Operational Policies Procedures Manual Policies and... · The social, emotional, physical, intellectual and language development of children is enhanced with well-grounded theories

ECMS Operational Policies and Procedures Manual

Policy Document - Page 1

Operational Policies &

Procedures Manual



CONTENTS

CONTENTS ................................................................................................................................................................... 2 PREFACE ...................................................................................................................................................................... 4

1. PHILOSOPHY & GOALS ................................................................................................................... 5 PHILOSOPHY AND GOALS ......................................................................................................................................... 6 MODEL OF SERVICE DELIVERY .............................................................................................................................. 7 PURPOSE ........................................................................................................................................................................... 7 GOALS ................................................................................................................................................................................ 7 ECMS CHILDREN S SERVICES CODE OF CONDUCT ..................................................................................... 9 DUTY OF CARE ........................................................................................................................................................... 10

1. ACCESS TO THE SERVICE ......................................................................................................... 11 PRIORITY OF ACCESS POLICY ............................................................................................................................. 12 CHILDREN WITH ADDITIONAL NEEDS POLICY ............................................................................................. 13 CROSS-CULTURAL PRACTICE DELIVERY ....................................................................................................... 14 INCLUSION POLICY .................................................................................................................................................... 15 PARENT ACCESS ........................................................................................................................................................ 17

2. OPERATIONS OF THE CENTRE .......................................................................................... 18 CENTRE CLOSURE TIMES ....................................................................................................................................... 19 MANAGEMENT OF ECMS ....................................................................................................................................... 20 ENROLMENT POLICY ................................................................................................................................................ 21 KINDERGARTEN FEES .............................................................................................................................................. 23 CHILD CARE FEES ..................................................................................................................................................... 24 PARENT & FAMILY INVOLVEMENT ..................................................................................................................... 27 VOLUNTEER AND PARENT HELPER PARTICIPATION ................................................................................ 28

3. ARRIVAL & DEPARTURES ...................................................................................................... 29 ARRIVAL & DEPARTURE POLICY ........................................................................................................................ 30

4. PRIVACY & CONFIDENTIALITY ........................................................................................... 33 CONFIDENTIALITY POLICY..................................................................................................................................... 34 USE OF IMAGES OF CHILDREN (INCLUDING PHOTOGRAPHY AND SOCIAL MEDIA) ..................... 36

5. COMPLAINTS PROCEDURE ................................................................................................... 37 COMPLAINTS PROCEDURE POLICY ................................................................................................................... 38

6. FOOD & NUTRITION ................................................................................................................... 39 FOOD AND NUTRITION POLICY ........................................................................................................................... 40 FOOD AND FOOD HANDLING POLICY ............................................................................................................. 42

7. EDUCATORS .................................................................................................................................... 43 EDUCATORS POLICY ................................................................................................................................................ 44 PROFESSIONAL DEVELOPMENT POLICY ......................................................................................................... 46

8. OCCUPATIONAL HEALTH & SAFETY ............................................................................. 47 WORKPLACE HEALTH, SAFETY WELLBEING (WHS) OVERVIEW ..................................................... 48 BUILDING SAFETY CHECKS AND MAINTENANCE OF BUILDINGS AND EQUIPMENT POLICY . 50 WATER SAFETY POLICY ........................................................................................................................................ 52 STORAGE AND HANDLING OF HAZARDOUS SUBSTANCES POLICY .................................................. 53 SMOKING ........................................................................................................................................................................ 55

9. ................................................................................................................. 56 SUPERVISION OF CHILDREN POLICY ................................................................................................................ 57 EXCURSION POLICY .................................................................................................................................................. 59



10. NTS .............................................................................................. 60 CLOTHING POLICY ..................................................................................................................................................... 61 JEWELLERY................................................................................................................................................................... 64 SUN SMART POLICY.................................................................................................................................................. 65 SLEEP AND REST POLICY ....................................................................................................................................... 68 TOILETING INDEPENDENCE POLICY .................................................................................................................. 70

11. ........................................................................................................... 72 CHILDREN S PROGRAMS - OVERVIEW ............................................................................................................. 73

12. POSITIVE GUIDANCE & HEALTH POLICIES ................................................................ 76 POSITIVE GUIDANCE POLICY ............................................................................................................................... 77

13. HEALTH POLICIES AND GUIDELINES ............................................................................. 79 GENERAL HEALTH MANAGEMENT POLICY.................................................................................................... 81 INCIDENTS POLICY .................................................................................................................................................... 83 INCIDENTS / ILLNESS RECORDS.......................................................................................................................... 83 IMMUNISATION POLICY ............................................................................................................................................ 84 EXCLUSION POLICY .................................................................................................................................................. 85 HEALTH INFORMATION ........................................................................................................................................... 86 PREVENTION AND TREATMENT OF ASTHMA POLICY ............................................................................... 89 ANAPHYLAXIS EMERGENCY MANAGEMENT PROCEDURE POLICY .................................................... 90 DEATH OF A CHILD POLICY .................................................................................................................................. 95 MEDICATION POLICY ................................................................................................................................................ 96 PARACETAMOL POLICY ....................................................................................................................................... 100 DENTAL CARE POLICY ......................................................................................................................................... 101

14. CHILD PROTECTION ................................................................................................................ 103 CHILD PROTECTION POLICY .............................................................................................................................. 104

15. EMERGENCY MANAGEMENT PROCEDURE .............................................................. 109 EMERGENCY MANAGEMENT PLAN ................................................................................................................. 110



