Active Kids Group Educators Handbook

EDUCATOR HANDBOOK

Contents

1. Welcome
2. Management Team
3. Management Structure
4. AKG Vision, Values & Mission Statement
5. Recognition Program
6. Statement of Principles/Philosophy
7. Early Childhood Australia - Code of Ethics
8. Opening and Closing the Centre
9. Employment
• Orientation • Probationary Period
• Illness • Sick Leave
• Annual Leave • Wages
• Maternity/Paternity Leave • Punctuality
• Attendance & Absenteeism • Resignation
• Termination • Equal Opportunity
10. Visitors, Students and Volunteers
11. Professionalism
• Confidentiality • Dress Code
• Smoking • Educator Appraisal
• Personal Hygiene • Training & In-Centres
12. Workplace Health and Safety
• Work Health and Safety • First Aid
• Emergency Evacuation • Cleaning
• Storage of Hazardous Chemicals • Medical procedure
• Sun Safety • Water Safety
• Nutrition and Food Handling • Occupational Risk
13. Communication
• Families • Educator
• Children • Educator Meetings
14. Educator Grievances
15. Duty of Care
16. Responsible Person
17. Collection and Delivery of Children
18. Custody and Access
19. Child Protection
20. Supervision
21. Excursions
22. Sick Children
23. Administration of Panadol
24. Programming
25. Daily Routines
26. Guiding Children’s Behaviour
27. Sleep and rest time
28. Phone Usage
29. Collection of Money
30. Enrolments/Waiting List

1. Welcome

Welcome to AKG. We look forward to a long and mutually rewarding working relationship with you.
This educators handbook is designed to give you the information you will need whilst you are employed at AKG.

2. Management Team

You will be supported by an expert team of early childhood education professionals who provide leadership
and consultation. Our team will ensure that we deliver quality education to children.

Our management team inspires and motivates the team of passionate early childhood professionals, creates
a mentoring bring culture of continual improvement, implements professional development workshops and
ensures that all educators have access to a wide range of educational materials.

Approved Provider: Kareem Diskoros
Managing Director: Vivian Diskoros

Accounts Team

Cindy (Accounts Receivable) 8362 3007 [email protected]
[email protected]
Will (Financial Controller) 8362 3005 [email protected]

Zijun (Payroll) 8362 3006 [email protected]
[email protected]
Family Relations Team [email protected]
[email protected]
Courtney (Region 1) 8362 3011
[email protected]
Alanna (Region 2) 8362 3004 [email protected]
[email protected]
Katie (Family Accounts) 8362 3003 [email protected]
[email protected]
Tash (Marketing) 8362 3009
Children’s Centres Team

Carmel (Support Manager) 8362 3000

Marisa (Operations Manager Region 1) 0419 404 070

Faye (Operations Manager Region 2) 0499 464 404

Jodie (Children’s Services Manager) 0419 464 471

Human Resources 8362 3000

Will Xiao Kaream & Vivian Diskoros Katie Powell 3. Management Structure
Financial Controller Managing Director Family Accounts & PA to MD

Zijun Shi Cindy Bi Jodie Teran Natasha Tripodi Courtney Cotter
Payroll Accounts Payable Children’s Services Manager Marketing & Communications & Alanna Duggan

Carmel Williams Family Relations Team
Support Manager
Marisa Galati Faye Bietola
Operations Manager Region 1 Operation Manager Region 2

World Tower Mascot
Wold Square Homebush
Moore Park
Rose Bay Ermington
Edgecliff Narwee 1
Cremorne Narwee 2
Newtown
Bondi
Woollahra
Vaucluse

4. AKG Vision, Values & Mission Statement

Our Vision: Inspiring a passion for learning; for today and tomorrow
Our Mission: Unlocking every child’s potential
Our Values: POET

Passion: Showing pride in the workplace and promoting a positive environment
Ownership: Being accountable, being decisive, working to achieve set goals and identify solutions
Excellence: Aims to be the best, going the extra mile and completing every task to the best of your ability
Teamwork: Being supportive, encouraging others, working together to create excellence and demonstrating
mentoring qualities

5. Recognition Program

The AKG Recognition program is available throughout the year to all educators and centres. It is based on
performance and can be awarded to an individual educator and/or to a centre overall. Quarterly nominations
with the input from families, assists with the POET and GEM awards that are assigned to the educators. Annual
awards, rising star, unsung hero, outstanding individual team member, emerging leader, educator of the year,
community involvement and outstanding centre are offered to educators and centres at the AKG annual event.

6. Statement of Principles/Philosophy

A written statement of philosophy outlines the purpose and principles under which the centre operates.
It reflects the guiding principles of the National Quality Framework and the approved learning frameworks.

A statement of philosophy serves three purposes. It:
• Underpins the decisions, policies and daily practices of the centre.
• Reflects a shared understanding of the role of the centre amoung staff, children, families & the community.
• Guides educators pedagogy, planning and practice when delivering the educational program.

When the educational leader, nominated supervisors, educators, families and children contribute to
the review of a philosophy statement, it is more likely to be owned by all members of the team as it
encourages commitment and willingness to put it into practice. Please refer to your centres current
Statement of Philosophy.

“Education is the most powerful weapon
which you can use to change the world.”

- Nelson Mandela

VISION PREAMBLE CORE PRINCIPLES

Professionals who Early Childhood Australia recognises that Aboriginal and The core principles in this Code of Ethics are based on the
adhere to this Torres Strait Islander people have been nurturing and teaching fundamental and prized values of the profession. They act to
Code of Ethics children on this land for thousands of years. The Code of guide decision making in relation to ethical responsibilities.
act in the best Ethics acknowledges Aboriginal and Torres Strait Islander These core principles require a commitment to respect and
interests of all traditional ways of being and caring for children. maintain the rights and dignity of children, families, colleagues
children and work and communities.
collectively to This Code of Ethics is informed by the principles in the United
ensure that every Nations Convention on the Rights of the Child (1991) and Ÿ Each child has unique interests and strengths and the
child is thriving the Declaration on the Rights of Indigenous Peoples (2007). capacity to contribute to their communities.
and learning. A Code of Ethics is an aspirational framework for reflection
about the ethical responsibilities of childhood professionals Ÿ Children are citizens from birth with civil, cultural, linguistic,
who work with, or on behalf, of children and their families. social and economic rights.
In this Code of Ethics the protection and wellbeing of children
is paramount and therefore speaking out or taking action in Ÿ Effective learning and teaching is characterised by
the presence of unethical practice is an essential professional professional decisions that draw on specialised knowledge
responsibility. and multiple perspectives.

Being ethical involves thinking about everyday actions and Ÿ Partnerships with families and communities support shared
decision making, either individually or collectively, and responsibility for children’s learning, development and
responding with respect to all concerned. The Code of Ethics wellbeing.
recognises that childhood professionals are in a unique
position of trust and influence in their relationships with Ÿ Democratic, fair and inclusive practices promote equity and
children, families, colleagues and the community, therefore a strong sense of belonging.
professional accountability is vital.
Ÿ Respectful, responsive and reciprocal relationships are
central to children’s education and care.

