ single parents

An educational service may require a Priority 3 child to vacate a place to make room for a child with a higher priority, provided:

■ the family is notified that the service follows this policy when their child first enters care

■ at least 14 days notice of the need for the child to vacate is given

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PRIORITY OF ACCESS GUIDELINES

In accordance with the Preschool Enrolment Policy, access to services will be prioritised as follows:

First Priority

Children of Hume City residents who are:

▪ At risk of abuse or neglect, including children in Out-Of-Home Care, that is, where the child is:

- Attending a 3 YearOld Kindergarten Program through Early Start Kindergarten or Access to Early Learning

- Referred by Child Protection

- Referred by Child & Family Services (family services referral and support team, Child FIRST/ Integrated Family Services/Services Connect Case Worker)

- Referred by Maternal and Child Health Nurse or;

- Referred by Out-of-Home Care Provider

� Aboriginal and/or Torres Strait Islander children

� Asylum seeker and refugee children

� Children eligible for a Kindergarten Fee Subsidy

� Children with additional needs, defined as children who:

- Require additional assistance in order to fully participate in the kindergarten program

- Require a combination of services which are individually planned

- Have an identified specific disability or developmental delay

Second Priority

Children of Hume City residents and rate payers

Third Priority

Children of Non Hume City residents


ENROLMENT PROCESS

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Enrolment forms for all educational services programs are to be completed with all relevant information prior to your child attending the service, (a requirement of the Education and Care Services National Regulations, 2011) which includes:

■ the name, address and telephone number of each parent/guardian that the child resides with or has contact with

■ the name, address and telephone number of a minimum of one emergency contact person who can be notified of any incident, injury, trauma or illness involving the child

■ a printed copy of any court orders parenting orders or parenting plans relating to the powers, duties, responsibilities or authorities of any person in relation to the child or access to the child

Your booking is ongoing. A 2 week notice period is required for cancelling care or to go onto a waiting list for alteration of days.

ORIENTATION

Orientation for families and children beginning at our educational services programs have a focus on building secure, respectful and reciprocal relationships between children, families and educators. Children and families are given many opportunities to familiarise themselves with the service both by spending time in the new environment and by having access to information about policies and procedures which underpin the entire program.

Families are strongly encouraged to participate in the orientation program in the first few weeks to help children to settle in, or to call the centre to enquire about their child during the settling in period or at any other time. When a family member stays to help a child settle in and the child experiences the trusted family member interacting with an educator, the child and educator begin to form a relationship. The orientation program forms a partnership with families to ensure a smooth transition for their child and families. Parents/guardians will need to stay within the centre building during the orientation process to comply with regulatory requirements.

Orientation is offered when children transition to the room. Families are strongly encouraged to support their child through this transition. Sometimes children become unsettled during this adjustment to a new situation, even though they may have been at the service for a long period of time. Educators encourage spending time with your child to establish meaningful relationships with their new peers and educators to support building secure relationships.

Children transition to the next group when developmentally appropriate and if a vacancy exists. When a vacancy in another group arises, parents and educators in each room will consult on the transition process. Educators will consult with families about your child’s progress to determine the most appropriate transition program.

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PAYMENT OF FEESEducation & Care Services National Regulations 168(2)(n), 177Education and Care National Quality Standards: 7.3

INTRODUCTION

Payments are accepted at any of Hume City Council’s customer service centres upon presentation of a service invoice or statement. The official receipt must be presented at the educational service as proof of payment.

Hume City Council offers support for families experiencing financial difficulties and families are asked to contact their children’s service for further information. It is the responsibility of the family to inform the service of any changed circumstances, which may require fee adjustments.

Families who are in arrears of fees will receive notice of Cancellation of Care. A financial statement will be forwarded stating the outstanding fees and cancellation date and this will be forwarded to Hume City Council’s Finance Department for debt collection.

Families listed as having an outstanding debt with Hume City Council, can negotiate a payment plan to clear the debt prior to enrolling their child into another Hume City council educational service. Bookings will be cancelled where a payment plan is not honoured.

Fees are payable on days where your child is absent from the service.

Hume City Council will provide families with a weekly fee statement. Fees are charged one week in advance and must be maintained as such at all times.

From January 2018, fees are to be paid by direct debit. Staff at each service will assist families with setting up the direct debit process.

Any fees outstanding will be considered overdue and incur an accounting levy of $20. Families who fall two weeks in arrears will receive a cancellation of care notice. Where children are absent for nay period (eg. incident, injury, holidays, illness or public holidays), fees are still payable.

Fee payment can only be made at Council’s customer service centres. Bpay option is also available, please speak with service staff for further information.

The annual fee is invoiced each term, and are payable prior to commencement at the service and before the start of each term.

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Pro-rata fees do not apply for:

■ non-attendance during the term

■ where an offer is made or accepted part way through the term

■ where service users withdraw from their placement any fees paid for that term will be forfeited.

Where applicable, parents are required to present their Health Care Card at the enrolment session or at the centre throughout the year. Parents will also be required to include Health Care Card information on the enrolment form. Health Care Card fee reductions are applicable where the card is valid for part or all of the preschool term, ie. if the expiry date falls within the term, the fee discount is still applicable.

Service users who withdraw from their preschool placement, are not entitled to a refund for the health care card discount.

Council does not refund fees for any cancellation of a session due to educator absenses/public holidays.

The session fee must be paid prior to the commencement of the session. Payments can be made through EFTPOS at the program or through Customer Service for the Craigieburn GLC program. CCB is available to families at the Roxburgh Park and Craigieburn GLC Occasional Care programs.

Statements are issued to families after bookings have been finalised. Fees must be paid in full by the advertised due date. Where fees are not paid by the due date the offer of enrolment will be withdrawn.

BPAY

Families are allocated a Bpay reference number upon request and are advised to keep a record of the reference number and details for each service use.

CANCELLATION AND CHANGE OF BOOKING

Two (2) weeks notice is required if you wish to:

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■ cancel your child’s care, or

■ change your child’s booked days

Parents are required to submit the proposed changes in writing by completing the relevant form. Forms can be obtained from the educational service.

Any changes made to bookings are on a permanent basis. Due to operational requirements changes will not be made on a temporary basis, ie. reducing days over holiday periods etc.

Casual Long Day Care bookings/additional days may be available and parents can check with the Team Leader for availability information.

Bookings can be cancelled prior to 8am of the day of the session without incurring session fees. Cancellations made after this time will incur the full session fee, and for services where CCB is available, CCB will not apply to this session.

FEE ASSISTANCE

Child Care Rebate (CCR)

The 50% Child Care Rebate (CCR) assists families with the cost of childcare. The claimant must have passed the CCB work/training/study test for the purpose of the rebate and covers 50% of out-of-pocket expenses for approved child care with a maximum rebate per child of $7,500 (indexed per year).

Families have the option to receive the CCR paid directly to a nominated bank account, or through the child care service provider as a fee reduction. Families still have the option to receive the CCR paid quarterly or annually as a lump sum directly to their bank accounts.

Child Care Benefit (CCB)

Child Care Benefit (CCB) is a payment made to assist with the costs of child care. This can be claimed as reduced fees or as an annual lump sum at the end of the financial year.

For more information phone 13 61 50 or visit www.mychild.gov.au

Parents/guardians must advise the service of their Customer Reference Numbers (CRN), date of birth and correct spelling of their names.

Families are allowed 42 days of absences; in order to continue to receive CCB for absences beyond (additional absences) 42 days, the following evidence must be submitted:

■ an illness (with a medical certificate)

■ an outbreak of infectious disease when the child is not immunised

■ any other absences due to sickness of the child, a parent or sibling, supported by medical certificates

■ a temporary closure of a school or pupil free day

■ a period of local emergency

■ exceptional circumstances:

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▪ rostered days off/rotating shift work ▪ shared care arrangements with supporting court related documents

Additional absences do not include public holidays. CCB will not be paid for public holidays if all 42 absences have already been utilised.

Families are not eligible to receive CCB as a fee reduction in circumstances where either:

■ the child has bookings, but does not attend for the first day at the start of the period

■ the child has bookings, and does not attend the last day of the period

Jobs, Education and Training Child Care Fee Assistance (JET)

Fee Assistance is also available for eligible families through the JET program. For more information phone 13 61 50 or visit www.familyassist.gov.au or www.mychild.gov.au

If you are eligible and approved to receive JET funding, you are required to present your approval letter to the educational service to ensure JET is applied for fee reduction.

SERVICE CLOSURE DATES

All Hume City Council’s children’s services are closed on the following days:

■ Australia day

■ Labour day

■ Good Friday

■ Easter Monday

■ Anzac day

■ Queen’s birthday

■ Grand Final Eve

■ Melbourne Cup day

Fees are paid on public holidays if your child is permanently booked in on these days.

All Hume City Council’s educational services are closed for the following:

■ All school holidays (with the exception of Long Day Care)

■ Two (2) days for Educator Professional Development (parents will be advised in advance)

Fees are not charged for Educator Professional Development days where the service is closed. Please be aware for those children attending full time care and receive the weekly fee rate, fees will revert to the daily rate as you will only be charged for four days.

Services will be closed each year over the Christmas/New Year period for a minimum of two weeks.

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Hume City Council is a child safe organisation with zero tolerance for child abuse. Council actively listens to and supports children to be strong, confident and self-determined citizens.

Council provides a safe working environment that values child safety, diversity and inclusion for all children aged 0 - 18 and adheres to the Victorian Child Safe Standards and related legislation.

Council acknowledges the cultural safety, participation and empowerment of all children; especially children from Aboriginal or culturally and/or linguistically diverse backgrounds and those with a disability.

All allegations of abuse and safety concerns received by Council will be treated very seriously and acted upon in accordance with relevant policies and procedures.

Council requires that Councillors, employees, volunteers and organisations or others associated with Council understand and follow child safe principles and expectations for appropriate behaviour towards and in the company of children.

THE CHILD SAFE STANDARDS

In complying with the child safe standards and applicable entity to which the standards apply must include the following principles as part of their response to each standard:

■ promoting the cultural safety of Aboriginal children

■ promoting the cultural safety of children from culturally and/or linguistically diverse backgrounds

■ promoting the safety of children with a disability

To create and maintain a child safe organisation, an applicable entity to which the standards apply must have:

Standard 1: Strategies to embed an organisational culture of child safety, including through effective leadership arrangements.

Standard 2: A child safe policy or statement of commitment to child safety.

Standard 3: A code of conduct that establishes clear expectations for appropriate behaviour with children.

Standard 4: Screening, supervision, training and other human resources practices that reduce the risk of child abuse by new and existing personnel.

Standard 5: Processes for responding to and reporting suspected child abuse.

Standard 6: Strategies to identify and reduce or remove risks of child abuse.

Standard 7: Strategies to promote the participation and empowerment of children.

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CHILD SAFE STANDARDS


STANDARD OF BEHAVIOUR

■ Parents are required to treat and deal with each other with respect, courtesy and integrity at all times.

■ All discussions between educators and parents and/or other persons must maintain appropriate standards of professionalism, courtesy, respect and discretion. Appropriate standards of language must be maintained at all times.

■ Where an educator identifies or is subject to any unacceptable or inappropriate behaviour or hears any unacceptable or inappropriate language, the Educator is required to immediately report all such incidents to their Regional Team Leader. Council will contact the parent/person to discuss the matter.

■ The persons involved in the incident may be restricted from accessing the service, however the child/ren will continue to be welcome in the program.