PREFACE

This Operational Policy and Procedures Manual of the Early Childhood Management Services (ECMS) is a statement upon which the provision of all Early Childhood Education and Care (ECEC) services are based. We acknowledge that all services are unique and have different processes and needs. This document is a best practice policy and procedure manual that will be the platform upon which you deliver services. This document is informed by:

ECMS Policies and Procedures Manual Other reference documents informing the service delivery are:

Victorian Early Years Learning and Development Framework

National Early Years Learning and Development Framework

Blueprint for Education and Early Childhood Development

National Child Protection Framework Education and Care Services National Regulations 2011

Education and Care Services National Law Act 2010

National Quality Standards

Food Act 1984 OHS Act 2004

Code of Ethics

Get up and Grow-Healthy Eating and Physical Activity for Early Childhood

Family Law Act 1975

UN Convention on the Rights of the Child

ECMS Policies and Procedures Manual


1. PHILOSOPHY & GOALS



Philosophy and Goals

Philosophy at this service aim to offer opportunities for children to

realise their full potential and maximise their life chances. ECMS believes that people are entitled to the resources, services and opportunities they need to raise a family and maximise their quality of life.

society and cultural backgrounds are recognised, valued and respected. Children Children have a right to a safe, stimulating, welcoming environment where they can play, develop and grow. This service aims to:

Promote an environment where children feel a sense of wellbeing, safety, belonging and contribution

Create an environment that encourages children to explore and experiment

Provide children with opportunities to form safe, strong and reliable relationships with educators

The social, emotional, physical, intellectual and language development of children is enhanced with well-grounded theories in education, child development and family life cycles. ECMS services recognise life. We believe that children and families need to feel a sense of wellbeing, security and belonging in using our services. A positive self-esteem is vital to the lself-expression, creativity, security, independence, building self-confidence, happiness and the opportunity to achieve. The focus is on building relationships for learning and building on individual childre Parents Parents have a right to quality care for their children. ECMS aims to work in partnership with parents to offer optimum opportunities to their children. Parents will be treated with respect and we will endeavour to consult on all aspects of the care of their children. ECMS are committed to providing a child-focused service which is responsive to the needs of individual children and their families. Parent participation and involvement in ECMS

of the organisationsideas, information and skills are welcome and would be valued contributions to delivery of care. Educators ECMS aims to have consistency in care giving, enabling children to experience a familiar environment and develop trusting relationships with educators. Educators are expected to have an awareness of and a commitment to the vision, mission and values of ECMS and are employed on the basis that they are

safe, thoughtful, caring, respectful and supportive toward children, families and fellow colleagues

resourceful and innovative

work as a team to ensure consistency in their care and education of children

committed to the protection and well-being of the children in their care Everybody involved in the early years education and care setting is encouraged to share their knowledge and experience in working with children.



Model of Service Delivery

Education model: The education service model is a pedagogically driven reflective model that is child-focused. The three main components of this model are progress, development and participation. Activities, groups and play sessions are set up to encourage children to explore, initiate and lead in their environment. Within this model every interaction with children is seen as a potential moment of learning from play to nappy changing. Overarching this all activities, equipment and play sessions will have specific focus on the following domains of development for children social, emotional, cognitive, physical, language and literacy.

ay experiences and occupation will be the building block from day to day. This model

process. This model has a focus on how children learn, not just what they learn. Group learning and participation, focus and achievement are keys in this reflective model, giving children the opportunity to be curious and learn through exploration, not just direction. In essence, the activity in the room is child-led and program-informed. Care model: Sitting alongside this education model is a relationship focused model of care. The care of the children will be nurturing, enriched and purposeful with the aim of fostering secure relationships between educators, children and parents. Purposeful greetings and a clear idea of the routines and opportunities of the day are essential components of the model, giving children a sense of their day. Having the same people caring for the children each day will offer accumulated predictability, giving children a sense of safety and knowing.

Purpose

To provide high quality c which will run in accordance with standards approved by the Victorian Department of Education and Early Childhood Development

and the Federal Department of Health and Community Services and any other such government authority or department which has responsibility for administering and regulating Early Childhood Education and Care (ECEC) services.

Goals

1. individualism, cultural and social diversity and the rights of the child to access services that maximises their potential in all developmental domains - social, emotional, physical, intellectual and language.

2. investigation and creativity.

3. To work in partnership with parents to understand family, community, social and cultural contexts in the care of their children. To encourage parents participation, ideas and feedback in the delivery of care and education to their children in the service.

4. To model an anti-bias approach to education and care taking into account appropriate language, experiences and materials that reflect gender, culture and social diversities.

5. For the programs to focus on building attachments and strengths that will enable children to grow and participate.

6. To foster open communication and mutually supportive relationships between parents, educators and the broader community.



7. To maintain a consistent, qualified and experienced team of teachers and educators who are able to develop, implement and evaluate needs.

8. To regularly reflect on program plans, interventions and learning strategies to keep up education and care.



ECMS rvices Code of Conduct

We are committed to the protection and well-being of the staff, parents and children in our care and believe that the maintenance of a safe and secure environment is essential in all of our services.

There are certain behaviours that we are unable to accept due to the duty of care we must provide for all present within our service.

These behaviours include: physical violence, verbal abuse, threatening behaviours, sexual harassment, bullying, racism and any other discriminating behaviours causing harm or distress to our staff or service users.

We are committed to fair and equal treatment of all individuals that come into

ECMS service environments regardless of age, ethnicity, ability, religion, sexual orientation and socio-economic background.