Ÿ Play and leisure are essential for children’s learning,
development and wellbeing.

Ÿ Research, inquiry and practice-based evidence inform
quality education and care.

DEFINITIONS OF ACKNOWLEDGEMENT Code of Ethics
TERMS IN ECA’S
CODE OF ETHICS The first Code of Ethics for the Australian early childhood
profession was developed in 1988; it was widely cited and
A CODE OF ETHICS—defines the core aspirational values of used for 19 years. The first review of the Code of Ethics
the profession and provides guidance for professional decision began in 2003 with the second version launched in 2007.
making especially when there are conflicting obligations or The second review of the Code of Ethics began in 2014
responsibilities. with the third (current) version approved by the ECA
CORE PRINCIPLES—fundamental and prized values of National Board in February 2016.
the profession. ECA is grateful to everyone who has contributed to the
FAMILIES—the people who have significant care development and ongoing review of the Code of Ethics
responsibilities for and/or kinship relationships with a child. including those who have participated in consultation
CHILDHOOD PROFESSIONAL—a person who works surveys, forums and workshops over the years as well as
with or on behalf of children and families in education and those who have provided advice and oversight through
care settings. their service on reference and advisory groups. We would
COMMUNITIES—a group of people living in the same place particularly like to acknowledge those engaged in writing
or having a particular characteristic in common. each version of the Code.
COLLEAGUES—includes employers and those with whom you
work directly or more broadly. PO Box 86, Deakin West, ACT 2600
STUDENT—a person undertaking study at a secondary or 1800 356 900 (freecall)
tertiary institution. T: (02) 6242 1800
F: (02) 6242 1818
E: [email protected]

www.earlychildhoodaustralia.org.au

COMMITMENTS TO ACTION

IN RELATION TO IN RELATION TO IN RELATION TO
CHILDREN, I WILL: COLLEAGUES, I WILL: FAMILIES, I WILL:

Ÿ act in the best interests of all children Ÿ encourage others to adopt and act in accordance Ÿ support families as children’s first and most important
with this Code, and take action in the presence of teacher and respect their right to make decisions about
Ÿ create and maintain safe, healthy, inclusive environments unethical behaviours their children
that support children’s agency and enhance their learning
Ÿ build a spirit of collegiality and professionalism through Ÿ listen to and learn with families and engage in shared
Ÿ provide a meaningful curriculum to enrich collaborative relationships based on trust, respect decision making, planning and assessment practices in
children’s learning, balancing child and educator and honesty relation to children’s learning, development and wellbeing
initiated experiences
Ÿ acknowledge and support the diverse strengths and Ÿ develop respectful relationships based on open
Ÿ understand and be able to explain to others how play experiences of colleagues in order to build shared communication with the aim of encouraging families’
and leisure enhance children’s learning, development professional knowledge, understanding and skills engagement and to build a strong sense of belonging
and wellbeing
Ÿ use constructive processes to address differences of Ÿ learn about, respect and respond to the uniqueness of
Ÿ ensure childhood is a time for being in the here and now opinion in order to negotiate shared perspectives each family, their circumstances, culture, family structure,
and not solely about preparation for the future and actions customs, language, beliefs and kinship systems

Ÿ collaborate with children as global citizens in learning Ÿ participate in a ‘lively culture of professional inquiry’ to Ÿ respect families’ right to privacy and maintain
about our shared responsibilities to the environment support continuous improvement confidentiality.
and humanity
Ÿ implement strategies that support and mentor colleagues
Ÿ value the relationship between children and their families to make positive contributions to the profession
and enhance these relationships through my practice
Ÿ maintain ethical relationships in my online interactions.
Ÿ ensure that children are not discriminated against on the
basis of gender, sexuality, age, ability, economic status,
family structure, lifestyle, ethnicity, religion, language,
culture, or national origin

Ÿ negotiate children’s participation in research, by taking
into account their safety, privacy, levels of fatigue
and interest

Ÿ respect children as capable learners by including their
perspectives in teaching, learning and assessment

Ÿ safeguard the security of information and documentation
about children, particularly when shared on
digital platforms.

IN RELATION TO THE IN RELATION TO
PROFESSION, I WILL: COMMUNITY AND

Ÿ base my work on research, theories, content knowledge, SOCIETY, I WILL:
practice evidence and my understanding of the children
and families with whom I work Ÿ learn about local community contexts and aspirations in
order to create responsive programs to enhance children’s
Ÿ take responsibility for articulating my professional values, learning, development and wellbeing
knowledge and practice and the positive contribution our
profession makes to society Ÿ collaborate with people, services and agencies to develop
shared understandings and actions that support children
Ÿ engage in critical reflection, ongoing professional learning and families
and support research that builds my knowledge and that
of the profession Ÿ use research and practice-based evidence to advocate
for a society where all children have access to quality
Ÿ work within the scope of my professional role and avoid education and care
misrepresentation of my professional competence
and qualifications Ÿ promote the value of children’s contribution as citizens to
the development of strong communities
Ÿ encourage qualities and practices of ethical leadership
within the profession Ÿ work to promote increased appreciation of the importance
of childhood including how children learn and develop, in
Ÿ model quality practice and provide constructive feedback order to inform programs and systems of assessment that
and assessment for students as aspiring professionals benefit children

Ÿ mentor new graduates by supporting their induction into Ÿ advocate for the development and implementation of laws
the profession and policies that promote the rights and best interests of
children and families.
Ÿ advocate for my profession and the provision of quality
education and care.

www.earlychildhoodaustralia.org.au/coe

8. Opening and Closing
the Centre

The Centre aims to ensure the opening and closing
procedures run efficiently and effectively. At all times
providing a secure and protective environment for the
safety and welfare of all educators, families and children.

• Two educators are always on the premises
supervising and interacting with children

• Educators that open and close the centre are
primary contact educators and at least one educator
holds a first-aid certificate.

• Educators check all premises before leaving the
centre and ensure all children are signed out of
the centre.

Centres operate Monday to Friday 7am to 6pm
(City Centre to 7pm)

9. Employment

Orientation Illness

All educators are required to participate in the centre’s Our exclusion policy in relation to children also
process of orientation. During this time educators will applies to educators. If you are suffering from
work through the centre’s ‘Orientation Checklist’ in vomiting, diarrhoea or conjunctivitis, you are unable
consultation with the Nominated Supervisor. to return to the centre for 24 hours after the last
Upon employment you will be provided with a position bout with a medical certificate provided upon
description and the relative policies outlined to read your return. This is to prevent any cross infection.
and sign. In addition, introductions to educator, Please make yourself familiar with our health policy,
children and families, and a walk through of the which is featured in this folder. In any case of illness
evacuation procedure will take place. Any further educators are asked to let us know as soon as
queries or questions surrounding employment possible if not able to attend work.
conditions can be forwarded to the Centre Coordinator
by the educator. The Coordinator will then contact Sick Leave
HR and/or Payroll and advise the educator with a
response upon receipt. Sick leave allocations are as per relevant award.
All educators are to advise the centre Coordinator
Probationary Period as soon as possible if they are unable to work due
to illness and replace their shift. All educators must
As per award, each employee is employed under present an appropriate medical certificate if absent
a probationary period of three months. Prior to from the Centre. If you cannot find a replacement
the employee’s commencement with AKG they are you must come into work until a replacement can
required to have applied for a working with children’s be found.
check (WWCC). Once the WWCC number has been
provided to the Centre Coordinator, this is then
verified and kept on file. If a WWCC has not been
provided then the educator cannot work directly with
children until this check has been completed.