■ Where a parent identifies any unacceptable or inappropriate behaviour or hears any unacceptable or inappropriate language, the parent can report their concerns in accordance with the complaints procedure in the family handbook.

■ Any formal complaint of inappropriate or unlawful behaviour (sexual or other harassment, discrimination, victimisation, vilification or criminal assault) will be dealt with in accordance with Council policies, procedures, guidelines and/or the relevant legislation.

■ Police may be called to investigate complaints or to escort persons from the premises if deemed necessary.

SERVICE USER CODE OF CONDUCT

SOCIAL MEDIA

All children’s services staff should maintain strictly professional boundaries and relationships with service users.

Sharing personal contact information, associating with service users on social media and engaging in private care of nannying services can create a conflict of interest, blur boundaries between educators and families, and can place staff and the centre in a compromised position.

Staff will only maintain professional relationships with service users to ensure professional standards are not compromised.

Parents are required to treat and deal with each other with respect, courtesy and integrity at all times.


INTRODUCTION

Parents are encouraged to participate in children’s programs, to provide suggestions, feedback and reflection on program practice. Feedback may be submitted in the format that is most appropriate and comfortable for the customer, eg. letter, fax, email via Hume City Council’s website, face to face or by telephone.

When a parent has a concern or complaint regarding the care and education of their child, this complaint will be treated seriously and investigated within 24 hours. Children’s services are obligated under the Education and Care Services National Regulations 2011 to notify the Department of Education and Training (DET) in writing within 24 hours. If the complaint alleges:

(a) the health, safety or wellbeing of any child being cared for or educated by the children’s service may have been compromised, or

(b) a contravention of the Act or these Regulations

Families are advised to:

1. Raise the issue with room educators who will follow up the matter.

2. If the room educator cannot resolve the matter to the parent’s satisfaction, they may contact the Regional Team Leader on 9205 2200.

3. If the Regional Team Leader cannot resolve the matter to the parent’s satisfaction, they may contact the Regional Coordinator on 9205 2200.

Further information about Hume City Council’s complaints policy can be accessed on the Hume City Council’s website.

Parents are also advised that they are able to discuss complaints with the Department of Education and Training (DET) Quality Assessment and Regulation Division, located at 900/1 McNabb Avenue, Footscray. DET can be contacted by telephoning (03) 8397 0372. For Sunbury services, DET is located at 7-15 McLaren Street, Bendigo. DET can be contacted by telephoning (03) 5440 3111.

COMPLAINTSEducation & Care Services National Regulations 168(2)(o), 173, 176Education & Care National Quality Standards: 7.3

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3. HEALTH AND SAFETY

INTRODUCTION

It is policy of Hume City Council under state government law (Tobacco Amendment Act 2014) that smoking will be banned on the grounds of, and within four metres of Council buildings.

Educators will ensure that children attending Hume City Council’s educational services have the right to experience quality education and care in an environment that provides for their health and safety.

Educators promote children’s health and wellbeing and support their growing competence, confidence and independence within their programs. Educators take reasonable care to protect children from foreseeable risk of harm, injury and infection.

Hume City Council has a responsibility to protect the health and safety of all children within early years services at all times consistent with legislative procedures and Division Part 4.2 Children’s Health and Safety, Divisions 1 to 6.

It is the responsibility of educators and families to ensure the safe arrival and departure of children at the children’s service and the completion of statutory documentation. All children attending must be signed in and out of the service by their primary carer or authorised person, this is a statutory requirement.

It is the responsibility of parents/guardians to ensure their phone contact details and that of all emergency contacts are current at all times.

DELIVERY OF CHILDREN

■ name of child, parent signature and their name, enter the time of arrival and departure in the attendance book each day and record the name of the person who is to collect the child that day

■ if the person other than the parent/guardian is to collect the child then prior written authority must be given to the service. (Parents/guardians can provide this information on their child’s enrolment record for authorised persons who may collect the child on a regular basis)

■ only adults listed and authorised on enrolment forms are able to collect children. Only authorised persons 16 years and over can sign a child in and out of the centre. Their name is recorded on the child’s enrolment record

■ all variations to the normal attendance time, change of daily contact numbers or parent/guardian availability should be provided to educators and included in the attendance book

■ families are requested to notify the service if their child/children will not be in attendance by 10am or later than usual (excluding Occasional Care – notification by 8am or fees are applicable)

■ Educators are responsible for signing children in/out of long day care programs where they attend a sessional preschool.

On arrival to the service, educators will encourage children to engage in the room program, they will use distraction if the child is unsettled. If a child needs to be comforted, educators will get down to their level rather than picking them up. If they need to be settled on the educator’s lap, they will sit on a chair or the floor and have the child come to the educator.

Children who are walking are not to be lifted or carried, unless they are unable to walk and need to be removed from danger. This will minimies the risk of injury to an educator as per the manual handling strategies.

Education & Care Services National Regulations: 72, 73, 99, 158, 168 (2) (f) Education & Care National Quality Standard 2.3, 7.3

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COLLECTION OF CHILDREN

A child may only leave the education and care service premises under any of the following circumstances:

■ a parent or authorised nominee collects the child

■ a parent or authorised nominee provides written/verbal authorisation for the child to leave the premises

■ a parent or authorised nominee provides written authorisation for the child to attend an excursion

■ the child requires medical, hospital or ambulance treatment or there is another emergency.

Parents/guardians are required to sign and enter the time of departure in the attendance book at the time of collection.

Parents/guardians who will be delayed in collecting their child/children should telephone the service to notify educators and the time they will arrive

If someone other than the person stated on the Daily Sign In Sheet is collecting the child, please advise the service.

If unforeseen circumstances occur and a person other than those listed on the enrolment record is collecting the child, the parent/guardian must contact the service and provide authorisation for the child to be collected. Two educators will need to be provided with this authorisation. Photo identification will be required on arrival if this person is unknown to educators and documented.

NON COLLECTION OF CHILDREN

■ if a child/children has not been collected by the service closing time, educators will undertake arrangements for the child to be collected by a designated emergency contact person as recorded in the child’s enrolment record

■ if neither parents/guardians nor emergency contact persons can be located, the Department of Human Services (Child Protection) and Victoria Police will be contacted to inform them of the situation. The child/children will remain at the service with two educators until Child Protection/Victoria Poilce arrives at the service

■ an SMS message will be left on the phones of parents/guardians and emergency contacts to inform them of their child/children’s location

■ the Hume City Council’s Regional Team Leader/Regional Coordinator and the Department of Education and Training (DET) will also be notified within 24 hours of the incident and provided with written documentation

■ an additional fee is applicable for late collection of children. This additional fee is set at $20.00 for the first five minutes and $1.00 per child per minute thereafter

ACCESS CODES TO SERVICES

All parents/guardians will be issued with the service’s access code (where applicable) at the time of enrolment. Anyone other than parents/guardians collecting the child/children will be required to seek access using the service doorbell and speaking with the service educators.

When entering and exiting the service please do not give the service’s access code to any other person.

If your child is regularly collected by someone other than the parent/guardian, please discuss with the Team Leader to gain the access codes.

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INTRODUCTION

Excursions/incursions are valuable experiences for children, families and early year’s educators as they provide opportunities to enhance children’s learning, explore different environments and engage in meaningful ways with their communities. All excursions and incursions require appropriate planning, risk assessment and preparation to ensure safe and enjoyable experiences are achieved. A risk assessment is conducted which is consistent with Hume City Council’s Work Health and Safety Policy and Risk Assessment Hazard Identification Checklist (HWHS-312/1). Using a matrix to determine and record the risk level, corrective action, person responsible, date and signed.

If an excursion is a regular outing and a risk management assessment has previously been conducted, a further risk management assessment is not required unless the circumstances of the outing has changed.

EXCURSIONS/REGULAR OUTINGS are defined as an occasion when children leave the premises of the children’s centre with an educator/s having written authorised permission of the person who has authority to authorise as listed in the child’s enrolment record. These occasions may be routine visits to the neighbouring school, community centre or local library. There may be larger excursions to the zoo for example.

INCURSIONS are defined as external organisations that come into the educational service premises and provide experiences for children to enjoy, as part of the educational program. These experiences may be a mobile farm for example.

Authorisations for excursions must be given by a parent or other person named in the child’s enrolment record as having authority to authorise the taking of the child outside the education and care service premises by an educator and must include the following information:

(a) the child’s name

(b) the reason the child is to be taken outside the premises

(c) the date the child is to be taken on the excursion (unless the authorisation is for a regular outing)

(d) a description of the proposed destination for the excursion

(e) the method of transport to be used for the excursion

(f) the proposed activities to be undertaken by the child during the excursion

(g) the period the child will be away from the premises

(h) the anticipated number of children likely to be attending the excursion

(i) the anticipated ratio of educators attending the excursion to the anticipated number of children attending the excursion

(j) the anticipated number of staff members and any other adults who will accompany and supervise the children on the excursion

(k) that a risk assessment has been prepared and is available at the service

(l) copies of Working With Children’s Check (WWCC) as required by legislation

EXCURSIONS/REGULAR OUTINGS & INCURSIONSEducation & Care Services National Regulations: 74 (1)(4), 100-102, 168 (2)(g) Education & Care National Law Section Act: 165, 167, 174Education & Care National Quality Standard 2.3, 7.3

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RISK MANAGEMENT

Risk assessments identify and assess risks that the excursion/incursion may pose to the safety, health and wellbeing of any child being taken on the excursion or attending an incursion at the children’s service and includes strategies for minimising and managing those risks.

Excursions/incursions risk assessments must be implemented before written and signed authorised permission has been sought from the parent/guardian or other person with authority for an excursion/incursion.

Risk management assessments comply with Hume City Council’s risk matrix as outlined in the assessment form and includes:

■ pre-planning, consideration and learning outcomes for children

■ communication with parents and permission authorisation

■ excursion proposal, benefits venue, activities, timeframes and plan

■ levels of supervision required

■ additional considerations for children with additional needs

■ number of adults and children attending

■ number of adults required (volunteers, parent helpers etc)

■ proposed routes

■ modes of travel

■ equipment required (mobile phones, first aid requirements, medications, water, food etc)

■ attendance sheets with all names –adults and children

■ emergency contact details

EXCURSION/INCURSION EVALUATION

Educators are required to record an evaluation assessment and rating scale for each completed excursion/incursion attended as part of the children’s learning assessment.

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INTRODUCTION

Education and Care services require authorisations for actions such as administration of medications, collection of children, and providing access to personal records. Having policies and procedures for authorisation ensures children are safe when being educated and cared for, and assists educators to be confident of meeting legal obligations.

This policy outlines what constitutes a correct authorisation and what does not and may result in a refusal.

There may be instances when the service may refuse to accept a written authorisation related to:

■ children leaving the education and care service premises in the care of someone other than their parent or approved person (Regulation 99)

■ authorisation for excursions (Regulation 102)

■ access to records

In these instances educators will abide by the content of the legislation in determining the appropriateness of the request. Educators will give consideration to the legislation, the wellbeing of the child and other children within the group, the parent’s wishes and requests, child protection legislation and staff safety.

If it is determined that the request cannot be accepted, the educator will discuss the reasons for this decision with the parents/guardians. Educators will work with the parent to amend the request so far as reasonably possible to allow for the request to be accepted within the constraints of the legislation.

In regard to children leaving the service, educators will monitor the persons collecting the children in line with the authority provided for on the child’s enrolment record. When an unauthorised person arrives to collect the child, educators will contact the parents immediately to discuss and receive authorisation. Educators also liaise with the Family and Children’s Services regional leadership team and Victoria Police where necessary in this instance.