We also strongly advocate that hitting and smacking children not be used as a form

of disciplining children, particularly whilst using this service. We encourage you to speak to educators for alternative ways of dealing with challenging behaviours. Children rely on significant adults in their lives to learn new skills and to patiently support them in this process. Consequently, adults have a responsibility to provide positive and appropriate discipline for children in their care.

Should staff or service users have any concerns about the way they are treated or

should you witness behaviour you consider to be offensive or abusive you are encouraged to discuss these concerns with:

Your Early Years Advisor Your Regional Manager General Manager Service Development



Duty of Care

ECMS Educators recognise and respect their commitment and responsibility in the care of children in the service. Each educator will commit to providing quality services for children, being mindful of their duty of care. The UN Convention on the Rights of the Child cites the following:

Children are dependent and therefore more vulnerable

They have low visibility

They have multiple needs that they cannot meet themselves

They are more affected by others inactivity They have no direct social or political power

This places early childhood educators in a relationship that requires distinct responsibility and trust. Educators recognise this is a powerful and important aspect of the work and are guided by the duty of care principles.



1. ACCESS TO THE SERVICE



Priority of Access Policy

As with all ECEC services at ECMS, access and equity is paramount in the inclusion of all children and families. Within our child care services ECMS will adhere to Commonwealth Government Priority of Access Guidelines.

In accordance with the Priority of Access guidelines issued by the Commonwealth Government, priority will be given as follows: When filling vacant places, our first priority is as follows:

Priority 1: a child at risk of serious abuse or neglect

Priority 2: a child of a single parent who satisfies, or of parents who both satisfy, the work/training/study test under Section 14 of the 'A New Tax System (Family Assistance) Act 1999'

Priority 3: any other child

Within these main Priority categories, priority should also be given to children at risk who are:

with a disability

families from culturally and linguistically diverse backgrounds

Wherever possible, ECMS will support and assist families by ensuring that cultural, social and religious practices are followed in the delivery of care, provision of food and mindfulness of cultural celebrations and events. A Code of Conduct Statement will be visible upon entry into the centre and will define the behaviours of clients, educators and visitors whilst on site. The Code will include statements around non-violence, respect and tolerance of all people coming into the centre. The care and education model has capacity and flexibility to deliver a variety of

abilities.



Children with Additional Needs Policy

Inclusion of children with additional needs will be actively encouraged within the provision and full use of available inclusion support services.

Care and education for children with additional needs will be undertaken and incorporated within the existing service provisions.

ght and implemented as is required. ECMS is committed to inclusion and the provision of appropriate and focused programs for children with additional needs. In consultation with parents and any other service providers involved in the care and well-being of the child and family, all children will be encouraged to maximise their full potential. Support and training will be provided for educators working with children with additional needs. Educators will work in consultation with parents/guardians and/or other

the family to determine additional resources required. Educatorthrough a comprehensive planning process.



Cross-Cultural Practice Delivery

ECMS actively promotes and delivers a cross-cultural perspective in all its service delivery.

every given opportunity.

Principle As the provider of a service for young children and their families, it is important to facilitate equity, acceptance and social justice in planning programs.

The n -esteem and pride in family, ethnic and linguistic heritages.

Promotion of first language the importance of maintaining and encouraging a roviding an environment

whereby the dominant language can be acquired.

-school and eventually school.

Procedures ECMS services will:

Promote the use of first language and actively value and encourage bi-lingual skills in children where appropriate

Use of a variety of multi-cultural toys, books and equipment (informed by Free Kinder Australia (FKA)

Ensure all information and signage is translated into languages of all users Actively seek to employ bi-lingual educators. Provide English as a second language support for children of a non-English

speaking background. (via FKA) Ensure attention is paid to the cultural calendar and promote and experience

different celebrations in the program delivery for example sharing of food, music and dance and festival celebrations

Provide in-service training for educators about various cultural traditions Invite community members and parents to participate in the sharing of celebrations

and festi

Policy Created Date: July 2014 Policy Review Date: July 2015

Sources and Further Reading:

FKA

Centre for Community Health (2007) Working with Culturally and Linguistically Diverse

DEEWR Child care inclusion and support program

www.facs.gov.au

Related to NQS Q.A - 1.1.2, 6.2.1



Inclusion Policy

The integration of vulnerable children and children with additional needs is encouraged with the provision and full utilisation of the available support services.

Purpose

value and acknowledge the diversity of children as individuals in their own right and that children have significant contributions to make to their community both inside and outside the centre. Procedure The following process assumes shared understanding about issues of gender bias and equality. To further the aims of ECMS, we will endeavour to:

Ensure that all children of all ability are equally encouraged to participate in all activities with due consideration for individual needs and interests.

We will provide a variety of resources and materials that will be accessible to all children which give a balance of gender roles, attitudes and expectation.

Encourage non-biased behaviour by children and educators through modelling appropriate behaviours and direct teaching strategies, use of appropriate language and avoiding stereotypes.

Purchase materials which avoid bias and present a range of experiences such as people with a disability or different family make ups.

Develop programs that incorporate an anti-bias all inclusive approach to education.

Encourage all children to express emotions and display affection e.g.

Encourage all children to be both initiators and nurturers.

We will involve all educators, parents and children, believing each has an important role

We wiinclusive environment for all children.

Encourage the employment of both male and female educators and ensure that the jobs carried out by educators are not gender related.