Annual Leave Resignation

Permanent educators are entitled to paid Annual An employee is required to submit a resignation in
Leave as per relevant award. The planning of annual writing addressed to ‘The Centre Coordinator’.
Leave needs to be done in consultation with the The actual period of notice required is two weeks for
centre Coordinator It is required that a minimum educators and 4 weeks for centre coordinators and
of 1 months’ notice in advance of Annual leave be early childhood teachers.
provided. Leave loading will be paid as set out by
your award after 12 months of centre. Termination

Wages Dismissal of an employee is not considered
lightly. Should it become necessary to dismiss the
All educators are paid according to their relevant employee, the appropriate processes required by
award. All wages are paid fortnightly, by direct Industrial Law and the relevant award will be applied.
deposit into your nominated bank account. Any educator may be dismissed for breaking any of
All working conditions are also as per the award. the centre’s set policies.
We have a copy of the awards relevant to the Dismissal will be instant for serious breaches of
childcare industry on hand should you require it policy such as foul language, violence towards the
at any time. Staff timesheets must be completed children, abusive behaviour towards the children or
and educators must bump on/off at the beginning excessive aggravation towards another educator
and ends of their shift daily to ensure wages are or families. This also includes but is not limited to
paid correctly. arriving to the centre under the influence of alcohol
or an illegal substance.
Maternity/Paternity leave
Length of Service
The centre Coordinator must receive an application
in writing 10 weeks prior to the intended At AKG we like to celebrate and acknowledge
commencement of leave, stating the intended date educators who reach a length of service milestone.
of return. This is in the form of a Doctor’s Certificate We do this by honoring educators achievements
stating the expected Date of Confinement. through our length of service program as a symbol
An employee on maternity/Paternity leave is of our appreciation for educators dedication and
required to contact the centre Coordinator loyalty to our organisation.
4 weeks prior to the intended return date, to 5 years = $200
confirm their return. 10 years = $500
15 years = $700
Punctuality 20 years = $1000

Being on the job, ready and on time is very Equal Opportunity
important. Educators are expected to arrive at the
centre prior to their shift, to ensure there is ample The centre is an equal opportunity employer.
time to organise themselves and be on the floor In accordance with Federal and State Laws,
at the commencement of the shift. Timesheets recruitment, promotion and evaluation of employees
are to be completed upon arrival and departure occurs without regard to race, age, religious beliefs,
of each educator’s shift. Educators at the Centre marital status, membership of an ethnic or racial
work between the hours of 7.00am – 6.00pm. If minority group, or sexual preference.
you are going to be absent or late unexpectedly,
you must call the centre Coordinator before your Team Member Child Enrolment Discount
assigned starting time. Without notification to your
Nominated supervisor, your absence or late start will The percentage discount offered to each permanent
be noted as “unexcused”. employee is based on the length of continuous
service and applied to the gap fee.
Attendance & Absenteeism
Years of Percentage discount
Regular attendance contributes significantly
towards strong teamwork and centre operation. continuous service on gap fee
Good attendance is an essential component of solid
employee performances. If you are going to be 0 to 2 years 15%
absent for any reason, you are expected to give your 2 to 4 years 30%
centre Coordinator as much advance as possible. 5 plus years 50%
(see also ‘Punctuality and Sick Leave).

10. Visitor, Students
& Volunteers

Visitors, students and volunteers are encouraged to Families will:
be a part of our wider community. They are expected
to adhere to centre policies and procedures when Be informed of when Work Experience Students and
attending the centre. If they are constantly coming into Volunteers are present at the centre and their role and
the Centre please remember that you are a role model the time frame they will be spending at the Centre.
to these people. Please familiarise yourself with the
educator’s handbook and student/volunteer guidelines Method:
so that you are aware of the tasks they are required to
carry out, and those which are not permitted. An educator will be appointed ‘Student Supervisor’
and this person will be required to:
Work Experience, Students and Volunteers MUST • Arrange time for the student to visit the Centre
follow all policies and procedures at the centre.
for a pre-placement visit, during this visit the
Existing Educators Will - following will be arranged.
• Give the student times/hours and dates
• Maintain open communication with Work of the placement
Experience Students and Volunteers along • Take the student on a tour of the Centre
with their practicum teachers. • Introduce the student to educators
• Student Supervisor will inform educators and
• Support all students, volunteers and individuals Directors of student’s, volunteers and work
undertaking work experience needs during experience people’s visit
their placement. • On the students, volunteers and work experience
person’s first day, they will be introduced to the
• Pass relevant skills and knowledge onto each Room Leader. During this meeting the Student
student, volunteers and work experience people. will inform the educators of all written work they
are required to do and provide them with the time
• Ensure all educators are provided with relevant sheets and evaluation forms.
feedback about tasks that the student is
required to complete in the centre as part of Work Experience Students & Volunteers Will -
their practicum.
• Inform the Student Supervisor, in writing of what
• Be aware of the expectations perceived by the will be expected of them by their training body,
student, volunteers and work experience people.
• University or School, or any other
• Have the time and capabilities to support each training organisation.
student, volunteers and work experience people in
their placement. • Be required to do a range of shifts during their
time, so as to gain knowledge of each different
Work Experience Students & Volunteers Will – aspect of the Centre’s day.

• Enjoy being with the children • Bring in a photo and a short statement
• Learn about the children through observation addressing the following:

and practical experience o Name
• Develop skills and abilities needed to care o Time they will be at the Centre
o What it is they are studying
for and educate children • Discuss any problems they may be experiencing
• Learn about working as part of a team in the
with the Student Supervisor.
Early Childhood Profession
• Learn strategies employed when working in The Room Leader Will -

a team environment • Communicate with the Student, volunteers and
• Learn skills already acquired by qualified work experience people and discuss progress of
their written work and performance.
educators in the Centre
• Become familiar with families and children • Discuss any issues raised by the student with the
Students Supervisor.
in the Centre
• Keep educators aware of all written work

required of the student, volunteers and work
experience people.

Fail Procedure -

If educators feel that the student is at risk of failing their
practicum, the following steps are to be taken:
• Room Leader is to alert the Student Supervisor of

any concerns with the student.
• Both the Student Supervisor and the Room Leader

are to discuss these issues with the Student.
• The Student Supervisor is to arrange with the

student’s teacher/supervisor to visit the Centre and
discuss those issues that have arisen.
• The education institution of the student will
ultimately determine the outcome of the practicum.

Termination of Practicum:

Termination of student’s placement will occur if:
• The student harms a child in the care of this child

care centre.
• The student is under the influence of drugs or alcohol
• The student has disregard for the Centre and fails to

notify if not able to attend the Centre
• The student is observed using inappropriate

behaviour at the Centre.
• The student does not comply with all policies and

procedures addressed in the student package.