The Nominated Supervisor will ensure that all documentation relating to authorisations must contain:

■ the name of the enrolled child at the service

■ the date

■ signature of the child’s parents/guardians or nominated contact person who is on the enrolment form

■ evidence that the authorising adult understands the circumstances for which they are signing

All authorisations must be kept in the enrolment record.

Examples of refusal of acceptance of authorisation examples:

■ exercise the right of refusal if written or verbal authorisations do not comply, eg. non signage of an excursion permission or a parent/guardian only provides a verbal authorisation. National legislation requires consent with a parent/guardian’s signature

■ refusal of acceptance of authorisation may be waived where a child requires emergency medical treatment eg. asthma, anaphylaxis. The service can administer medication without authorisation in these cases, provided they contact the parent/guardian as soon as practicable after the medication has been administered

■ refusal of acceptance of authorisation may be waived where a child requires continual treatment of nappy rash cream. The Educators and service providers may request that medical treatment is sought before further administration of topical creams is continued

REFUSAL AND ACCEPTANCES OF AUTHORISATIONSEducation & Care Services National Regulations 96, 94, 99, 102, 168 (2)(m) Education & Care National Quality Standards: 7.3

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INTRODUCTION

Hume City Council has a critical incident management policy and procedure which outlines the requirements for the management of critical incidents at Hume City Council’s workplaces to minimise risks to health and safety and minimise the impact on people, infrastructure and the environment.

The policies and procedures are based on a risk assessment that identifies potential emergencies relevant to each children’s service and definitions and all procedural requirements for Hume City Council’s employees are outlined in this document.

All educators are familiar with frequent emergency/evacuation drills, evacuation floor plans and evacuation assembly areas for their individual services and instructions are displayed in a prominent position near each exit at the service premises. Appropriate and current emergency management training and information is provided to all employees and is explained during induction of all employees.

Emergency drills are scheduled to take place at all Hume City Council’s educational services at various times of the day and week during a three month period. In the event that any emergency situation/evacuation results in distress for some children or their families, support is available through KidsMatter Early Childhood developed in collaboration with Beyondblue: the national depression initiative, the Australian Government Department of Health and Ageing, Australian Psychological Society and Early Childhood Australia (see - Reference 17).

In the event that any emergency situation/evacuation results in distress for educators, support is available through Hume City Council’s Employee Assistance Program (EAP). Hume City Council is committed to assisting employees who may be experiencing personal or work related difficulties by providing an Employee Assistance Program (EAP).

EMERGENCY PROCEDURES FOR EVACUATION

All emergency drill rehearsals are reviewed as critical emergency exercises with the aim of ensuring effectiveness and ongoing continuous improvement. Each children’s service must rehearse and document the emergency and evacuation procedures at least every three months that the service is operating. Evacuation drills are encouraged to practice alternative evacuations through each exit on the floor plan to familiarise the process. Documentation is recorded in the evacuation report form for Hume City Council’s educational services for all rehearsals and live evacuations. Educators are required to complete an emergency evacuation assessment record which is forwarded to Hume City Council’s OHS team and is also stored at the service in a display folder in a prominent position near each exit.

EMERGENCY EVACUATION DOCUMENTATION

Recommended steps for evacuation:

1. The nominated supervisor on site, or the certified supervisor in their absence is responsible and makes the appropriate decision as per Hume City Council’s procedures, following the service’s Emergency Management Plan that is updated regularly due to service requirements.

2. Contact emergency services (Call 000) as soon as it is safe to do so and inform them of the nature of the emergency (ie. “There is smoke in the building”), your location and your assembly area.

EMERGENCY PROCEDURESEducation & Care Services National Regulations 97, 98, 168 (2)(e) Education & Care National Quality Standards: 2.3

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3. During evacuation, use all available educators/staff/volunteers and calmly move/carry/walk the children out of the building to your pre-determined outdoor assembly area.

4. Ensure the following items are taken to the assembly area:

■ children’s attendance list

■ staff roster

■ parent contact details

■ mobile phone

■ emergency kit

■ First Aid kit

5. Once at the assembly area, check and document that all children and educators are safe and accounted for.

6. Call Hume City Council’s regional management team leader to inform of the nature of the emergency.

7. Focus on the safety and well-being of educators/staff and children.

8. Wait for emergency services to arrive or for further information.

9. Complete the emergency evacuation assessment record within 24 hours of the emergency/evacuation and forward to Hume City Council’s Occupational Health and Safety team.


INTRODUCTION

Educators take reasonable steps to prevent the spread of infectious diseases in educational services and ensure that both parent or emergency contacts of each child enrolled at the service is notified of the occurrence of an infectious disease as soon as possible. All services ensure that steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with the national guidelines.

The current Health Department of Victoria Infectious Disease table detailing the minimum period of exclusion from the children’s services is prominently displayed.

INFECTIOUS DISEASE

Parents/guardians are required to notify the children’s service immediately if a child or sibling of the child is diagnosed with an infectious disease. Some infectious diseases are notifiable to the Department of Health and will be reported to the Department of Health.

A doctor’s certificate is required to state that the child is well before the child can return to the service. Parents/guardians will be notified of any cases of significant infectious disease in the service.

EXCLUSION FOR INFECTIOUS DISEASE CASES AND CONTACTS

The minimum period of exclusion from children's services for infectious disease cases and contacts, regulated by the Public Health and Wellbeing Regulations 2009, protects public health by preventing, or containing outbreaks of infectious conditions common in schools/educational services.

A child attending the service with any of the conditions listed in the Infectious Diseases table should be kept at home for the period prescribed under the Public Health and Wellbeing Regulations 2009.

The information in this table is the minimum period of exclusion from a children’s service for infectious disease and contact. Contacts means that those people living (ie. parents) in the same house with the diagnosed child with the disease, must not attend the centre during the stated period.

Children who are not immunised will be automatically excluded from the service in the event of an outbreak of an infectious disease against which the child has not been immunised ie. measles, in accordance with the Public Health and Wellbeing Regulations 2009.

Children must be excluded from the service if they have any of the infectious diseases listed as exclusion in the Health Department of Victoria Minimum Period of Exclusions Table.

Procedure

1. Contact parent and exclude child/children from the service immediately.2. Team Leader to contact relevant Health Authority (if necessary).3. Other parents are notified by signage on the front door.4. Record illness in logbook for communicable disease outbreak.5. Disinfect all equipment and toys and record on infection control checklist.

INFECTIOUS DISEASEEducation & Care Services National Regulations: 88, 168 (2)(c)Education & Care National Quality Standards: 2.1

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Minimum period of exclusion from primary schools and children’s services centres for infectious diseases cases and contacts

Public Health and Wellbeing Regulations 2009

To receive this document in an accessible format email: [email protected] Authorised and published by the Victorian Government, 50 Lonsdale St, Melbourne. © Department of Health, October 2013 (1310023) Print managed by Finsbury Green.

Schedule 7Minimum Period of Exclusion from Primary Schools and Children’s Services Centres for Infectious Diseases Cases and Contacts (Public Health and Wellbeing Regulations 2009).

In this Schedule, medical certificate means a certificate from a registered medical practitioner.

[1] Conditions [2] Exclusion of cases [3] Exclusion of Contacts

Amoebiasis (Entamoeba histolytica) Exclude until there has not been a loose bowel motion for 24 hours Not excluded

Campylobacter Exclude until there has not been a loose bowel motion for 24 hours Not excluded

Chickenpox Exclude until all blisters have dried. This is usually at least 5 days after the rash appears in unimmunised children, but may be less in previously immunised children

Any child with an immune deficiency (for example, leukaemia) or receiving chemotherapy should be excluded for their own protection. Otherwise not excluded

Conjunctivitis Exclude until discharge from eyes has ceased Not excluded

Diarrhoea Exclude until there has not been a loose bowel motion for 24 hours Not excluded

Diphtheria Exclude until medical certificate of recovery is received following at least two negative throat swabs, the first not less than 24 hours after finishing a course of antibiotics and the other 48 hours later

Exclude family/household contacts until cleared to return by the Secretary

Hand, Foot and Mouth disease Exclude until all blisters have dried Not excluded

Haemophilus influenzae type b (Hib) Exclude until at least 4 days of appropriate antibiotic treatment has been completed Not excluded

Hepatitis A Exclude until a medical certificate of recovery is received, but not before 7 days after the onset of jaundice or illness

Not excluded

Hepatitis B Exclusion is not necessary Not excluded

Hepatitis C Exclusion is not necessary Not excluded

Herpes (cold sores) Young children unable to comply with good hygiene practices should be excluded while the lesion is weeping. Lesions to be covered by dressing, where possible

Not excluded

Human immuno-deficiency virus infection (HIV/AIDS virus)

Exclusion is not necessary Not excluded

Impetigo Exclude until appropriate treatment has commenced. Sores on exposed surfaces must be covered with a watertight dressing

Not excluded

Influenza and influenza like illnesses Exclude until well Not excluded unless considered necessary by the Secretary

Leprosy Exclude until approval to return has been given by the Secretary Not excluded

Measles* Exclude for at least 4 days after onset of rash Immunised contacts not excluded. Unimmunised contacts should be excluded until 14 days after the first day of appearance of rash in the last case. If unimmunised contacts are vaccinated within 72 hours of their first contact with the first case, or received NHIG within 144 hours of exposure, they may return to the facility

Meningitis (bacteria —other than meningococcal meningitis)

Exclude until well Not excluded

Meningococcal infection* Exclude until adequate carrier eradication therapy has been completed Not excluded if receiving carrier eradication therapy

Mumps* Exclude for 9 days or until swelling goes down (whichever is sooner) Not excluded

Pertussis* (Whooping cough) Exclude the child for 21 days after the onset of cough or until they have completed 5 days of a course of antibiotic treatment

Contacts aged less than 7 years in the same room as the case who have not received three effective doses of pertussis vaccine should be excluded for 14 days after the last exposure to the infectious case, or until they have taken 5 days of a course of effective antibiotic treatment

Poliomyelitis* Exclude for at least 14 days from onset. Re-admit after receiving medical certificate of recovery Not excluded

Ringworm, scabies, pediculosis (head lice) Exclude until the day after appropriate treatment has commenced Not excluded

Rubella* (German measles) Exclude until fully recovered or for at least four days after the onset of rash Not excluded

Salmonella, Shigella Exclude until there has not been a loose bowel motion for 24 hours Not excluded

Severe Acute Respiratory Syndrome (SARS) Exclude until medical certificate of recovery is produced Not excluded unless considered necessary by the Secretary

Streptococcal infection (including scarlet fever) Exclude until the child has received antibiotic treatment for at least 24 hours and the child feels well Not excluded

Tuberculosis Exclude until receipt of a medical certificate from the treating physician stating that the child is not considered to be infectious

Not excluded

Typhoid fever (including paratyphoid fever) Exclude until approval to return has been given by the Secretary Not excluded unless considered necessary by the Secretary

Verotoxin producing Escherichia coli (VTEC) Exclude if required by the Secretary and only for the period specified by the Secretary Not excluded

Worms (Intestinal) Exclude until there has not been a loose bowel motion for 24 hours Not excluded

Statutory ruleA person in charge of a primary school or children’s services centre must not allow a child to attend the primary school or children’s services centre for the period or in the circumstances: (a) specified in column 2 of the table in Schedule 7 if the person in charge has been informed that the child is infected with an infectious disease listed in column 1 of the table in Schedule 7; or (b) specified in column 3 of the table in Schedule 7 if the person in charge has been informed that the child has been in contact with a person who is infected with an infectious disease listed in column 1 of the table in Schedule 7.