We will consult with appropriate agencies for support, information and advice

We will seek out extra funding or support, if and when appropriate

before their first day

We will network with other agencies, professionals and organisations





Centre for Community Child Health www.rch.org.au

Health Insite www.healthinsite.gov.au

Commonwealth Government Eligibility Criteria for inclusion support

Disability Discrimination Act 1992

UN Convention on the Rights of the Child

Related to NQS Q.A - 5.1.2, 5.1.3, 5.2.2

http://www.rch.org.au/

http://www.healthinsite.gov.au/



Parent Access

ECMS

1. Enter the service at any time during the hours of operation 2. Exchange information about their child with staff 3. Any legal orders such as intervention and/or court orders pertaining to contact or

care of children in the service will be adhered to by staff If either parents/guardians want to discuss the care and participation of their child/ren in our services, educators would welcome the opportunity to make a time meet with parents outside the program time.



Australian Government, Department of Education, Employment and Work Relations

Child Care Services Handbook 2011-2012. Service Delivery - Priority of Access 6.3

Education and Care Services National Regulations 2011 Regs - 157

Related to NQS Q.A - 6.1, 6.2, 6.3



2. OPERATIONS OF THE CENTRE



Hours of Operation

Specific to each service Parent(s)/guardian(s) are encouraged to drop and collect their children on time according to program times.

Centre Closure Times

ECMS kindergarten services will operate within the Victorian school term timetable ECMS long day care services will operate for 50 weeks of the year barring public holidays and set up days that will be identified each year in the Family Handbook ECMS will be closed over the following periods and all Public Holidays including:

Christmas/New Year for a period of two weeks Australia Day Labour Day Good Friday Easter Monday Anzac Day Melbourne Cup Day

There are three scheduled educator days per year when the kindergarten services will be closed and one professional development day a year when the child care services will be closed. These days will be organised at the beginning of each year and the dates of these closures will be available in the ECMS Family Handbooks. There may be set up and pack up days organised within each individual service in addition to the above stated closure dates. These dates will be issued to families at the beginning of each year and fees will be calculated accordingly.



Management of ECMS

ECMS early years services are managed by the Service Development Team with each service having an allocated Early Years Advisor. A Nominated Supervisor is appointed in each service and is responsible for the day to day running of the service and the supervision of the educators. The Early Years Advisors will assist in the management and running of the centre according to individual needs and requirements of each service. Early Years Advisors report to Service Development Regional Managers who, in turn report directly the General Manager of Service Development. All early years services run by ECMS are led by a CEO and a Board of Directors (see organisational chart below).

ECMS Board of Directors

General Manager Service Development

General Manager Quality, Research &

Service Improvement

General Manager People & Culture

General Manager Community Engagement &

Partnerships

General ManagerFinance

Chief Executive Officer

EA to CEO

Regional Manager (Western)

Operations Coordinator

Enrolment Officers x2

Regional Manager (Eastern)

Early Years Advisors x3

(Kindergartens)

Centre Manager Newport Gardens

Early Years Advisors x2

(Kindergartens)

LDC Centre Coordinators

Family Day Care Team

Childcare Service Development Manager

LDC Centre Coordinators

Family Day Care Team

Quality Coordinator

Social Inclusion Consultant

Service Improvement Coordinator

Social Inclusion Practice

Consultant

HR Consultants x2

OD & HR Consultant

Health Safety & Wellbeing Advisor

Relief Staff Coordinator

Office Administration x2

Services Marketing Manager

Events & Communications

Coordinator

Marketing Assistant

Senior Finance Analyst

IT Helpdesk Support Officer

Payroll Officers x2

Accounts Payable

Accounts Receivable

Fees/Payroll

Bookkeeper



Enrolment Policy

This policy outlines the criteria for enrolment in ECMS services, the process to be followed when enrolling a child, and the basis on which places are allocated in each program ECMS OPERATES A PRIORITY OF ACCESS PROCESS IN ALL ITS SERVICES ENSURING INCLUSION OF CHILDREN AT RISK, CHILDREN WITH ADDITIONAL NEEDS AND VULNERABLE CHILDREN WILL BE GIVEN PRIORITY

KINDERGARTEN A range of selection criteria is used by services in selecting children for a kindergarten program. Inclusion of vulnerable children is a top priority for ECMS services. Some services operate their own system of enrolment while others participate in a local government central enrolment system. For each enrolment an application form needs certificate must accompany all applications. The closing dates for enrolment applications vary in each service. The date of enrolment will be on each services individual enrolment form. Applications received after the closing date will go to the end of the waiting list and will be allocated places if available, in accordance with the date of receipt of the application. (Earliest date first.) Places will be allocated to eligible children who are on the waiting list in accordance with the selection criteria of the service. Applicants who have been successful will be notified and provided with an Enrolment Form to complete prior to their attendance. Parents are encouraged to notify the service if their child has additional needs in order to assist with forward planning. Places will not be allocated to children until any substantial debt owed by the family to the service is paid, or a payment plan is agreed to between the family and ECMS. Where the service provides more than one four or three-year-old group, places within the groups will be allocated on acceptance of a place at the service by the criteria of that service. Applicants who have been unsuccessful will be informed and placed on a waiting list.

developmental needs may access a second year of funded kindergarten. (Please refer to

Parents/guardians of children applying for a second year of funded kindergarten will need to submit an Enrolment Application Form for a second year. This needs to be clearly



CHILDCARE Application for a place

Enrolment applications for children to attend the service from parent/guardians will be accepted at any time. Some centres also have LGA central enrolment systems. A separate enrolment form must be completed for each child and enrolment forms are available from the service. A copy of each e included with the enrolment form Allocation of places

Places will be allocated to eligible children who are on the waiting list in accordance with the selection criteria of the service.

waiting list. Parents/guardians, who do not wish to accept the offer of a place, or withdraw their

application, will be required to notify the centre as soon as possible. Once a family has accepted a place at the service they are required to pay a bond,

which is the equivalent of two weeks fees in order to reserve the place. Once a family has accepted a notice period of two weeks is required if a family wishes

to cancel a place. Parents are encouraged to notify the service if their child has additional needs in order

to assist with forward planning.