11. Professionalism Educator Appraisal

The centre strives to achieve a high level of Educator Appraisals are to be completed by
professionalism. It is expected that the educator the Centre Coordinator/Manager at least once a
conduct themselves in a professional manner at all year. These provide the educator with important
times, with the children, families, educators feedback and a chance to further develop their
and community members. skills as a carer and educator of children.
Displaying a professional image to our families
and community members involves such issues Areas covered by the appraisal will include:
as confidentially, dressing correctly, using correct - Programming: recording, observations, individual
language; evaluating one’s own performance,
attending workshops and seminars to increase needs, presentation, interaction
our knowledge base, as well as creating - Centre Procedures: policies, safety, health,
an aesthetically pleasing and professional
environment for our children. medication, responsibilities.
- Communication: with children, families,
Confidentiality
educator& management, meetings.
You will be required to sign a - Educator: teamwork, problem solving,
confidentiality agreement.
A confidentiality agreement is an agreement attendance, time keeping, professionalism.
between two parties (yourself & AKG) that is a
mutual agreement, which means both parties Training & In-Service:
entering into the contract agree not to disclose
any confidential information provided to them In-service and further training possibilities are an
by the other. integral part of ongoing educator development.
The Centre Coordinator/Manager is responsible
Smoking for informing all educators of upcoming in-centres
and workshops that are to take place.
No smoking is permitted on the Centre’s premises,
grounds or car park at any time. It is part of the educator’s responsibility to attend
in-centres throughout the year to further develop
Personal Hygiene their skills and knowledge base. See Educator
training and development policy for more details.
Childcare is a very demanding profession.
Therefore, it is essential that educator take care of “Tell me and I forget.
themselves and act as role models for the children Teach me and
and families. Our hand washing and nappy change I remember. Involve me
procedures are in this package. and I learn”
Please familiarise yourself with these procedures - Benjamin Franklin
and use them consistently.

Dress Code

We have a dress code, which all educators on
employment are required to read and agree to.
The Centre shirt and black pants / shorts and
black closed shoes – Please note each educator
is given two shirts. Any extra shirts ordered will
incur a fee; this fee is deducted from your wages.
For more information please speak with your
Centre Coordinator.

12. Workplace Health & Safety

First Aid Medication Procedure

All educators at the Centre are required to hold We have a medication procedure that all
a Current First Aid Certificate. AKG host First educators are required to follow. The medication
Aid sessions on site twice a year to keep this procedure must be followed on every occasion
maintained. We also provide training for asthma where treatment of a child is required. The
and anaphylaxis and CPR. Educators are to medication policy can be found in the Centre
be aware of the location of the First Aid Kits, Policy Manual. Please read, sign the policy and
evacuation bags and any children’s allergies, adhere to the procedures.
medications and action plans.
Sun Safety
Emergency Evacuation
All educators are to follow our sun safe policy.
Emergency evacuation procedures are displayed The sun safe policy can be found in the Centre
at each exit of the centre. Policy Manual. Please read, sign the policy and
Please familiarise yourself with these procedures adhere to the procedures.
to ensure you will be competent in an emergency.
Emergency procedures are practiced once a month Water Safety
and for a week each quarter including emergency
risk assessments. All educators are to follow our water safety
policy. The water safety policy can be found in the
Cleaning Centre Policy Manual. To avoid any accidents and
illnesses relating to swimming pools, wading pools
Educators are required to tidy up and clean and other water situations Please read and adhere
up after themselves and after the children. to the procedures.
Educators are required to disinfect tables, toys and
equipment. Educators are required to thoroughly Nutrition and Food handling
disinfect any area contaminated by blood, urine,
faeces, or vomit immediately. Our centre aims to promote healthy lifestyles,
good nutrition and the wellbeing of all of
Storage of Hazardous Chemicals children, educators and families using procedures
and policies. We also aim to support and provide
All chemicals are stored in locked cupboards or adequately for children with food allergies,
storage areas. Material Safety Data Sheets (MSDS) dietary requirements and restrictions and
on all chemicals are to be used to inform educator specific cultural and religious practices. Please
about substance they are working with. Educators ensure you continue to role model and discuss
are to be familiar with these sheets and their healthy eating with the children and avoid eating
location. All chemical bottles are to be labelled snacks and beverages in front of the children that
clearly, in containers designed to hold chemicals. are not appropriate.
Signage is placed on doors or areas indicating
poisons are stored here. We have a procedure to follow in relation to the
handling of food. Please familiarise yourself with
POISONS NUMBER- 13 11 26 the procedure which is in the Centre Policy Manual
and use it consistently to ensure your safety and
the safety of the children, families and educators
at the centre.

Immunisation If you choose not to be immunised and if poof of
immunisation status is not provided then you will
Educators should be aware that during their time be treated as non-immunised. If an outbreak of an
at the centre, they could come into contact with infectious illness occurs then you will need to be
many infectious diseases. Your immunisations excluded for the duration of the illness until it is
should be up to date and your family doctor is safe for your return.
to advise you on additional vaccinations such as
Hepatitis A, B & C, and the Flu Vaccination.
It is important to be aware that there can be
outbreaks of Rubella at the centre. If you are
pregnant or planning a pregnancy, you should
consult your Family Doctor to have your immunity
levels checked.

Immunisation Recommendations from
Australian Standard Vaccination Schedule:

www.health.gov/pubhlth/immunise/schedule_n2.html

Birth 18 months
Hepatitis B (hepB) Chickenpox (varicella) (VZV)
18-24 months
2 months Pneumococcal polysaccharide (23vPPV) (Aboriginal and
Hepatitis B (hepB) Torres Strait Islander children in high risk areas)
Diphtheria, tetanus and whooping cough (acellular pertussis) Hepatitis A (Aboriginal and Torres Strait Islander children in
(DTPa) high risk areas)
Haemophilusinfluenzae type b (Hib)
Polio (inactivated poliomyelitis IPV) 4 years
Pneumococcal conjugate (7vPCV) Diphtheria, tetanus and whooping cough (acellular pertussis)
Rotavirus (DTPa)
Measles, mumps and rubella (MMR)
4 months Polio (inactivated poliomyelitis) (IPV)
Hepatitis B (hepB)
Diphtheria, tetanus and whooping cough (acellular pertussis 10-13 years
(DTPa) Hepatitis B
Haemophilusinfluenzae type b (Hib) Chickenpox (varicella) (VZV)
Polio (inactivated poliomyelitis IPV)
Pneumococcal conjugate (7vPCV) Rotavirus 12-13 years
Human Papillomavirus (HPV)
6 months
Hepatitis B (hepB) 15-17 years
Diphtheria, tetanus and whooping cough (acellular pertussis Diphtheria, tetanus and whooping cough (acellular pertussis)
(DTPa) (dTPa)
Haemophilusinfluenzae type b (Hib)
Polio (inactivated poliomyelitis) (IPV) 15-49 years
Pneumococcal conjugate (7vPCV) [ Influenza (Aboriginal and Torres Strait Islander people
Rotavirus [See footnote j] medically at-risk)
Pneumococcal polysaccharide (23vPPV) (Aboriginal and
12 months Torres Strait Islander people medically at-risk)
Hepatitis B (hepB)
Haemophilusinfluenzae type b (Hib) [See footnote d] 50 years & over
Measles, mumps and rubella (MMR) Influenza (Aboriginal and Torres Strait Islander people)
Meningococcal C (MenCCV) Pneumococcal polysaccharide (23vPPV) (Aboriginal and
Torres Strait Islander people)
12-24 months
Hepatitis A (Aboriginal and Torres Strait Islander children in 65 years & over
high risk areas) Influenza (flu)
Pneumococcal polysaccharide (23vPPV)