The person in charge of a primary school or children’s services centre, when directed to do so by the Secretary, must ensure that a child enrolled at the primary school or children’s services centre who is not immunised against a vaccine preventable disease (VPD) specified by the Secretary in that direction, does not attend the school or centre until the Secretary directs that such attendance can be resumed. (Note—VPDs marked in bold with an asterisk (*) require the department to be informed immediately. Contact the department on 1300 651 160 for further advice about exclusion and these diseases.)

Further informationFor further information about exclusions mentioned in this document, please contact the Department of Health’s Communicable Disease Prevention and Control Section on 1300 651 160 or visit ideas.health.vic.gov.au

HEADLICE

Anyone can get head lice. Children attending an early years setting will at some time come into contact with head lice, where appropriate treatment will be required.

Children who have live head lice (Pediculosis) will need to be excluded until the day after appropriate treatment has commenced as per the Victorian Department of Health Minimum Period of Exclusion from Primary Schools and Children’s Services Centres for Infectious Diseases Cases and Contacts (Public Health and Wellbeing Regulations 2009). Please check with your pharmacist or doctor for recommended treatments and controlling head lice.

Parents will be requested to complete the declaration of treatment form provided by Hume City Council that treatment has commenced and has been applied, which is available at the end of this book.

ILLNESS

Educators are aware of infection control procedures to reduce the risk of infection in the service and procedures are in place to protect all children and educators from cross infection.

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■ Persistent cough ■ Breathing difficulties

■ Sore throat ■ Eye redness/and discharge

■ Excessive discharge from the nose (associated with other symptoms)

■ Temperature of 38o celsius or higher

■ Blood in urine or faeces ■ Headache or sore neck

■ Reaction to immunisation ■ Blisters or rash

■ Vomiting ■ Loose bowel motions

■ Hospitalisation

Parents/guardians will be required to collect their children from the service if their child displays any of the following symptoms:

■ 2-3 loose bowel motions in a day (diarrhoea)

■ vomits more than twice in a day

■ has a temperature of 38° celsius or higher (associated with another symptom)

■ has a yellow/green discharge from the eyes (possibly conjunctivitis)

■ experiencing breathing difficulties

■ develops a rash

Children who leave the centre due to illness need to remain absent from the service for 24 hours or until a medical practitioner’s clearance/certificate is issued. The certificate must state that the child is not infectious to others and well enough to participate in the entire program.

The exclusion for vomiting and/or diarrhoea will be 48 hours after the last symptom, as recommended by the Victorian Government Department of Health Guide for the management and control of gastroenteritis outbreaks in children’s centres (see references).

HYGIENE

High standards of hygiene are important in maintaining the health of children and educators are trained in infection control procedures to protect all children and educators from cross infection with effective hygiene practices in place to help control the spread of disease.

Procedures are guided by the Education and Care Services National Regulations to maintain practices and implemented to ensure each child’s health is promoted.

Educators will use all opportunities to teach children about hygiene and incorporate hand washing and hygiene practices into learning opportunities.

Children are required to stay at home and not attend the children’s services centre if they are not well enough to take part in daily activities including all aspects of the indoor and outdoor program. Cross infection is heightened when children who are unwell attend the service. The best place for children when they are unwell is at home.

Parents are required to inform educators of any ongoing health problems or recent illness, including hospitalisation.

Children who have experienced the following symptoms in the last 24 hours will be deemed to be unwell and should not attend the service until the symptoms disappear and/or a doctor’s clearance is provided:

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IMMUNISATION

Immunisation and regular boosters help to provide both children and adults with protection against some harmful infectious diseases.

A copy of the child’s immunisation record will need to be provided to the service at the time of enrolment and throughout the year when scheduled immunisations have been administered. All educational services require that immunisations be kept up to date while the child is at the service. A copy of the Australian Immunisation Record is required.

If there is an outbreak of an infectious disease or a suspected infectious disease parents will be notified from the service during the period, as in accordance with Public Health and Wellbeing Regulations 2009 (excluding 3 Year Old Activity Programs and Preschool).

�Cancellation�of�Childcare�Benefit�entitlement�will�occur�if�a�child’s�immunisation�is�not�maintained and kept up to date.

This will affect payable fees and is the parent’s responsibility to contact the Family Assistance office to discuss.

‘NO JAB, NO PLAY’

The Victorian Government has amended the Public health and Wellbeing Act 2008. The amendments mean that Early Childhood Education and Care services cannot confirm enrolment of a child unless the parent/carer has provided documentation that shows the child:

� Is fully vaccinated for their age, or � is on a recognised catch-up schedule if their child has fallen behind with their vaccinations, or � has a medical reason not to be vaccinated.

Conscientious objection is not an exemption. The purpose of the law is to boost immunisation rates, not exclude children from accessing services.

The law applies to all Early Childhood Education and Care services in Victoria providing: � Long Day Care � Kindergarten, Preschool (including 3YO Activity group) � Occasional Care � Family Day Care

The law does not apply to:

� Enrolment in primary or secondary school � Children attending an outside school hours care service � Enrolment of school children in Long Day Care, family day care or occasional care � Casual occasional care services that offer care of no more than 2 hours per day and no more than 6

hours per week, eg. occasional care at gyms and shopping centres � Playgroups

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MEDICAL CONDITIONSEducation & Care Services National Regulations 90-96, 168 (2)(d)Education & Care National Law Act: Section 173Education & Care National Quality Standards: 2.1, 2.3

INTRODUCTION

Hume City Council has practices in place for managing specific health care needs, allergies, medical conditions such as asthma, diabetes, or for a child who has a diagnosis at risk of anaphylaxis. All medical conditions require:

■ Medical Action Plan

■ Risk Minimisation Plan

■ Communication Plan

An Anaphylaxis Policy has been developed in line with the Department of Education and Training Anaphylaxis Policy.

MEDICAL ACTION PLANS

Parents are required to inform the services of a child’s medical condition either on enrolment or immediately after diagnosis of a medical condition. All children diagnosed with a medical condition must have a current medical management plan detailing the care of the child including signs and symptoms, medications and first aid management. The Medical Action Plan must also include a colour passport-sized photo and be signed by a medical practitioner.

All relevant medication for children’s individual Medical Action Plans must be at the service at all times whilst the child is in attendance and administered in accordance with this plan.

Educators, relieving educators, volunteers and students must be familiar with each child’s specific Medical Action Plan when required. Clear strategies must be listed in the Medical Action Plan to ensure prompt and efficient medical management of the care of the child’s symptoms.

Medical Action Plans must be reviewed in consultation with families following any activation of the Medical Action Plan or in response to a change in the child’s medical condition as indicated by the medical practitioner. Reviews of Medical Action Plans are aimed to maintain risk minimisation and ensure the health and wellbeing of the child and should be completed every 12 months.

ANAPHYLAXIS

Anaphylaxis is a severe and sudden allergic reaction and is potentially life threatening. Immediate treatment and urgent medical attention is required. The most common allergens in young children are eggs, peanuts, tree nuts, cow’s milk, fish, shellfish, wheat, soy, certain insect stings and medications.

If your child is diagnosed as at risk of anaphylaxis, you must inform your child’s children’s services as soon as possible. The following information and details must be provided to the service prior to commencement of care or if condition is diagnosed after commencement at the service.

An approved action plan (Australasian Society of Clinical Immunology and Allergy – ASCIA) developed by your child’s doctor (with colour photo), along with your child’s medication including an EpiPen® or EpiPen Junior®

Hume City Council’s Early Years educators have completed an accredited anaphylaxis management training.

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The service will work with you to develop a detailed anaphylaxis Risk Minimisation Plan specific to your child, including strategies to prevent your child being exposed to what causes an allergic reaction and how to store and use any medication.

Hume City Council recognises that anaphylaxis is a serious health issue and that the key to prevention of anaphylaxis is knowledge, awareness, planning and training.

For more information about anaphylaxis and allergies see:

■ Australasian Society of Clinical Immunology and Allergy – information on allergies, including a sample Anaphylaxis Action Plan that can be downloaded from this site

■ Anaphylaxis Australia Inc – a non-profit support organisation for families with anaphylactic children

■ Royal Children’s Hospital, Department of Allergy – information about allergies and the services provided by the hospital.

RISK MINIMISATION PLAN

A risk minimisation plan is specific to each service that specifies practical strategies to minimise medical risks and who is responsible for implementing the strategies. The risk minimisation plan is developed in consultation with families of children at risk of a medical condition and is reviewed at least annually, or on enrolment or diagnosis of a child at risk of a medical condition.

COMMUNICATION PLAN

INTRODUCTION

A ‘medical condition’ means a condition that has been diagnosed by a medical professional. This includes asthma, diabetes, anaphylaxis, or other medical diagnosis. (Regulation 90 and Regulation 168 2(d)).

Under the Education and Care Services National Regulations, the approved provider must ensure the service’s Medical Conditions Policy sets out the requirements arising if a child enrolled at the service has specific healthcare needs, allergy, or medical condition requiring;

■ parents to provide a medical action plan

■ the medical action plan to be followed in the event of an incident

■ development of a risk minimisation plan

■ development of a communications plan

If a service is made aware of a child’s health care need they must provide the parents with a copy of the Medical Conditions Policy (Regulation 91).The Communication Plan outlines the responsibilities of educators, parents/guardians and management in the care of a child with a medical condition. It outlines the management of the medical condition in which a child presents.

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PROCEDURES

Parents/guardians are required to communicate and:

■ inform educators of a child’s medical condition

■ provide an approved Medical Action Plan in consultation with a medical practitioner

■ ensure the Medical Action Plan is signed by a medical practitioner

■ include details of the condition, symptoms, treatment and medication, if required

■ include a colour passport-sized photo of the child

■ provide an updated Medical Action Plan annually and when changes occur

■ bring prescribed medication to the service when the child is in care

■ inform educators and the leadership team of changes to the child’s medical condition and provide an updated medical action plan.

Where�foods�are�identified�to�cause�anaphylaxis,�families�and�educators�will�be�asked�to�consider allergens when making food choices.

Educators are required to:

■ ensure the Medical Conditions Policy is implemented

■ ensure the Medical Conditions Policy is provided to all parents/guardians attending the service, by ensuring the family handbook is distributed

■ ensure educators, support staff and volunteers are informed of the Medical Conditions Policy, each child’s Medical Action Plan and Risk Minimisation Plan

■ conduct a risk assessment of the exposure to allergens and develop a Risk Minimisation Plan in consultation with families

■ ensure child prescribed medication for a medical condition is permitted to attend the service with prescribed medication

■ ensure a notice is displayed in the main entrance of the centre informing a child at risk of anaphylaxis is attending the service and what the allergies are

■ ensure a Medical Action Plan, Risk Minimisation Plan and Communication Plans are stored with enrolment records

■ display the Medical Action Plan, Risk Minimisation Plan and Communication Plans in a key location in the room where the child is educated or cared for, as well as in the kitchen, and in the child’s medication bag

■ ensure medication is stored as required by prescription, safely and is accessible to educators and other staff

■ ensure the ambulance and centre contact details are listed by all telephones to assist in providing 000 with correct information

■ educators are required to communicate with parents/guardians and educators regarding updates to the Medical Action Plan and Risk Minimisation Plan

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MEDICATIONEducation & Care Services National Regulations 90–96Education & Care National Law Act 2010 – Section 167 (Protection from Harm and Hazards)

INTRODUCTION

The Education and Care National Regulations (2011) states that medication (including prescription, over-the-counter and homeopathic medications) must not be administered to a child at a service without authorisation by a parent or person with the authority to consent. All medication is to be handed to an educator upon arrival at the service. Educators must be informed if any medication eg. Paracetamol (Panadol) or medication containing antihistamines has been administered to the child prior to their arrival the service.