Education and Care Services National Regulations 2011

Education and Care Services National Law Act 2010 Section

Priority of Access Legislation (DEEWR) 2009

Human Rights and Equal Opportunity Commission Act 1986

Related to NQS Q.A 1, 6, 7



Kindergarten Fees

This policy will provide clear guidelines for:

The collection of 3 year old and 4 year old kindergarten fees

An equitable and efficient fee payment process for ECMS kindergarten programs

The collection of outstanding fees

PLEASE REFER TO THE KINDERGARTEN FEES COLLECTION POLICY IN THE ECMS FINANCE POLICIES FOR THE COMPREHENSIVE POLICY REGARDING FEES AND COLLECTION OF FEES The Department of Education and Early Childhood Development (DEECD) provides per capita funding as a contribution towards the costs of the four-year-old kindergarten program. Income from other sources, primarily fees, is required to meet all the additional costs Kindergarten Fee Subsidy (refer to Definitions) enables eligible families to attend the four-year-old kindergarten program at minimal or no cost. DEECD also funds eligible three-year-old Aboriginal and Torres Strait Islander children, and children known to Child Protection, to access kindergarten programs (Early Start Kindergarten) as outlined in the Victorian kindergarten policy, procedures and funding criteria, 2014. When enrolling in ECMS service families agree:

To pay for the services they receive

That they will immediately inform us in the event that they are unable to meet their financial obligations

That if they experience financial hardship they will work collaboratively with us to agree on a payment plan that ensures their account is paid in full within a specific time and their child continues to access education and care

That if they have a valid concession card they will indicate this on enrolment

Fees are calculated on a term basis, which includes all public holidays

Families who are recipients of any of the following concession cards are eligible for free or low cost kindergarten.

Families should advise the ECMS Fees Department if they have a:

Health Care Card

Pensioner Concession Card V ards

Aboriginal and/or Torres Strait Islander

A triplet or quadruplet attending in the same year

Temporary Protection/Humanitarian Visas, 447, 451, 785 or a Resolution of Status (RoS) visa, Class CD, subclass 851

Refugee/Special Humanitarian Visas, 200 217 (inclusive) Asylum Seeker Bridging Visas A F (inclusive)



Child Care Fees

ECMS is a not-for-profit community enterprise committed to supporting families from all cultures, backgrounds and abilities to access quality early childhood education and care. Operating within our values of inclusion and respect ECMS aims to ensure our services are affordable, offer quality and value for money and remain sustainable for future children and families.

PLEASE REFER TO THE CHILD CARE FEES POLICY IN THE ECMS FINANCIAL POLICIES FOR A COMPREHENSVIE POLICY REGARDING FEES AND THE COLLECTION OF FEES.

Enrolment Application Deposit

To confirm a new enrolment at an ECMS centre, families will be asked to make an enrolment application deposit which will be reimbursed on the first bill for services.

The deposit amount will vary based on the centre location. In the event that a Centre Coordinator believes the enrolment application deposit is preventing a familthe Coordinator has the discretion to reduce or waive the fee with approval from the ECMS Finance Manager.

Billing

Families will be billed on a fortnightly basis. Fees are expected to be paid 2 weeks in advance.

The preferred payment method is for families to set up some form of automatic payment, such as direct debit. Acceptable payment methods are salary sacrifice, direct debit, EFTPOS and BPay. ECMS centres do not accept cash.

Overdue Accounts and Late Payment Fees

Parents will be notified when their fee payments are due or in arrears.

A late payment fee will be charged when payments are in arrears without prior arrangements being made, in exceptional circumstances, if the Centre Coordinator believes that the family should be considered to have this fee waived, the Coordinator may arrange this with approval from the Finance Manager. An additional late payment fee will not be incurred until after 8 days or more. When an account is 9 15 days overdue, the family will be contacted by the Centre Coordinator who will verbally request payment within a maximum 2 week period and

When an account is 16-30 days overdue, the family will receive an account statement with an alert that notifies them of the overdue status and the late payment fees, calling for immediate payment. The Centre Coordinator will also contact the family verbally to suggest a payment

When an account reaches 31 days overdue or $1,000 in arrears, the family will be given a formal letter requesting immediate payment of the outstanding amount (including late payment fees) and an invitation to contact the Coordinator to arrange a payment. Copies of the le

In the event a family whose account is overdue 31 days or in arrears $1,000 does not establish contact with the centre coordinator to arrange payment of the account tthe service will be forfeited and the account put out to debt collection. In this event the family will not be allowed to return to the centre until the account has been paid in full and automatic payment arrangements have been agreed to and put in place.



Payment Plans

Families experiencing genuine difficulty with payment of their fees must agree to a payment plan with their Centre Coordinator. The payment plan should be designed to clear debts while maintaining regular payments for any ongoing early childhood education and care services, and it should be sustainable for both parties. The recommended additional payment each fortnight is 25%-50% of the regular fees paid by the family.

Payment Plans must be negotiated and agreed on the basis that ongoing fees for services will remain current and the additional payments are only to clear debts so that the arrears and late payment fees do not continue to increase.