13. Communication Meetings

Families Educator meetings are held once a month.
Regular educator meetings are an essential part
Please treat all families with respect. They are the of the smooth running of a centre. Educators
main caregivers of their children and so are an meetings allow educator to have input into the
invaluable resource to us. We encourage educator decisions being made, act as a means of receiving
and families to work together in partnership. We and discussing information. Please make every
advocate that educators should talk to families effort to attend educator meetings, this ensures
daily about their child in a positive manner and there is no communication breakdown. Educators
try to make them feel welcome and at ease in the will accrue 1 hour of TIL for educator meetings.
centre. Educators should communicate to families
about upcoming events, verbally and in writing. 14. Educator Grievances
When educators and families work together it
can only benefit the children we are caring for by Educators are expected to communicate
providing them with consistency and security. frequently and in a positive way with all families
and educators, particularly those they work
Educators closely with. If conflict occurs, follow our Educator
grievance policy. The policy is in this booklet.
The way in which educators relates to one another Please read and adhere to it.
within a centre has a major influence over the
atmosphere created in the centre. 15. Duty of Care
Please ensure you display an attitude of respect
for all educators, accept differences in educators, It is the responsibility of all educators to provide
look for strengths in educators, and approach a safe and hygienic environment for all children
the educator involved about any grievance you in care. Educators must provide adequate
may have with them. Communication channels supervision and apply strategies to ensure the
between educators and management will remain safety and well-being of every child in care and
clear. Any matters will be addressed professionally reduce the risk of accident and injury.
and in a timely manner by both parties via the
appropriate channels as per the management
structure. Educators will address their queries
with their first point of contact, their centre
coordinator. If the query is not resolved and the
educator feels further assistance is required then
they will contact the Operations Manager.

Children

Interactions between educators and children
should be positive, warm and friendly. Educators
need to listen to children and get down to
the child’s level when engaging in discussion.
Educators should move to the children when
guiding behaviour and speak in a calm and
respectful manner.

Educators should not spend time talking
amongst themselves, but instead should at all
times be aware of the children and encouraging
the development of their communication skills.
Children will be treated with respect at all times.
Educators should use open-ended questions
wherever possible and ensure that all directions
are given in a positive manner. Educators should
try to communicate with children through many
avenues, including discussion, song and stories.

16. Responsible Person

The designation of the responsible person must be
made by the Approved Provider or the Nominated
Supervisor and coincide with the requirements
below as set out in the Certified Supervisor Consent
Form.

The responsible person will:

• Have adequate knowledge and understanding of
the provision of education and care to children

• Have the ability to effectively supervise and
manage an education and care centre

• Hold an approved training qualification in
child protection

AND

• Have at least one of the following:
• At least three years’ experience working as an

educator in an education and care centre or
children’s centre or school, or
• An approved diploma-level education and care
qualification, or
• An approved early childhood teacher qualification.

A Certified Supervisor is an educator who has
consented to be placed as a responsible person
who is in day to day charge of the Centre when
the Nominated Supervisor is not present.
The staff file must have a signed and dated
record of their consent as a responsible person.
Given that the responsible person in charge
may change throughout the day, for example
at a changeover of shifts, this requirement
might be met on a poster, white-board or
interchangeable nameplate.

The Certified Supervisors who are placed in
day-to-day charge of the Centre are not equivalent
of a Nominated Supervisor and do not have the
same responsibilities under the National Law as
Nominated Supervisors.

17. Collection & Delivery 19. Child Protection
of Children

Children will not be released into the care of an The following outlines the responsibilities for
unknown adult. If you have not met the person educators working in children’s centres. Children’s
before ensure you match their driver’s license with centres educators must:
the Authority to Collect list on the child’s enrolment • Report any situation where they suspect a
form. If they do not appear on this form they are
unable to collect the child. child is at risk of significant harm to the child
protection hotline.
Children being delivered to the centre must be • Be aware of obligations as per the mandatory
signed in on the attendance sheet each day, and reporter guide which is available at https://
the child must be received by educator where reporter.childstory.nsw.gove.au/s/
information can be exchanged by the parent/ • It is imperative to remember that all employees,
authorised person and educator on duty. educators, carers and licensees are mandatory
reporters. It is the responsibility of the
Where a child is collected after the closing hours person that suspects child abuse to ensure
of the centre please refer to the centres policy and a report is made.
procedure information.
Please read centres Child Protection policy and
18. Custody and Access familiarise yourself of the indicators when a child
may be at risk of harm.
Educator need to encourage families to keep
the centre informed about the child’s family
circumstances especially if there is family
breakdowns or possible change in custodial
families. Warm, positive and accepting relationships
will encourage families to feel safe and disclose
information. Educator should also respect the
parent’s right not to disclose information. Educator
must treat all information about families in the
strictest confidence. Refer to the Centre Centre
policy when dealing with Custody and access issues.

20. Supervision

As an early childhood educator, your role is to (a) for children from birth to 24 months of age —
nurture, encourage and supervise. This means 1 educator to 4 children;
keeping a watchful eye on all children, and away
from harm. It is your responsibility to encourage (b) for children over 24 months and less than 36
children in your care to play both independently months of age — 1 educator to 5 children;
and with their peers, exploring, imitating,
constructing, pretending and creating. (c) for children aged 36 months of age or over
(not including children over preschool age) —
The most important aspect of your role is to 1 educator to 10 children;
ensure the children are supervised by an educator
at all times, both indoors and outdoors. Educators Educator to child ratios are minimum standards.
need to be constantly aware of the presence of all Under the Education and Care Centres National
children, and to be in listening range. Law children must be adequately supervised at
all times (s165). Ratios alone do not determine
Educators can only be included in educator- what is considered adequate supervision. At times
to-child ratios if they are ‘working directly with centres may need to provide additional educators
children’. This means that the person must be to ensure children are properly supervised.
physically present with the children and directly A number of factors must be considered when
involved in providing education and care. determining if supervision is adequate. Further
details can be found in the Guide to the Education
To calculate the educator-to-child ratio for a and Care Centre National Law and the Education
mixed age group of children in centre based care, and Care Centre Regulations (pp. 65- 66).
centres are required to ensure that the ratio is met
for the youngest children in the group first. When arranging staff, consideration needs to
be given to the health, safety, education and
The minimum number of educators required to wellbeing of children. All seven quality areas
educate and care for children at a centre-based should be considered, for example providing
centre is to be calculated in accordance with the children opportunities to develop responsive
following ratios — relationships with other children and adults
as part of Quality Area 5, Relationships with
Children.