PRESCRIBED MEDICATION

A 24 hour exclusion period is required when:

■ the child commences a course of antibiotics

■ the child commences a course of antibiotics they’ve had prior, but there has been a lapse in time since the last dose of 7 days or more

Antibiotics includes: oral suspension, drops or creams/lotions.

Medication may only be administered to children at the service when:

■ it is prescribed by a registered medical practitioner

■ is in the original container labelled by the pharmacy with the child’s name

■ is within the expiry date

■ has clear dosage instructions

■ dosage is checked by another educator and witnesses its administration

■ accompanied by written authorisation from parent/guardian

■ details of the administration is recorded in the medication book

■ all medication must only be administered by educator/staff.

MEDICATION BOOK DETAILS

Details to be written in the Medication book must contain the:

■ parents’ authorisation and signature on arrival of child

■ name of medication

■ dosage to be administered

■ time it should be administered

■ method of administration

■ dosage actually administered

■ educator who administered the medication

■ educator who checked the dosage administered

■ time the last dosage was given

■ parents’ signature on collection of their child

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Where a child has been prescribed any medication, the first dose must be commenced at home. (Educational services are unable to administer the first dose of any medication.)

NON PRESCRIBED MEDICATION

Non prescribed medication is any medication that is not prescribed by a medical practitioner, ie. from a chemist. Non prescribed medication may include eye/ear drops, decongestants, antihistamine.

Children may only be given non prescribed medication at the service when:

■ the non prescribed medication is in the original packaging and labelled with the child’s name

■ the parent’s authorisation and signature on arrival at the centre

■ the individual medications and doses are recorded in the medication book

■ all medication must only be administered by educator/staff

■ the period of time in which it is administered is within 48 hours and not carried over to the following week: ▪ administration beyond the period of 48 hours will require a letter from a medical practitioner

advising the dosage, interval between dosages, and days of duration required

PARACETAMOL/IBUPROFEN

Paracetamol/Ibuprofen will only be administered by educators when a medical practitioner’s certificate is supplied stating:

■ the dosage to be administered

■ at what intervals it is to be administered

■ indicators for administering the paracetamol/ibuprofen

■ all medication must only be administered by educator/staff

■ that the child is not infectious and is well enough to attend the service

HOMEOPATHICA/NATUROPATHIC MEDICATIONS

As per procedures for prescribed medications.

TOPICAL MEDICATIONS

Topical medications such as nappy rash lotions and barrier creams may only be applied when:

■ the cream is brought into the service clearly labelled with the child’s name

■ permission has been given via the child’s enrolment record

■ any creams or lotions presented with recommended dosages will be required to be written up in the medication record book

Any medication with dosage instructions on the packaging/product are considered non-prescribed medication.

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INTRODUCTION

The early years are most important for establishing healthy behaviours and lay the foundation for lifelong health and wellbeing. Nutritious food and regular physical activity supports the normal growth and development of children and reduces the risk of developing chronic lifestyle related diseases later in life.

Hume City Council Nutrition Policy for children in early year’s services is guided by Get up and Grow - Healthy Eating and Physical Activity for Early Childhood (Australian Government 2009). The guidelines have been designed so that they can be applied in a variety of early childhood settings are evidence-based and consistent with current thinking on early childhood development.

It recognises that every member of the service, (including educators, children, families, volunteers and other staff) impacts on children’s health and can contribute to creating an environment that promotes healthy eating.

Educators are provided with training to ensure food safety procedures and standards are met and maintained in accordance with the standards of the Food Safety Act 1984, Education and Care National Regulations 2011 and Hume City Council’s Food Safety Program. Educators are aware of the need to implement appropriate health and hygiene practices and use safe food handling practices when preparing, serving and storage of foods.

Hume City Council’s educational services provide food and beverages that are nutritious and culturally appropriate and served to children in an environment that promotes good eating habits and social interactions.

Mealtimes are social occasions and children are encouraged in all our programs to help with the preparation of mealtimes or snacks. Generally both Long Day Care and Preschool settings have flexible routines for children at meal times and children are involved and participate in the learning routines surrounding mealtimes.

Healthy physical environment ■ Menus promote the consumption of fruit and vegetables on a daily basis and healthy food

options in line with Australian Guidelines .

■ Families are encouraged to provide fruit and vegetables daily in children’s lunch boxes and other foods in line with the healthy eating policy (excluding long day care).

■ Safe drinking water is accessible and available to children at all times. Children are encouraged to taste a wide variety of foods with a range of flavours, colours, textures and aromas through menus and food experiences.

■ Foods are provided which are culturally appropriate, varied and meet the children’s developmental needs.

■ Families are encouraged to introduce new foods at home to ensure any allergies or intolerances are identified, particularly for children under 12 months of age.

Healthy social environmentThe services provide a positive eating environment with relaxed, social and enjoyable experiences by:

■ encouraging independence at meal and snack times

■ educators and staff sitting with the children at meal and snack times to role model healthy eating and for socialisation and learning

■ children being given plenty of time to eat and socialise

■ food and drink are not used as an incentive, bribe or reward

NUTRITIONEducation & Care Services National Regulations 79-81, 104, 168 (2)(a)Education & Care National Quality Standards 2.1, 2.2

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Learning and skills

■ Educators and staff may involve children in healthy food experiences through growing, cooking and shopping.

■ Opportunities to learn about food and healthy eating are embedded in the educational program.

■ Educators can access a range of resources to increase their capacity to promote healthy eating initiatives for children.

Community partnerships ■ The service may work with local health professionals, services and other organisations to support

educators and staff to deliver and promote healthy eating initiatives.

All Long Day Care services provide meals, including breakfast, lunch and morning and afternoon tea and a late afternoon snack which meets 50% of the recommended daily intake (RDI) per week for children in childcare in the form of a variety of healthy and nutritious foods . (See Appendix - Nutrition Requirements of Children in Long Day Care Centres.)

The centre cooks design the children’s menus around a 6 week cycle and takes into account the RDI, the age of the children, the family culture and expectation of children at mealtimes and children are given the opportunity to try new foods. They attend specific professional development training relating to children’s nutrition under 6 years of age and food safety handling updates annually. All food purchased follows guidelines for safe food storage preparation and handling.

Menus are readily displayed and accessible for families in all children’s settings and they are encouraged to provide feedback and discuss food suggestions with the Educators/Cooks.

Families are encouraged to discuss special dietary and cultural requirements for their children and modifications can be made to support children with allergies, sensitivities or intolerances. If your child has any medically diagnosed food allergies or intolerances, a medical action plan is required, please discuss with your child’s educator for further information. Menu changes or substitutes are communicated to parents through the service’s usual communication process.

Families are provided with information and strategies to provide healthy food choices for their children who bring their own food and beverages to the service. Educators support families in educating their children about healthy food choices and provide suggestions for healthy lunches, snacks and drinks on their days of attendance.

Educators will role model appropriate lunch box ideas to children by encouraging healthy choices and eating alongside the children.

ALLERGIES

There may be children attending services with food allergies that may be life threatening. Families will be made aware of the specific allergens via signage at the centre.

We ask that families consider eliminating these foods from their child’s lunchbox to minimise the risk to these children, however, families will not normally be compelled to do so, and in which case the educators will implement a range of strategies to minimise exposure.

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TOILETING

All educators display a sensitive and positive attitude to children’s toileting experiences. Educators consult with parents to determine the child’s individual needs for toilet training and to discuss strategies for home and childcare.

Educators aim to follow the child and parents lead regarding toilet education for children, this should occur concurrently at home and at the service. It is important that consistency in expectations between home and the service is maintained at all times for successful toileting. Educators will consult with parents regularly regarding each child’s progress.

Please ensure that an adequate amount of underwear and change of clothes are provided. When children commence their toilet training parents must continue to provide a disposable nappy for sleep time. To alleviate confusion, children should arrive and leave the service in underwear.

Toileting accidents are dealt with in a positive manner. Children are encouraged to practice good hygiene skills and dress themselves. Educators supervise and provide assistance where necessary. All educators recognise, encourage and support all children’s attempts at independence and acknowledge their attempts with praise, which in turn enhances their self-worth and confidence. Older children will be given privacy in the toilet however appropriate, supervision will be given.

FORMULA/BREAST MILK

Unprepared formula powder is required to be brought to the service in pre-measured amounts in a sectioned container, clearly marked with the child’s name, type of formula and correct preparation instructions as listed on the formula tin (e.g water to powder ratio). An adequate amount is to be supplied for the child’s day plus an extra feed in case of an accident/emergency. A minimum of 2 empty sterilised bottles and teats are to be supplied, clearly labelled and left at the service. Remaining formula will be sent home with the child at the end of the day. All baby’s bottles are washed and sterilised after each use up to the age of 12 months. The service will supply cow’s milk and soy milk for babies and children.

Breast milk is required to be brought to the service in a clearly marked sterilised container with the child’s name, date and time milk was expressed. An adequate amount is to be supplied for the child’s day, plus an extra feed in case of an accident/emergency. Families should transport breast milk in an insulated container with an icepack. Milk is to be placed in the refrigerator in the child’s room upon arrival.

Remaining breast milk will be sent home with the child at the end of the day as per the World Health Organisation Recommendations. All baby’s bottles are washed and sterilised after each use up to the age of 12 months. The service will supply cow’s milk and soy milk for babies and children. Breastfeeding at the service is welcomed and an appropriate comfortable space will be provided for mothers to breast feed or express milk.

DENTAL HEALTH CARE

Early Year’s Services have an increasingly important role in promoting oral hygiene practices and reinforcing children’s learning of dental hygiene from home. Promoting good dental habits and high standards of dental health among children in care can be achieved through developing oral health policies and strategies in consultation with dentists, parents and educators.

Hume City Council’s educational services promote Dental Health Care through encouraging healthy food choices and offering water after meals. Babies are offered a cup to drink from during mealtimes where appropriate/suitable. Families are provided with information on appropriate oral hygiene, including tooth brushing for different age groups and promoting the importance of regular dental appointments.

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Educators will ensure that toileting is a positive experience for children and minimise the spread of infectious disease in the service by ensuring that toileting is conducted according to the following guidelines:

1. Educators will encourage parents to bring clean supplies of clothes - easy for the child to pull down and up themselves.

2. Encourage and assist the child to sit on the toilet. The toilet is better than a potty which increases the risk of spreading disease. If a potty is used empty the contents into the toilet and wash potty with detergent and warm water. Do not wash the potty in the sink for washing hands.

3. Educators will help the child to remove their clothing if needed. Encourage the child to be independent.

4. Encourage the child to wipe themselves, assist if needed, encouraging them to wipe from front to back.

5. Encourage the child to flush the toilet.

6. Assist the child to wash their hands and then dry their hands on a clean washer / paper towel and dispose. Ask older children if they washed their hands.

7. Wash your own hands after helping children to use the toilet.

If the child has soiled or wet their clothing:

1. Clean and dry the child.

2. Assist the child to get dressed.

3. Encourage and assist the child to wash and dry their hands.

4. Place any wet or soiled clothes in a plastic bag and place in a designated place until parents can take them home.

5. Remove and dispose of your gloves and wash and dry your hands.

SLEEP AND REST

Hume City Council has practices in place for managing safe rest and sleep for children.