The Centre Coordinator will write the payment plan and terms of the agreement into a letter, with the family and Centre Coordinator signing two copies. One copy will be kept on the family file at the centre, while the other copy will be given to the family.

Late Collection Fees

The daily fees are based on the opening hours provided for the centre. In the event that a family is late collecting their child from the service, additional costs are incurred.

If a family is delayed through unavoidable circumstances, they must contact the Centre staff to advise the details and when the child will be collected. If the centre has not been contacted a staff member will attempt to contact both parents and emergency contacts before calling the police. The late collection fee of $20 per half hour will be imposed at the Discretion of the Centre Coordinator.

Public Holidays

Fees are calculated on weekly basis including public holidays. Families will be charged for public holidays at the same rate as a regular day of care.

Family Holidays and Non-attendance days

When a child does not attend the service for reasons such as illness or holidays, families will

be expected to pay the regular fees for the place at the Centre.

If a family notifies the Centre in advance, they may be able to negotiate a reduced rate for up to 2 weeks holiday per year at the discretion of the Centre Coordinator.

ECMS Annual Conference Closure

ECMS believes that ongoing professional development and training is vital for our staff to remain at the forefront of their profession and continue to provide quality early childhood education and care. Each year all staff will attend the annual conference. On this day in mid-August, all ECMS centres are closed. Families will need to arrange alternative care for their children on this day and will be notified of the date in advance. Families will not be charged for services on this day.

Cancellation of Booking

Families are asked to provide 2 weeks written notice of the cancellation of a booking. Fees will continue to apply until a written cancellation of the booking is received.

Fee Subsidy Entitlements

Most Australian families are entitled to the Child Care Benefit (CCB) and the Child Care Rebate,



which is currently not means tested. The level of CCB entitlements varies according to the family income. To be eligible, families must contact and apply via the Family Assistance Office (FAO) and provide the Customer Reference Number to the Centre Coordinator. The FAO is available on 13 61 50 or www.familyassist.gov.au.

Childcare Providers. ECMS services will undertake every effort to advise the FAO of the hours of care provided to ensure that families receive the appropriate benefits and rebates from the FAO,

conditions of CCB and the rebate are available from the FAO.



Guide to the Education and Care Services National Law and Education and Care Services National Regulations 2011 Guide to the National Quality Standard http://www.acecqa.gov.au/links-and-resources/national-quality-framework-resources/

http://www.acecqa.gov.au/links-and-resources/national-quality-framework-resources/



Parent & Family Involvement

The active involvement of all families using ECMS services is strongly supported and encouraged.

spend time with the children and staff. ECMS fosters an open communication process between educators, parents, children and

educator and the nominated supervisor at any time to discuss issues around the care of their children. Parents are encouraged to meet with staff regularly to discuss development and learning goals and ensure they are in

educators as soon as is practically possible for example change of address, family composition, court orders etc. Centre Activity Information General information on the service, complaints procedure, staff photos, code of conduct and the daily lunch menu etc. is displayed on notice boards/wall in the reception area. The front entrance is used for immediate news of events and meetings. Parents are encouraged to communicate and make time to meet educators as required. Parent Information Sessions are planned by ECMS regularly to discuss changes to policy, topical issues around early childhood, parenting and parent information local to each community.



Education and Care Services National Regulations 2011 Regulations

Child Care Service Handbook 2011-2012

www.deewr.gov.au

Related to NQS Q.A - 6.1.2, 6.1.3, 6.2.2, 7.3.4



Volunteer and Parent Helper Participation

ECMS believes that volunteering is an avenue to develop strong partnerships between our services, families, volunteers, community services and the broader

Principle ECMS: Respects the primary role of families in the lives of their children and welcomes and

supports the participation of volunteers and family helpers. We will foster open and reciprocal communication between volunteers and parent helpers.

Values honest and open reciprocal communication between volunteers and family helpers and the service based on mutual respect, equity and fairness.

Values connectedness. Educators will assist volunteers and family helpers to feel connected with, and help them develop trust and confidence in, the service.

Respects the primary role of families. Our partnership with families will inform volunteers and family participation in our services.

ECMS staff will ensure that volunteers, work experience students and parent helpers are provided with adequate information, training and supervision to participate safely in the services.



3. ARRIVAL & DEPARTURES



Arrival & Departure Policy

All children need to be signed in and signed out at the Centre by their parent/guardian or authorised person.

Orientation Families new to ECMS early years services are encouraged to visit a number of times prior to the child attending. This will assist children to become familiar with a new environment and will assist the transition to be a relaxed and happy one. Families are welcome to join in and participate in the program in the initial settling in time. Arrival The Sign In/Out book is situated at the front of all services as you enter the buildings On arrival and after signing in, children will be welcomed by their educators. Children are

are encouraged to stay for a short while and settle their children into the program. The Sign In/Out book requires the following information to be completed every day:

Name of child/ren. Each child that attends regularly will be permanently entered into the book

Actual time or arrival and actual time of departure

Departure A child will not be handed over into the care of any persons that are not listed on the

and/or are under the age of 18 years. If it is intended that a person who is unfamiliar to the educators will collect your child, then it is imperative that educators are notified (preferably in writing). The person will be required to provide proof of identification before being allowed to collect the child. Where a change occurs during the day in regard to the collecting person, ECMS Educators must be notified as soon as possible and the person nominated must be documented on

permanent change. As with arrivals, the parent or authorised person must sign the child/ren out in the Sign In/Out book. These procedures are strictly adhered to in order to protect each child during transfer of legal responsibility. Security It is imperative that the front doors and gates of all services are closed behind you upon arrival and departure and no unauthorised people follow you into the service. The front entrance to all services is the only point of entry. Evacuations such as lock downs and security situations are practiced to ensure procedures are carried out confidently.