To determine appropriate staffing arrangements
educators and providers must use their
professional discretion. The flexibility of these
provisions allows centres to explore innovative
ways to meet the requirements in a way that suits
the context of their centre.

21. Excursions

Excursions are considered to be an integral part of Illness can be transferred from one child to
the educational program. They can build valuable another at a rapid rate. Certain symptoms in
links between the centre and the community, children suggest the presence of a communicable
particularly when these are more than one-off disease. To control the spread of illness for the
experiences. Parent/Guardian authorisation is wellbeing of all the children and educators at the
required to ensure our centre conducts these centre it is necessary to exclude children who
excursions safely, and are in accordance with the exhibit any signs that accompany these diseases.
legislative requirements. Only children aged 2-5
years will attend excursions. Supervision is key All educators when dealing with sick children will
during these events and ratios applied will follow refer to our policy and procedures. Please read
the 1:4 ratio guidelines for the 3-5 age groups and this and adhere to it.
a 1:2 ratio for the 2-3 age groups.

22. Sick Children

Educators should be aware of signs and
symptoms present in sick children and notify the
centre Coordinator as soon as signs of illness
are discovered. Please be aware of contagious
diseases as listed below.

• Measles • Conjunctivitis

• Rubella • Ringworm

• Hepatitis B • Hib Infection

• Head Lice • Common Cold

• Croup • School Sores

• Mumps • Hand, Foot & Mouth Disease

• Scabies • Tuberculosis

• Chicken Pox • Viral Gastroenteritis

• Strep • Whooping Cough

• Worms • Bronchiolitis & Bronchitis

23. Administration of
Paracetamol

Paracetamol may only be administered to a child time is given to an employee responsible for the
with a high temperature, which has not responded preparation, implementation and/or evaluation of
to educator efforts to lower it by all other a developmental program for an individual child or
methods and we have permission from a parent. group of children will be entitled to a minimum of
This procedure is in the Centre Policy folder for two hours per week, during which the employee
you to familiarise yourself with and then follow. is not required to supervise children or perform
other duties directed by the employer, for the
24. Programming purpose of planning, preparing, evaluating and
programming activities. Wherever possible non-
We program for individual children. We have contact time will be rostered in advance.
learning programs, which consist of the daily
experiences, and music and language group Study time for students who complete their
times. We also have an outdoor program. We feel certificate 3 / Diploma traineeship via AKG’s
that some of the most important learning a child preferred training organisation, will be offered
can do each day is through spontaneity. There is a balance of study/mentoring time that will be
always opportunity to change and bend the daily developed to suit the children’s and centre needs.
routine and program to allow for child initiated
activity. Non-contact programming

25. Daily routines 28. Phone Usage

Routines are displayed in the room. We feel that Please remember that the phone is a business
it is important to have a basic routine but also phone. Personal phone calls can be made in
important to be flexible, especially when meeting case of emergency, please advise the Nominated
the individual needs of children. Supervisor prior to use. Mobile Phones must not
be used during work time.
26. Guiding Children’s
Behaviour Educators are not to give out the phone number
of any educator or family without prior permission
Each child is supported to regulate their from that person. This is a matter of both courtesy
own behaviour, respond appropriately to the and confidentiality.
behaviour of others and communicate effectively
to resolve conflicts. 29. Collection of money

Self-regulation becomes increasingly important Educators should not accept money from families
as children move through childhood. They for fees or other items. Families are to pay fees
become more mindful of the way others interact through direct debit unless otherwise instructed
with them, and at the same time develop by the Administration Manager. Educators must
understandings of how their actions affect the not issue change or receipts to families.
way others feel and behave. Educators work with
young children to promote and model positive 30. Enrolments/Waiting List
ways to relate to others. This includes role
modelling and supporting children to convey and All new child enrolments are to be handled by
construct messages with purpose and confidence, the Centre Coordinator or the 2IC. Application
for example when expressing needs, resolving forms for the waiting list can be given out by
conflict or responding to the behaviour of others. any educator along with the centres information
brochure. If a prospective new enrolment phones,
Please read the Guiding Children’s Behaviour educator is to take details and pass them onto the
Policy for more information. Centre Coordinator.

27. Sleep & Rest time

It is essential that at rest time or quiet time
be provided to allow the children a chance to
unwind and if necessary to have a sleep. It allows
the children the opportunity to learn to relax in
a peaceful environment. The centre, ensuring
and uninterrupted quiet time, will provide this.
Although sleep is not compulsory, the opportunity
for the children to sleep needs to be available.

National Quality Rating and Guiding Principles
Assessment
The following principles apply when making
Aim decisions about operating education and care
centres, and working to achieve the
The Centre aims to raise the quality of education National Quality Standard and improve quality
as well as strive for continuous improvement in all at each centre:
aspects of our practice.
• The rights and best interests of the child
‘The National Quality Standard (2011) is are paramount
accompanied by a National Quality Rating and
Assessment process that reflects a national • Children are successful, competent and
approach to the assessment and reporting of the capable learners
quality of education and care centres across the
variety of centre settings. • The principles of equity, inclusion and diversity
under the National Law
The availability of this information promotes
transparency and accountability and will help • That Australia’s Aboriginal and Torres Strait
families make informed choices regarding the Islander cultures are valued
quality of education and care at a centre. Each
centre will receive a rating for each quality area • That the role of families and families is
and an overall rating. These ratings must be respected and supported
displayed by the centre and will be published on
the website of the new national body, ACECQA, • That best practice is expected in the provision
and the MyChild website.’ of education and care centres.

The key function of Regulatory Authorities is to
conduct regular assessments of an Approved
Centre against the National Quality Standard
and the National Regulations. This will be a key
tool available to Regulatory Authorities to
provide feedback and assist centres to
continually improve.

The National Quality Standard contains 7 Quality
Areas, each containing standards and elements.
Under each Standard sits Elements that describe
the outcomes that contribute to the Standard
being achieved. Under the National Law, each
Approved Centre will be assessed and rated
against the National Quality Standard and the
requirements of the National Regulations by the
Regulatory Authority in their jurisdiction.

Each Approved Centre will receive a rating for
each Quality Area and an overall rating.