Approved providers, nominated supervisors and educators have a duty of care to ensure children are provided with a high level of safety when sleeping and resting and every reasonable precaution is taken to protect them from harm and hazard.

This policy and procedure is based on current research and recommended evidence-based principles and guidelines from Red Nose (formerly SIDS and Kids). They are considered the recognised national authority on safe sleeping practices for infants and children.

These recommended evidence based practices can be found on the Red Nose website. https://rednose.com.au/section/safe-sleeping

Effective sleep and rest strategies are important factors in ensuring a child feels secure and is safe at a service.

Nominated supervisors and educators will receive information and training on safe sleep and rest practices.

Active travel

■ Space is provided, where possible, at the service for children to leave active travel equipment, such as scooters and bikes.

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ACTIVE PLAY

Hume City Councils educational services recognise the impact of active play/physical activity in early childhood on immediate and long term health term consequences. The services will provide opportunities for active play/physical activity within the program as per healthy eating for early childhood (Get up and grow) and dietary guide lines for children and adolescence in Australia.

Children within our services will be provided with active play experiences every day regardless of weather.

Educators will provide active play experiences for all children which encourages music and movement, drama, exercise, and education on healthy eating.

Active play is about moving, being and doing. Children may engage in active play by themselves or with other children. Active play uses large muscles and provides children with a range of physical, emotional and social benefits. Outdoor play is very important as it helps develop gross motor and fundamental movement skills. Active play also helps develop a strong and healthy body, builds skills, creates feelings of wellbeing and helps protect from disease.

It recognises that every member of the service, (including educators, children, families, volunteers and other staff) impacts on children’s health and can contribute to creating an environment that promotes healthy eating.

Healthy policies ■ Educators, staff, families and children are active participants in the development and

implementation of the whole service active play policy and are encouraged to promote and support active play initiatives in the service.

■ The services respect and celebrate the cultural diversity of its community through recognising and valuing cultural and traditional beliefs.

Healthy physical environment Active play

■ Some outdoor play equipment may be adaptable and moveable to encourage change and challenge.

■ Active play experiences are inclusive of the diversity and abilities of all children.

■ Suitable areas are available for children to participate in active play and physical activity in all types of weather.

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Services will consult with families about their child’s individual needs and be sensitive to different values and parenting beliefs, cultural or otherwise, associated with sleep and rest.

If a family’s beliefs and requests are in conflict with current recommended evidence-based guidelines, the service will need to determine if there are exceptional circumstances that allow for alternate practices. In this circumstance written support from the child’s medical practitioner will be required. The service will undertake a risk assessment and implement risk minimisation plans for children.

Opportunities to meet each child’s sleep, rest and relaxation needs will be provided. Children who do not wish to sleep will be provided with alternative quiet activities and experiences, while those children who do wish to sleep will be allowed to do so, without being disrupted. If a child requests a rest, or if they are showing clear signs of tiredness, regardless of the time of day, there will be a comfortable, safe area available for them to rest.

Approved providers and educators will ensure that the physical environment is safe and conducive to sleep. This means providing quiet, well-ventilated and comfortable sleeping spaces.


Healthy social environment

■ Educators and families recognise that they are role models and are encouraged to actively engage with children in active play and physical activity.

Learning and skills

■ Educators and staff involve children in planning for active play and physical activity experiences both indoors and outdoors.

■ Child-initiated and adult-guided active play and physical activity experiences, which challenge and encourage children to explore, extend and test limits, are planned and provided as part of the program.

■ Opportunities to learn about the importance of active play and physical activity are embedded in the educational program through discussion, group games, stories, music and movement.

■ Staff routinely identify opportunities to engage children, educate and promote appropriate physical activity skills and active play.

■ Educators can access resources, tools and professional learning to enhance their knowledge and capacity to engage in adult-guided active play and physical activity with children.

Community partnerships

The service may engage local health professionals, services and other organisations to increase educator and staff capacity to support children’s physical development and active play initiatives.


INTRODUCTION

Overexposure to the sun’s ultraviolet (UV) radiation can pose significant health risks for children, including sunburn, skin and eye damage and skin cancer. Epidemiological studies have consistently shown the link between overexposure to ultraviolet (UV) radiation and skin cancers. Skin cancers are one of the most preventable types of cancer. Exposure to the sunn’s UV during childhood and adolescence is associated with an increased risk of skin cancer later in life. Infants and toddlers (up to 4 years of age) are particularly vulnerable to UV radiation induced changes in the skin due to lower levels of melanin and a thinner stratum corneum, the outermost layer of skin.

Sunsmart information will be promoted to all educators, staff, families and visitors and is guided by the Cancer Council SunSmart policy which encourages positive sun safe behaviour role modelling.

Hume City Council will ensure there is sufficient shelter and trees providing shade within the grounds. Outdoor activities will be planned so that children are protected from the sun.

The SunSmart policy for educational services is effective during the daily sun protection times - issued whenever UV levels reach three and above (typically from 1 September to 30 April in Victoria). To assist with the implementation of this policy, educators and children are encouraged to access the daily local sun protection times via the SunSmart widget on the service’s website, the free SunSmart app or at sunsmart.com.au. Babies under 12 months of age are kept out of direct sun when UV levels are 3 or above. Outdoor spaces at educational services include shaded areas to protect children and educators from over exposure to ultura violet radiation.

SUNSMART POLICY AND PROCEDURES

In addition to shaded area for outdoor play children are required to:

■ wear hats that protect the face, neck and ears, eg. legionnaire, bucket or broad brimmed hats

■ wear sun safe clothing, eg. tops with sleeves and if possible, collars and knee length or longer style shorts and skirts. (Please note: singlets do not offer protection and are therefore not permitted)

■ applying SP30+ (or highter) broad spectrum water resistant sunscreen 20 minutes before going outdoors and re-apply every two hours (even if labelled 4 hours water resistant).

■ children from 3 years of age are encouraged to apply their own sunscreen under supervision of an educator.

■ using and promoting shade

■ wearing sunglasses that meet the Australian Standard 1067 (optional)

Children are encouraged to use available areas of shade for outdoor play activity and those without hats or covering clothing will be required to stay in shaded areas. The service will encourage the use of wrap-around sunglasses that meet Australian Safety Standards 1067.

Enrolment procedures will inform parents of the SunSmart Policy and requirements to provide appropriate clothing and a suitable hat for the children’s use that protects their face, neck and ears wherever they are outside. Families are also requested to apply sunscreen to their children prior to arrival at the centre and to also support and model the SunSmart Policy.

■ Sun protection is incorporated into the learning and development program

■ The SunSmart policy is reinforced through educator and children’s activities and displays

■ As part of OHS UV risk controls and role modelling, educators, staff and visitors

■ Wear a suitable sun protective hat, covering clothing and, if practical, sunglasses

■ Apply sunscreen and seek shade whenever possible.

SUN PROTECTION/SUNSMART POLICIES Education & Care Services National Regulations 114,168 (2)(a)Education & Care National Law Act: Section 167Education & Care National Quality Standards 2.1, 2.3, 7.3

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INTRODUCTION

Children’s safety and wellbeing with water is a high priority within Hume City Council’s education services. Educators are encouraged to provide water play experiences for children and to protect their safety through supervision and prevention principles.

Water safety involves both play experiences and water temperature in the educational services environment. Water play is subject to a play risk assessment.

PLAY EXPERIENCES

To ensure safety of children with any water play experiences, educators will ensure that children are supervised at all times when they are using and exploring through water play.

■ water troughs must only be filled with water when an educator is available to supervise the activity. (If the water play is unable to be supervised for any reason, the water needs to be emptied)

■ at the end of each water play activity, troughs are emptied and cleaned

■ water troughs are stored in an upright or upside down position and secured to prevent it falling on children

■ where wading pools are provided, children are closely supervised at all times and the pool emptied after it has been used

■ buckets used to carry water to refill the troughs or when used for cleaning are emptied when finished

■ educators involved with children in water play use the opportunity to teach children about staying safe in and around water

■ educators use water play experiences to assist children to learn and explore new skills, promotes sensory development, introduce scientific and mathematical concepts

WATER SAFETYEducation & Care Services National Regulations 168 (2)(a)Education & Care National Quality Standards 2.1, 2.3, 7.3

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INCIDENTS, INJURY, TRAUMA AND ILLNESSEducation & Care Services National Regulations 85-89, 136-137, 168(2)(b), 174-176(2)(a)(b)Education & National Law Act Section: 174Education & Care National Quality Standards 2.3

INTRODUCTION

Educators have a responsibility for all children’s health and safety in Hume City Council’s education and care services. Educators develop educational programs that support the wellbeing of each child in the service and have established procedures and practices that minimise the risk of harm to children. All Educators have first aid qualifications.

The National Law requires the Regulatory Authority (DET) to be notified of any serious incident at which may occur at an educational service.

A serious incident includes:

■ the death of a child while attending a service or following an incident while attending the service

■ any incident involving injury, trauma or illness of a child where urgent medical attention was sought, or should have been sought

■ an incident at the service premises where the attendance of emergency services was sought or should have been sought

■ if a child appears to be missing or cannot be accounted for appears to have been taken or removed from the service premises in a way that breaches the National Regulations, or is mistakenly locked in or locked out of any part of the service premises

INCIDENTS, INJURY, TRAUMA AND ILLNESS RECORD

Educators will ensure that all incidents pertaining to children are recorded in the incident, injury, trauma and illness form, as soon as it is practicable and within 24 hours of an incident, as will all measures of first aid administration. Measures will be taken to prevent the reoccurrence of similar incidents in the future where applicable.

Where practicable educators will as a courtesy, telephone the parent/guardian to notify of any injury sustained in the program. Parent/guardians are then able to determine whether they would like to collect their child early or have the child remain in the program. This enables parent’s greater awareness of and involvement in decision making regarding their child’s injury

The incidents/injury/trauma and illness record, records all injuries received by the child or illness, which become apparent while attending the service and the action taken by educators.

PROCEDURES

Educators are responsible for reporting any injury/illness sustained by a child/children while on the premises or elsewhere, as required under the Education and Care Services National Regulations (2011).

The incidents, injury, trauma and illness record must include details of any incident in relation to a child or injury received by a child or trauma to which a child has been subjected while being cared for or educated by the children’s service including:

■ the name of the child

■ the circumstances leading to the accident, injury or trauma

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■ the nature of the incident, injury or trauma or any illness and any products or structures involved

■ the time and date the incident occurred

■ the injury that was received or the trauma the child was subjected to as well as details of any illness that becomes apparent while the child is being cared for

■ the actions, including first aid treatment, that were taken by the educators

■ the date, time and name of the person notified

■ the name date and signature of the educator making the entry

■ in the case of serious injury, educators will contact 000 first, then the parent/guardians and advise that medical attention has been sought

On collection of the child, the parent/guardians are required to record the following details on the incidents, injury, trauma and illness record:

■ their name

■ the date and time

■ signature

Educators need to ensure that all telephone emergency contact numbers are up to date and that parent permission is authorised to seek medical treatment on the child’s enrolment form.

Educators are required to report a serious incident to Hume City Council’s Children’s Services regional leadership team as soon as it is practicable. Additionally, the nominated supervisor at each centre has the responsibility to ensure that:

■ details of any incident, injury or illness is recorded as soon as is practicable

■ ensure that regulatory and legislative responsibilities are met in relation to any incident, injury or illness

■ ensure that an evaluation has been completed and communicated to the regional management team

Serious incidents may also be required to be reported to the Regularity Authority, Department of Education and Training (DET) within 24 hours of the incident occurring.