Late Collections It is a requirement that children attend on time and are collected on time. Please notify the service as soon as possible if circumstances arise that will result in late arrival or late pick up. If a child is left with us for an extended period without notification, listed emergency numbe to come and collect the child. Fees may also apply. Procedures to be followed for child/ren who are not collected.

1. Contact parents work/home telephone number 15 minutes after closure of the service.

2. If unable to contact parents, contact emergency contact numbers. (Parent(s)/guardian(s) must ensure that emergency contacts are able to collect child/ren at short notice). Educators will request that the emergency contact person collect the child/ren.

3. If the emergency contact cannot be reached or cannot collect the child/ren, educators will try to contact the parents again and other emergency contacts. Educators will also contact the ECMS Early Years Advisor for that service

4. If educators are unable to contact parents/emergency contacts within 2 hours of closure of services educators will contact the Department of Human Services Child Protection Services After Hours Service (operates from 5.00 pm throughout the night). The child will be placed into the care of the Department of Human Services Victoria.

5. The Department of Human Service Victoria duty worker who takes care of the child/ren will inform ECMS Educators Educators will leave a clearly visible sign on the door of ECMS service notifying parents of the

CHILD PROTECTION AFTER HOURS SERVICES: TELEPHONE NUMBER: 131278

Note: The Child Protection Service will be notified as an absolutely last resort when all other avenues for the collection of child/ren have been exhausted.




www.dhs.vic.gov.au

Related to NQS Q.A - 7.3.1



Absenteeism If a child is to be absent for the day, parents are requested to telephone their ECMS service as soon as possible so educators are aware and can plan their day. If the child is sick, informing services of nature of illness, symptoms and any diagnosis is helpful in containing the spread of illness. ECMS may choose to fill a vacancy, however this will not affect fees paid. There will be no refund if a vacancy is filled by another child who may require additional days.



4. PRIVACY & CONFIDENTIALITY



Confidentiality Policy

ECMS early years services acknowledges and respects the privacy of all families and educators. All information recorded and/or stored will be subject to the broader ECMS Privacy Policy. Information will not be given to any person without prior permission of the appropriate person (educators and parents). This includes personal information, addresses, telephone numbers, family composition etc. Parents can request at any time to ECMS services to have access to all records and information that concern them or their child/ren. All observations and recording of children in the service will be documented objectively and in an un-biased manner. Children and family information is kept in a locked filing cabinet in the office that is accessible to appropriate educators. All records remain the property of ECMS and shall not be removed from the Centre.

COLLECTION STATEMENT

We believe your privacy is important. Our service is bound by privacy legislation. ECMS adheres to the Privacy Legislation: Victorian Information Privacy Act 2000; Health Records Act 2001; Commonwealth Privacy Act 1988 (Amended 2000); and Human Rights and Equal Opportunity Commission Act 1986, in order to ensure that your information remains confidential within the agency. Otherwise, for all other transactions involving personal information, we are not covered by privacy legislation, and our Privacy Policy may not apply. ECMS has an obligation to the government departments who fund our programs to complete data forms and compile information on the work undertaken with families. ECMS also collects and collates data for research, continuous improvement, and social advocacy purposes. Personal information collected by ECMS is stored and used in accordance with our obligations under relevant privacy legislation, and may include making disclosures to external bodies for the purposes of audit or review to monitor our compliance with standards the ECMS is required to meet in relation to the services it provides. If you are unsure about this, please contact the Early Years Advisor. Disclosure of personal information, including health information We may disclose some personal information, including health information, held about an individual to:

Government departments or agencies as part of our legal and funding obligations;

Local government in relation to enrolment details for planning purposes;

Organisations providing services related to employee entitlements and employment;

Anyone to whom the individual authorises us to disclose information.



Access to information Parents and children have rights to access any information held by ECMS under applicable privacy legislation. A request to access personal information held by the ECMS should be made to the relevant Nominated Supervisor of the service. Under applicable laws, ECMS is able to refuse a request for access to personal information in certain circumstances. Please see ECMS Privacy Policy.

Policy Created Date: July 2014 Policy Review Date: July 2015 Sources and Further Reading:


Privacy Legislation: Victorian Information Privacy Act 2000

Health Records Act 2001; Commonwealth Privacy Act 1988 (Amended 2000)

Family Law Act (Commonwealth)

www.dhs.vic.gov.au




Use of Images of Children (including photography and social media)

ECMS early years services complies with privacy legislation in relation to photographs, videos and social media and will ensure parent/guardian permission is obtained before photographs are taken of the children using the service. All photographs taken involve practices that are respectful and provide security for children. All photographs/videos will be stored securely. Procedures The ECMS service enrolment form contains a statement requesting parent/guardian permission for their child/ren to be photographed as part of the program for internal display, service display, promotion and general ECMS marketing. Families/carers will be asked to complete a separate permission form for their child/ren where newspaper/media or external publications. The permission form wil

brochures. The photographer must have the permission of the Nominated Supervisor before photographs can be taken. This includes parents, politicians, media personnel, students and visitors to the centre. An educator / ECMS representative will be present at all times while the photographer takes the photos. It is the Nominated Supervisors ety and security is paramount in any decisions made regarding the use of their photographs. Those photographs and videos required for future display will be stored in a secure storage area and when no longer required will be disposed of safely.