Implementation Step 2: Assessment Process

Step 1: Quality Improvement Plan In assessing an Approved Centre against the
National Quality Standard, the Regulatory
The following is stated in the Guide to Authority must:
Developing a Quality Improvement Plan 2011. • Consider the centre’s current Quality

‘An Approved Provider must ensure that a Quality Improvement Plan
Improvement Plan is prepared for the centre that: • Consider the centre’s rating
• Describes a self-assessment of the quality
assessment history
of the practices of the centre against the • Consider the centre’s compliance history
National Quality Standard and the National • Arrange a site visit by an authorised officer to
Regulations
• Identifies areas for improvement a Centre-based centre or one or more Family
• Contains a statement of the Approved Centre’s day care residences or approved venues.
philosophy.
The Regulatory Authority may also consider:
A Quality Improvement Plan must be • Relevant information provided by a
developed within three months of the grant of
the centre approval. government department, public authority or
local authority
The Quality Improvement Plan must be: • Information provided by a Regulatory
• Updated at least annually or at the direction of Authority in another jurisdiction
• Information about any steps taken to rectify
the Regulatory Authority matters identified during a rating assessment
• Available at the centre • Information about any other quality assurance
• Submitted to the Regulatory Authority on or registration process under an education law
applicable to the Approved Centre
request. • Information on how a centre facilitates access
to a preschool program
The statement of philosophy might describe • Any information obtained in any monitoring
the centre’s values, beliefs and understandings or investigation of the centre under the
about children, families, the role of educators National Law.
and the ways children learn. To meet the
National Quality Standard, the statement of Reassessment
philosophy should be used to guide all aspects
of the centre’s operations. Regulatory Authority may reassess and re-rate an
Approved Centre at any time.
It is suggested that educators, families and An Approved Provider may also apply in writing
children are involved in the development and to the Regulatory Authority for a reassessment
review of the centre’s philosophy statement. and re-rating. The Approved Provider must pay
Regular review of the philosophy against the relevant fee. The National Law permits an
new research, against the approved learning application for reassessment to be made only
frameworks, and against families’ views and once every two years.
expectations will support the centre’s goals for
continuous improvement. Review of Ratings

The National Regulations require the current An Approved Provider may request a review of a
Quality Improvement Plan to be kept on the rating determined for an Approved Centre. The
premises. It is also recommended that previous request must be made in writing to the Regulatory
versions are also kept in order to demonstrate the Authority within 14 days after the Approved
centre’s progress and achievement. Provider receives the rating notice. The request
must set out the grounds on which a review is
sought and be accompanied by the required
information set out in the National Regulations.

The review of the rating assessment must a rating level, or failed to take into account or give
be conducted: sufficient weight to special circumstances or facts
• By a person not involved in the original existing at the time of the rating assessment.
An application for further review must be made
assessment and rating of the centre within 14 days after the decision of the Regulatory
• Within 30 days, unless extended with Authority’s internal review is received by the
Approved Provider. The ACECQA Board will
agreement of the Approved Provider and the establish a Ratings Review Panel to conduct
Regulatory Authority. the review.

The person conducting the review may request Award of Ratings
further information from the Approved Provider or
anyone involved in the original assessment. Where an Approved Centre has received an overall
rating of Exceeding National Quality Standard, the
Following the review, the Regulatory Authority Approved Provider may apply to ACECQA to be
may confirm or amend the rating levels (by assessed for the Excellent rating. The application
Quality Area or overall rating or both) and must must be in writing and the Approved Provider
give the Approved Provider notice in writing of must pay the relevant fee.
the outcome of the review (including any revised
rating levels) and the reasons for the decision The ACECQA Board will assess the centre against
made, within 30 days. the published criteria. ACECQA must seek and
If no application is made for further review within take into account advice from the relevant
14 days of internal review decision, the rating levels Regulatory Authority and may seek any other
set out in the notice may be published. relevant information to carry out the assessment.

An Approved Provider may apply to ACECQA for a
further review of a rating determined for an
Approved Centre. An application for further
review can only be made on the grounds that
the Regulatory Authority did not appropriately
conduct the assessment processes for determining

National Quality Framework Learning Outcomes
Policy
Outcome 1:
Aim Children have a strong sense of identity
Outcome 2:
Our centre participates in the National Quality Children are connected with and contribute to
Framework (NQF). The centres aim is to provide their world
the highest quality education and care across Outcome 3:
all areas. Children have a strong sense of well-being
Outcome 4:
Implementation Children are confident and involved learners
Outcome 5:
Our Centre participates in and values the National Children are effective communicators
Quality Framework (NQF), including the National
Quality Standard (NQS), the Early Years Learning The NQS provides standards of quality practices
Framework (EYLF) and the National Regulations for care provided in our Centre as well as guidance
– an Australian Government initiative linked to the and support from the Centre’s self-evaluation
funding of the Child Care Benefit for families. through our Quality Improvement Plan (QIP).
This is conducted through the Australian Children’s The system also allows educators to continually
Education and Care Quality Authority (ACECQA) improve practices by identifying the quality
and the state licensing department through aspects of care the Centre is already providing and
scheduled site assessment visits and where assisting the Centre in developing goals for further
appropriate, spontaneous visits. improvement through our QIP. The Centre is
The EYLF curriculum describes the principles, required to complete and submit a comprehensive
practices and outcomes that support and enhance QIP every twelve months.
young children’s learning from birth to five years
of age, as well as their transition to school. The Centre will ensure that all educators and
management are informed about current practices
Principles and requirements in the NQF process by attending
appropriate in-centre/training, accessing any
• Secure, respectful and reciprocal relationships. other publications and information about the
• Partnerships. accreditation process that may be of benefit –
• High expectations and equity. including those published by ACECQA.
• Respect for diversity.
• Ongoing learning and reflective practice. Educators will involve families and management
in each stage to seek their input and views into
Practices practices and care in our Centre – this includes
having parent input into policy reviews, parent
• Holistic approaches meetings and providing updates
• Responsiveness to children in newsletters about the Centre’s current stage in
• Learning through play the process.
• Intentional teaching
• Learning environments
• Cultural competence
• Continuity of learning and transitions
• Assessment for learning

The seven Standards The Ratings are as follows –
under the NQS are – • Excellent
• Exceeding National Quality Standard
1. Educational program and practice • Meeting National Quality Standard
2. Children’s health and safety • Working towards National Quality Standard
3. Physical environment • Significant improvement required.
4. Staffing arrangements
5. Relationships with children We will access regular updates on the ACECQA
6. Collaborative partnerships with families website – www.acecqa.gov.au

and communities
7. Governance and Leadership

REVISED NATIONAL QUALITY STANDARD from 1 Feb 2018

Concept Descriptor

QA1 Educational program and practice
1.1
1.1.1 Program The educational program enhances each child’s learning and development.
Approved learning framework
1.1.2 Curriculum decision-making contributes to each child’s learning and development
1.1.3 Child-centred outcomes in relation to their identity, connection with community, wellbeing,
Program learning opportunities confidence as learners and effectiveness as communicators.
1.2 Each child’s current knowledge, strengths, ideas, culture, abilities and interests are
1.2.1 the foundation of the program.
1.2.2 All aspects of the program, including routines, are organised in ways that maximise
1.2.3 opportunities for each child’s learning.
1.3
1.3.1 Practice Educators facilitate and extend each child’s learning and development.
Intentional teaching Educators are deliberate, purposeful, and thoughtful in their decisions and actions.
1.3.2
1.3.3 Responsive teaching and Educators respond to children’s ideas and play and extend children’s learning
QA2 scaffolding through open-ended questions, interactions and feedback.
2.1 Child directed learning Each child's agency is promoted, enabling them to make choices and decisions that
2.1.1 Assessment and planning influence events and their world.
2.1.2 Assessment and planning cycle Educators and co-ordinators take a planned and reflective approach to
2.1.3 implementing the program for each child.
2.2 Critical reflection Each child’s learning and development is assessed or evaluated as part of an
2.2.1 Information for families ongoing cycle of observation, analysing learning, documentation, planning,
2.2.2 implementation and reflection.
2.2.3 Critical reflection on children’s learning and development, both as individuals and
in groups, drives program planning and implementation.
QA3 Families are informed about the program and their child's progress.
3.1
3.1.1 Children’s health and safety
3.1.2
3.2 Health Each child’s health and physical activity is supported and promoted.
3.2.1 Wellbeing and comfort
Each child’s wellbeing and comfort is provided for, including appropriate
3.2.2 Health practices and procedures opportunities to meet each child’s need for sleep, rest and relaxation.
3.2.3 Effective illness and injury management and hygiene practices are promoted and
Healthy lifestyle implemented.
Safety Healthy eating and physical activity are promoted and appropriate for each child.
Supervision
Each child is protected.
Incident and emergency
management At all times, reasonable precautions and adequate supervision ensure children are
Child protection protected from harm and hazard.
Plans to effectively manage incidents and emergencies are developed in
consultation with relevant authorities, practised and implemented.
Management, educators and staff are aware of their roles and responsibilities to
identify and respond to every child at risk of abuse or neglect.