The definition of a serious incident that must be notified to the Regulatory Authority is as follows:

(a) The death of a child:

■ while being educated and cared for by an education and care service or

■ following an incident while being educated and cared for by an education and care service.

(b) Any incident involving serious injury or trauma to, or illness of, a child while being educated and cared for by an education and care service, which:

■ a reasonable person would consider required urgent medical attention from a registered medical practitioner; or

■ for which the child attended, or ought reasonably to have attended, a hospital, eg. whooping cough, broken limb, anaphylaxis reaction.

(c) any incident where the attendance of emergency services at the education and care service premises was sought, or ought reasonably to have been sought

(d) any circumstance where a child being educated and cared for by an education and care service


■ appears to be missing or cannot be accounted for; or

■ appears to have been taken or removed from the education and care service premises in a manner that contravenes these regulations or

■ is mistakenly locked in or locked out of the education and care service premises or any part of the premises

If emergency treatment is required an ambulance will be called without delay. All parents/guardians are required to sign the enrolment form that authorises educators to seek treatment at a hospital or to call a doctor and/or an ambulance so that emergency treatment can be commenced.


CHILD SAFE ENVIRONMENTEducation & Care Services National Regulations 84-87, 89, 90-96, 136 (1)(a), 168 (2)(h)Education & Care National Law Act: Section 166-167Education & Care National Quality Standards 1.4, 2.1, 2.3, 7.1

INTRODUCTION

Hume City Council’s Family and Children’s Services is committed to ensure the health and safety of children attending educational services. Educators have the responsibility to ensure that all children are protected at all times in accordance with the relevant Acts, Regulations and Standards that apply to educational services.

Educators are aware of the current child protection policy and procedures, and their legal and ethical obligations to act to protect any child in their care who is at risk of abuse or neglect. They are aware of their legislative responsibilities to be able to act when required and understand their obligations under law. This obligation is supported in collaboration with Hume City Council’s Children’s Services regional coordinators/team leaders in the event of reporting an incident to Child Protection.

DEPARTMENT OF HEALTH & HUMAN SERVICES (DHHS) CHILD PROTECTION

The Education and Care Services National Regulations (2011), the National Quality Standards in particular Quality area 2, Children’s Health and Safety and other relevant legislation will guide educators in handling the health and safety of children and to take reasonable care to protect children from foreseeable risk of harm, injury or infection.

Child protection protocols will be in accordance with ‘Protecting the safety and wellbeing of children and young people’. (A joint protocol of the Department of Human Services Child Protection, Department of Education and Training, Licenced Children’s Services and Victorian School – publication 2010).

It provides information for licensed children’s services to take appropriate action where it is believed that a child has suffered harm, or is likely to suffer harm, through abuse or neglect.

All educators/staff complete an annual child protection training update.

SUPERVISION OF CHILDREN

Supervision involves direct observation and engagement of individual and groups of children to protect them from hazards and to plan appropriate programs. This includes educators positioning themselves to allow them to watch the maximum area possible and moving around to ensure the view of the area and avoid standing/sitting with their backs to children.

Educators are aware of the legislative requirements in providing adequate supervision at all times and ensuring that children’s safety is protected in the service environment.

Effective supervision requires educators to be actively involved with children and this requires knowing where children are at all times. Consideration is given to children of different ages and abilities who need different levels of supervision. Outdoor plans outline appropriate positioning of educators to provide appropriate supervision.

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A range of factors should determine the adequacy of educator supervision including, the number of children present, positioning of adults, each child’s current activity, the visibility and accessibility of areas, the educators knowledge of each child and each group of children, the experience, knowledge and skill of each educator and the need for educators to move between the indoor and outdoor areas.

Educators will need to ensure adequate supervision of children in both indoor and outdoor environments. Educators are required to know where each child is and be in a position to respond if necessary. This includes when the children are on the premises, including during outdoor play, toileting and sleeping, and when they are on an excursion away from the premises.

Educators will make decisions throughout the day about where they are best placed to adequately supervise each child.

PROCEDURES

■ child/staff ratios are maintained at all times

■ educators identify hazards in the indoor and outdoor environment through daily safety checks

■ educators are made aware of individual health issues and implement relevant management plans accordingly

■ educators set up experiences and equipment to support effective supervision and minimise risks to children

■ educators position themselves appropriately to view all areas of the indoor and outdoor environment, including toileting, sleeping and meal areas

■ educators keep children within visual and/or auditory contact at all times

■ educators monitor the number of children in different areas and reposition themselves as required

■ educators communicate with each other prior to leaving a supervised area and make changes to positions accordingly

■ educators actively engage with children during their play and respond to their individual needs

■ educators immediately intervene in children’s play if the health and safety of a child is being compromised

■ educators monitor the number of children during transition times to ensure all children are accounted for by regularly counting the number of children present and cross referencing this information with the sign in sheet

■ educators direct the supervision of other educators, relief educators, students and volunteers as required

ADMINISTRATION OF FIRST AID

All educators have qualifications in First Aid, Anaphylaxis and Asthma as required. First Aid and Anaphylaxis training occur every three years. The administration of an adrenaline auto-injection devices and Cardio Pulmonary Resuscitation (CPR) are required to be on a yearly basis.

Each educational service is required to provide at least one educator with current approved first aid qualifications is in attendance and immediately available at all times that children are being educated and cared for by the service (Regulation 136 (1)(a)).

All Hume City Council’s educational services provide an appropriate number of suitable first aid kits that are easily recognisable and readily accessible to adults whenever children are in the centre. Rosters clearly demonstrate that a first aid qualified educator is on duty at all times.

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CHILDREN’S CLOTHING

It is very important for a child to feel comfortable, to be able to move freely while being protected from various weather conditions during play. Educators will respect each child’s clothing preference including cultural differences.

Babies and toddlers are required to bring the following:

■ 3 full sets of clothing for each day

■ 6–8 nappies

■ 2 dummies (if applicable)

■ minimum of 2 sterilised empty bottles and teats clearly labelled with child’s name (if applicable)

Enough pre made formula to meet the daily requirements of your child in a suitable container with the date and child’s name. Remaining formula will be sent home with the child at the end of each day as per the World Health Organisation Recommendations.

Children aged over 3 years are required to bring the following:

■ educators suggest that two full sets of clothing be placed in your child’s bag each day

Families for children of all ages are asked to be mindful of the following requirements:

■ thongs/flip flops are a safety hazard and are not permitted. Safe active play requires sturdy footwear to be worn at all times, eg. closed toe, ankle strapped shoes, such as runners or velcro shoes (not crocs or sandals)

■ all clothing should be clearly marked with child’s name

■ clothing should be comfortable for a busy day of art activities and outdoor play. For messy play experiences, children are provided with protective clothing

■ wet or dirty clothing will be put in a plastic bag and placed with your child’s bag to take home

■ in warm weather, children are required to bring a sun hat that covers the face, neck and ears and clothing that protects the shoulders from the sun

■ in cooler weather, children are encouraged to bring a warm coat/rain coat, a warm hat, gumboots

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4. EDUCATION PROGRAM AND PRACTICE

INTRODUCTION

Hume City Council’s Educators educational programs and practice is guided by Quality Area One of the National Quality Standards:

■ An approved learning framework informs the development of a curriculum that enhances each child’s learning and development

The Early Years Learning Framework describes the principles, practice and outcomes essential to support and enhance young children‘s learning from birth to five years of age, as well as their transition to school.

All Hume City Council’s children’s education programs are linked to and designed around three curriculum frameworks endorsed by the National Quality Framework.

■ Belonging, Being and Becoming – The Early Years Learning Framework (EYLF)

■ Victorian Early Years Learning and Development Framework (VEYLDF)

Belonging, Being and Becoming puts children’s learning at the core and comprises three inter-related elements: Principles, Practices and Learning Outcomes.

The frameworks recognise the importance of communication and language (including early literacy and numeracy) social and emotional development and identify five learning outcomes for children as fundamental to the current and future wellbeing, engagement and success of young learners:

■ children have a strong sense of identity

■ children are connected with and contribute to their world

■ children have a strong sense of wellbeing

■ children are confident and involved learners

■ children are effective communicators

Education programs reflect the educator/children’s centre statement of philosophy which has been developed in collaboration with the children/families and describes the service’s values, beliefs and understandings about children, families, the role of educators and the ways children learn.

The statement of philosophy must be consistent with the National Quality Standards and is used to guide all aspects of the service’s operations. Regular review of the philosophy against new research, against the approved learning frameworks, and against families’ views and expectations will support the service’s goals for continuous improvement.

FAMILY INVOLVEMENT

Regular communication is encouraged between centre educators and families. Educators are to maintain professional communication to families at all times ie. discussion/comments should be child, family or centre focused.

Education & Care Services National Regulations: 73–76Education & Care National Law Act Section: 168Education & Care National Quality Standards: (2012):1.1, 3.1, 3.2, 4.1,4.2, 5.1, 5.2

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Families are invited and encouraged to:

■ participate in all aspects of their children’s program

■ talk about the values and expectations they hold in relation to their child’s learning

■ share their knowledge, skills and expertise as the child’s first educators and aspects of their family life and culture

■ contribute to plans for children’s experiences and the documentation of children’s learning

Educators observe and supervise children at all times. Families who wish to discuss their child’s progress and/or the centre’s operations in detail are encouraged to make an appointment with the educator and/ or Regional Team Leader. Educators may also request meetings with parents regarding their child’s needs and progress.

FAMILY GROUPING

Family grouping occurs within LDC services every day from approximately opening time until 8:00 am each morning and from approximately 5pm until closing time each afternoon. This allows opportunities for siblings and other children to interact with a variety of age groups in a calm, secure and relaxed environment. Opportunities is also available during the day for siblings and other children to interact eg. shared meals or play activities.

BIRTHDAYS/SPECIAL OCCASIONS/CELEBRATIONS

Should you wish your child to celebrate an occasion, please liaise with educators to determine appropriate celebratory items one week in advance.

TOYS AND BELONGINGS FROM HOME

Children learn about themselves and construct their own identities within the context of their own families and communities. This includes their relationships with people, places and things and the actions and responses of others. Identity is not fixed. It is shaped by experiences. When children have positive experiences, they develop an understanding of themselves as significant and respected, and feel a sense of belonging.

In consideration of this statement, Hume City Council recognises that:

■ belongings from home can be a comfort for children

■ belongings represent different meaning for individuals and that a child’s wish to share this meaning should be respected

■ belongings can contribute to the program in representing the child’s interest, culture and sense of belonging

If your child has brought a toy or item from home, we ask that you notify your child’s educator to ensure that they are aware and can manage any risks, such as the presence of batteries.

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INTRODUCTION

Hume City Council’s educational programs and practice are guided by:

■ The National Quality Standards

■ Hume City Council’s Waste and Environment Programs for schools and early childhood settings

As educators we encourage children to take an active role in caring for the environment and to contribute to a sustainable future. By embedding sustainable practices into service operations, children and the early learning settings are supported to become environmentally responsible, to show respect for the environment to promote learning and understanding of the world around us.

Hume City Council’s Waste and Environment Schools Program offers ways for children’s programs to get involved through its Waste Education Programs:

■ recycling and reducing waste

■ developing a Waste Action Plan

■ providing incursions on recycling, litter, composting and worm farming

■ coordinating waste events such as Rubbish Free Challenges and Clean up Australia Day

■ providing resources – the Live Green Teacher Environment Network, an opportunity to network with others in the community in regards to their sustainability journey. Information is also available on grants, environmental initiatives, activities and resources for children’s services to take part in.