Physical environment

Design The design of the facilities is appropriate for the operation of a service.
Fit for purpose
Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their
Upkeep purpose, including supporting the access of every child.
Use Premises, furniture and equipment are safe, clean and well maintained.

Inclusive environment The service environment is inclusive, promotes competence and supports
exploration and play-based learning.
Resources support play-based Outdoor and indoor spaces are organised and adapted to support every child's
learning participation and to engage every child in quality experiences in both built and
Environmentally responsible natural environments.
Resources, materials and equipment allow for multiple uses, are sufficient in
number, and enable every child to engage in play-based learning.
The service cares for the environment and supports children to become
environmentally responsible.

Concept Descriptor

QA4 Staffing arrangements
4.1
4.1.1 Staffing arrangements Staffing arrangements enhance children's learning and development.
Organisation of educators
4.1.2 Continuity of staff The organisation of educators across the service supports children's learning and
Professionalism development.
4.2 Professional collaboration Every effort is made for children to experience continuity of educators at the
4.2.1 service.
Professional standards Management, educators and staff are collaborative, respectful and ethical.
4.2.2
QA5 Management, educators and staff work with mutual respect and collaboratively,
5.1 and challenge and learn from each other, recognising each other’s strengths and
skills.
5.1.1 Professional standards guide practice, interactions and relationships.

5.1.2 Relationships with children
5.2
Relationships between educators Respectful and equitable relationships are maintained with each child.
5.2.1 and children
5.2.2
Positive educator to child Responsive and meaningful interactions build trusting relationships which engage
QA6 interactions and support each child to feel secure, confident and included.
6.1
Dignity and rights of the child The dignity and rights of every child are maintained.
6.1.1
Relationships between children Each child is supported to build and maintain sensitive and responsive relationships.
6.1.2
Collaborative learning Children are supported to collaborate, learn from and help each other.
6.1.3 Self-regulation Each child is supported to regulate their own behaviour, respond appropriately to
the behaviour of others and communicate effectively to resolve conflicts.
6.2 Supportive relationships with
6.2.1 families Collaborative partnerships with families and communities
Engagement with the service
6.2.2 Parent views are respected Respectful relationships with families are developed and maintained and families
Families are supported are supported in their parenting role.
6.2.3 Collaborative partnerships Families are supported from enrolment to be involved in the service and contribute
QA7 Transitions to service decisions.
7.1 Access and participation The expertise, culture, values and beliefs of families are respected and families
7.1.1 Community engagement share in decision-making about their child’s learning and wellbeing.
7.1.2 Current information is available to families about the service and relevant
Governance community services and resources to support parenting and family wellbeing.
7.1.3 Service philosophy and purpose Collaborative partnerships enhance children’s inclusion, learning and wellbeing.
Management systems Continuity of learning and transitions for each child are supported by sharing
7.2 Roles and responsibilities information and clarifying responsibilities.
Leadership Effective partnerships support children's access, inclusion and participation in the
7.2.1 Continuous improvement program.
7.2.2 Educational leadership The service builds relationships and engages with its community.
Development of professionals
7.2.3 Governance and Leadership

Governance supports the operation of a quality service.
A statement of philosophy guides all aspects of the service’s operations.
Systems are in place to manage risk and enable the effective management and
operation of a quality service.
Roles and responsibilities are clearly defined, and understood, and support effective
decision-making and operation of the service.
Effective leadership builds and promotes a positive organisational culture and
professional learning community.
There is an effective self-assessment and quality improvement process in place.
The educational leader is supported and leads the development and
implementation of the educational program and assessment and planning cycle.
Educators, co-ordinators and staff members’ performance is regularly evaluated
and individual plans are in place to support learning and development.



The Centre - Orientation Procedures

If possible, all new educators should arrange to spend time at the centre before officially
commencing their employment. At the time of orientation the following information should be
shown to new educators.

The Coordinator will ensure the orientation procedure is completed. The new educator shall be given
a copy of this procedure document, which shall be kept, in their file on completion.

New educators will initial each section as the orientation is given. It may not be possible to
accomplish the full orientation process in one day, but a maximum time of one week should be
allowed for all areas to be covered. Once all areas have been covered the Coordinator, the educator
assigned to ensure the orientation procedure is completed and the new educator shall sign the form.

New Employee: _________________________ Date: ________________________

New educator will officially be introduced to all educator by the Coordinator
Educator will introduce new educator to families as children arrive and depart, photo mounted on
wall in foyer

Educator Room
New Educators Position Description
Completion of Working with Children check
Employment Declaration Form
Sign in/out procedures
Rosters
Educator Handbook
Shift responsibilities
Breaks
Educator resources
Locker allocations
Educator toilet
Educator mail pockets
Educator communication book
Educator meetings / Agenda for educator meetings
Educator In-centres
Worker’s Compensation and rehabilitation information

Office
Unlocking / Locking procedures
Access to building keys
Access to children’s files (confidentiality, emergency information)
Sign Confidentiality Agreement
Access to developmental records, programming records
Policy Folder
Educator award information
Educator files
Enrolment applications / packages

Enrolment fee

Taking occasional care bookings

Immunisation Register

Use of the phone

Educator contact list

Front Area

Parent sign in/out sheets

Parent information / newsletters

Parent notice board

Location of fire extinguishers / fire drill procedures
Main equipment storeroom

Storage and care of equipment

Electricity fuse box

Outside store rooms

Storage and care of equipment

Play rooms

Menu

Special diets / diet information

Daily routine

First Aid Cabinets

Medication forms

Accident report forms

Children’s lockers

Bed storage / sheet storage

Cleaning duties

Craft supplies

Laundry

Washing routines

Cleaning routines

Storage of disinfectants, cleaning products, etc.

Location of fire extinguishers / emergency procedures

Kitchen

Cleaning
Afternoon duties
Special diets charts

Hygiene

Storage of food / bottles / medications

Location / use of fire blanket

Location and use of emergency whistle

Breakfast food and equipment

Playground

Use of equipment/Rules

Safety checks

Supervision

Ratios

Educator to sign when orientation process completed:

New Educator: Date:

Educator implementing orientation: Date:

Coordinator: Date:

Notes

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