■ energy conservation

■ sustainable equipment purchases

■ gardening

■ water conservation

■ dual flush toilets

SUSTAINABLE PRACTICE AND PHYSICAL ENVIRONMENTEducation & Care National Quality Standards: QA3, S3.3–E3.3.1, 3.3

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5. EDUCATORS/STAFFING ARRANGEMENTSEducation & Care Services National Regulations 118, 149, 168(2)(i), 173Education & Care National Quality Standards: 4.2

EDUCATOR AND STAFF CODE OF CONDUCT

Hume City Council’s educators and other staff are guided by ethical conduct in their professional practice, behaviour and decision making within the care and education setting, with families and children and extended to the wider community.

Educators and other staff will display a duty of care to children, families, visitors, and professional colleagues and promote a respectful, safe and positive work environment in service delivery excellence.

Educators and other staff are familiar with the legislative and statutory documents that apply to their roles with children, families and other educators in the service and are accountable for compliance against the National Quality Standards from January 2012.

The Early Childhood Australia (ECA) Code of Ethics (2016), the United Nations Conventions on the Rights of the Child (1989), Service Philosophy and Hume City Council’s Our Hume Values guide educators in their ethical practice.

Parents, educators and other staff are required to treat and deal with each other with respect, courtesy and integrity at all times. All discussions between educators and parents and/or other persons must maintain appropriate standards of professionalism, courtesy, respect, and discretion. It is essential that appropriate language be upheld at all times.

Hume City Council reserves the right to restrict the movements of parents/families within their educational services if an educator identifies or is subject to any unacceptable or inappropriate behaviour and language.

Where a parent/family identifies any unacceptable or inappropriate behaviour they should immediately advise the Team Leader who will address the issue appropriately and in accordance with Council’s policies and procedures.

EDUCATOR QUALIFICATIONS

The Australian Children’s Education & Care Quality Authority requires that all educators require a minimum requirement of Certificate 3 in Children’s Services, at least 50% of educators must have or be actively working towards a diploma level of Education and Care qualification.

Hume City Council employs appropriately qualified and experienced educators for the provision of children’s programs. Effective, transparent and equitable recruitment processes ensure the services attract and retain educators who can best meet the needs of children and their families.

In addition all children’s service programs has the additional support of an educational leader who is responsible for leading curriculum the development and implementation of educational programs.

All education services are supported and supervised by a Regional Leadership Team comprising:

■ Regional Assistant Team Leader

■ Regional Team Leader

■ Regional Coordinator

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These positions are responsible for supporting the development and provision of early childhood services that are innovative, sustainable and responsive to the needs of children and families.

All educators attend professional development and training programs throughout the year to enhance their skills. All educators attend training to update their Level 2 First Aid, Anaphylaxis, Asthma and CPR as required.

All educators are required to have a current Working with Children’s Check, Police Check and VIT if applicable.

DETERMINING THE RESPONSIBLE PERSON IN CHARGE

The Education and Care Services National Law Act (2010) determines that a responsible person must be physically present at a centre-based service at all times that an approved service operates. For a centre-based service a ‘responsible person’ can be:

■ the approved provider (or person in management or control)

■ a person in charge, or

■ a certified supervisor who has consented to be placed in day to day charge

Each of Hume City Council’s educational services has a nominated supervisor, whose name is displayed in the main entrance of each service.

A staff member who has been assessed can be the Responsible Person in the absence of the Nominated Supervisor. (This name is required to be displayed at the service during the absence of the Nominated Supervisor).

A supervisor certificate is provided to each service by the Regulatory Authority. The approved provider will nominate a person or persons to be the Certified Supervisor.

Hume City Council will have a responsible person available on the premises at all times and the name of the responsible person at any time will be clearly displayed for educators, families and visitors in the main entrance of each service at all times.

PARTICIPATION OF VOLUNTEERS AND STUDENTS

Hume City Council welcomes and encourages volunteers (including parents/guardians, grandparents and other family members) to volunteer their time at children’s services to provide a range of perspectives, skills and abilities to the children’s program. Educators will supervise students and volunteers at all times and these individuals are not identified in the staff ratio and will not be left unattended with children. A working with children check may be required in some instances.

Hume City Council provides practical placements for students from TAFE, secondary schools and universities. All relevant administration documents are communicated between Hume City Council’s Human Resources Department and the relevant institution.

All visitors/volunteers and students are required to provide their name, entry and departure times, reason for visiting and signature in the visitor register at each children’s service.

Volunteers are also required to complete a Hume City Council’s Volunteer Engagement Form noting their

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full name, address and date of birth, date of visit, reason for visit and total hours of attendance.

Educators are required to inform volunteers/students about specific practices to support the safety and wellbeing of all children and in particular where an enrolled child has a specific health care need/medical condition ie. risk of anaphylaxis or other relevant medical conditions.

Volunteers/students in our early childhood facilities are encouraged to engage in safe work practice whilst undertaking tasks in the children’s programs to minimise risk of injury.

Wear neat, practical and acceptable clothing suitable for sun protection and work being undertaken.

We recommend sturdy, flat, enclosed comfortable shoes for good traction to cover a range of indoor and outdoor play spaces.

Further advice on safe work, health and safety practice in the work place can be obtained from service educators.


6. RELATIONSHIPS WITH CHILDREN Education & Care Services National Regulations: 155 & 156, 168(2) (j) Education & Care National Quality Standard: 5.1, 5.2, 7.3

INTRODUCTION

Hume City Council’s children’s education and care programs provide an environment that creates a strong sense of identity and wellbeing where children are encouraged to express themselves to develop respectful and equal relationships. Educators provide opportunities for children to interact positively and guide their behaviour through, responsive and respectful relationships. Secure respectful and reciprocal relationships are one of the basic principles of Belonging, Being and Becoming: The Early Year’s Framework.

Educators work in partnerships with families to assist children to develop skills and understanding that children require to interact positively with others.

Positive relationships provide babies and children with the confidence to learn how their behaviour and actions affect themselves and others. Positive and responsive one-to-one interactions with babies and toddlers are important to both their current wellbeing and their future development.

INTERACTIONS WITH CHILDREN

Educators provide positive interactions with children to guide and support them to develop skills to regulate their behaviour, and learn to negotiate and resolve conflicts or disagreements with others. They also help children to learn about responsibilities to each other, their connection and relationship as learners, and to value working together with different groups of children.

Positive interaction with children may include methods to:

■ Maintain appropriate physical contact with children

■ encourage children to express themselves and their opinions

■ allow children to undertake experiences that develop self-reliance and self esteem

■ maintain the dignity and rights of each child

■ provide positive guidance and encouragement to each child

■ consider the family and cultural values, age and physical and cognitive development and abilities of each child

BEHAVIOUR GUIDANCE

Educators will provide positive interactions and appropriate guidance strategies for children in their care to develop the skills, dispositions and understanding they need to interact positively with others through:

■ encouraging opportunities for open communication by adding to interactions initiated by babies and toddlers

■ speaking in comforting tones and holding babies to soothe them when they are crying

■ responding positively to babies’ exploratory behaviour

■ participating in children’s play and using children’s cues to guide their level and type of involvement

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■ acknowledging children’s efforts and achievements

■ modelling respectful relationships with children by positive language gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them

■ encouraging children to be part of decision-making about roles and relationships in play experience

■ assisting and supporting children when they have difficulties understanding or communicating with each other

■ talking with children about the outcomes of their actions and the rules and reasons

■ talking with children about emotions, feelings and issues of inclusion and exclusion, fair and unfair behaviour, bias and prejudice

■ encouraging children to listen to other children’s ideas, to consider alternative behaviours and solve problems together

■ supporting children to negotiate their rights in relation to the rights of others and intervene sensitively when children experience difficulty in resolving a disagreement

■ encouraging children to remove themselves from situations where they are experiencing frustration, anger or fear

■ responding promptly to children’s aggressive or bullying behaviours

■ being patient, gentle, calm and reassuring when children strongly express distress, frustration or anger


1. Education and Care Services National Law Act 2010 (National Law) http://www.legislation.vic.gov.au/Domino/Web_Notes/LDMS/PubStatbook.nsf/51dea49770555ea6ca256da4001b90cd/B73164FE5DA2112DCA2577BA0014D9ED/$FILE/10-069a.pdf

2. Education and Care Services National Regulations 2011 (National Regulations) http://www.legislation.nsw.gov.au/sessionalview/sessional/subordleg/2011-653.pdf

3. Being Belonging and Becoming- The Early Years Learning Framework (EYLF) http://www.deewr.gov.au

4. Victorian Early Years Learning and Development Framework (VEYLDF) http://www.education.vic.gov.au/earlylearning/eylf/default.htm

5. My time, Our Place Framework for School Age Care in Australia (MTOP) http://deewr.gov.au/earlychildhood/Pages/default.aspx

6. The Australian Children's Education and Care Quality Authority (ACECQA) http:// www.acecqa.gov.au

7. Department of Education and Training http://www.education.vic.gov.au/earlylearning/nqa.htm

8 Health Records Act 2001. http://www.austlii.edu.au/au/legis/vic/consol_act/hra2001144/

9. Information Privacy Act 2000 http://www.austlii.edu.au/au/legis/vic/consol_act/ipa2000231/

10. Hume City Council Information Privacy and Health Records Policy:- Policy reference number: CP2011-11-06

11. Victorian Consolidated Legislation, Information Privacy Act, 2000: http://www.austlii.edu.au/au/legis/vic/consol_act/ipa2000231/sch1.html (13/06/12)

12. A guide for the management and control of gastroenteritis outbreaks in children’s centres “Victorian Government Department of Health, Melbourne, Victoria.2010˝ State of Victoria 2010 http://www.health.vic.gov.au/ideas

13. Staying Healthy in Child Care – preventing infectious diseases in child care 4th edition http://www.nhmrc.gov.au/guidelines/publications/ch43

14. Cancer Council website: - http://www.cancercouncil.com.au/sunsmart

15. Get Up & Grow: Healthy Eating and Physical Activity for Early Childhood Resources http://www.health.gov.au/internet/main/publishing.nsf/Content/phd-early-childhood-nutrition-resources

16. The Public Health and Wellbeing Act 2008 and Public Health and Wellbeing Regulations 2009 www.health.vic.gov.au/healthactreview

17. Australian Government Department of Health and Ageing, Australian Psychological Society and Early Childhood Australia http://www.kidsmatter.edu.au/early-childhood/kidsmatter-early-childhood-framework/component-3-working-parents-and-carers-1

18. SIDS+KIDS www.sidsandkids.org

19. Dietary guidelines for children and adolescence in Australia

20. VEYLDF: www.kindalin.com.au

7. REFERENCES

HEAD LICE TREATMENT VERIFICATIONCentre:

Please return this declaration to the service when your child has been treated (to be delivered to educator upon return to the service).

I have treated my child ...................................................................................... for head lice.

Name of treatment applied: ..................................................................................................

Date lotion was applied: .......................................................................................................

Signed (parent/guardian): .....................................................................................................

Dated: ...................................................................






Dated: ...................................................................






Dated: ...................................................................



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9205 2200

[email protected]@hume.vic.gov.au

Hume City CouncilPO Box 119Dallas VIC 3047

hume city council children’s services procedure manual · next review due: june 2018 hume city...

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