Education and Care Services National Regulations 2011 Regs 181

-2009

www.deewr.gov.au

Privacy Legislation: Victorian Information Privacy Act 2000

Health Records Act 2001; Commonwealth Privacy Act 1988 (Amended 2000)

Human Rights and Equal Opportunity Commission Act 1986


http://www.deewr.gov.au/



5. COMPLAINTS PROCEDURE



Complaints Procedure Policy

ECMS is committed to the provision of high quality services to achieve its vision and mission to create opportunities for children, parents and communities to

complaints are a valuable tool in assisting ECMS to improve the quality and range of its services. Procedures Where a parent/guardian has a concern regarding the care and education of their child, they are encouraged to raise the issu educatorin the first instance, then the Nominated Supervisor if necessary. Every family is provided with clear written

Handbook and displayed for reference.

If the parent/guardian is not satisfied with the response to their concern, they are encouraged to contact the Early Years Advisors (contact details for this person are on the Parents Notice Board in the reception area of the centre). Should the parent/guardian feel the complaint remains unresolved then they may contact: General Manager of Service Development at ECMS Head Office. Tel: 8481 1100 Parents/guardians are also able to discuss any issues of concern with the Department of Education and Early Childhood Development - telephone number: Northern Region: (03) 9412 2729 Southern Region: 1300 3070415 Western Region: (03) 9275 7000 Eastern Region: (03) 8392 9300 Grampians Region: (03) 5337 8444 Parents/guardians need to be aware that under the current Education and Care Services National Regulations 2011, the proprietor (ECMS) is obliged to notify the Department of Education and Early Childhood Development, Northern Metropolitan Regional Office,

Services Adviser of any complaint or serious issue which occurs at the Centre.



Education and Care Services National Regulations 2011 Regs 75 -76; 80; 88(2); 93 (2); 93(5);

Education and Care Services National Law Act 2010 Section Section 3(3)(a)&(e); 174(2)(b)&(4) Victorian Government legislation (Health Records Act 2001 and the Information Privacy Act 2000).

Related to NQS Q.A - 7



6. FOOD & NUTRITION



Food and Nutrition Policy

ECMS abides by the health regulations, the Food Act 1998, National Regulations and the Start Right Eat Right guidelines for providing nutritious and healthy meals to children in our services everyday

Principles In ECMS childcare services children are provided with at least 50% of their daily recommended dietary requirements in the form of a variety of healthy and nutritious meals. These services employ a cook to prepare daily meals for the children. In ECMS kindergartens fruit and healthy snacks are supplied throughout the day and children are encouraged to bring healthy packed lunches ECMS consults with educators, children, families and relevant health agencies to ensure the delivery of a high quality diet to children attending. The Food and Nutrition Policy is reviewed annually. Families are encouraged to liaise with the staff to ensure special dietary requirements are catered for and modified meals are prepared for the children with allergies, sensitivities or intolerances. ECMS endeavours to take into account the cultural and religious needs of each of the children and families attending and meal times and food are part of the cultural calendar activities promoting awareness of the diversity of food and its meaning in different cultures. Food will not be used in any way to influence behaviour or encourage children to do things. Food will be available most of the time the programs are running and children will be offered a variety to encourage decision-making and choice. ECMS endeavours to provide access education and information to families and children around the importance of a healthy diet and the dietary needs of young children. Cooking will be part of the activities in programs for children. Meal times are an excellent time for socialising, learning and language development. At meal times educators will talk with children about food and encourage exploration of different foods. Weekly menus are displayed for families and educators. Educators are encouraged to eat meals with the children. Recommended dietary intake per week for children in childcare is:

2 serves of lean red meat 1 ½ serves of white meat (fish and poultry) 1 serve of vegetarian meals based on eggs, legumes, cheese and tofu. 10 serves of cereals and bread (minimum 2 high fibre per week) 15 serves of milk products including cheese, milk, custard and yoghurt. 5 serves of fruit (1 different variety per day) 5 serves of vegetables (1 different variety per day) Water to drink





Education and Care Services National Law Act 2010 (Vic)

Food Act 1998

Start Right Eat Right (Vic 2007)

Education and Care Services National Regs: 77, 78, 91, 91, 168

Related to NQS Q.A - 1



Food and Food Handling Policy

ECMS adheres to a food safety and handling plan to ensure correct practices for preparation, storage and handling of food.

Purpose To provide guidance on the appropriate methods and regulations relating to food and food handling, according to food safety requirements. Principle To ensure that the practices are followed by educators and other contractors while on site. Procedure This section is to be read in conjunction with the Food Safety Plan

Wash hands in accordance with the health regulation standards, before food preparation, after toileting, and after handling cooked meat.

Separate chopping boards for raw and cooked foods.

Food to be covered at all times.

Food to be stored in accordance with health regulations.

Expressed bottles to be bought from home and labelled.

Consume food on or before the use by date.

Maintain a separate list of special dietary requirements in kitchen and

Cater for children with special requirements

Display weekly menu.

ECMS childcare services provide breakfast, morning tea, lunch and afternoon tea for children. Lunches are provided every day, some with an assorted salad platter to begin each meal. ECMS kindergartens supply a range of fruit and healthy snacks throughout the day to accompany and complimen


Sources and Further Reading: Anaphylaxis Australia: www.allergyfacts.org.au (anaphylaxis policy) Better health website: www.betterhealth.vic.gov.au , Education and Care Services National Regulations 2011 Regs77-80 Dental Health Service of Victoria website: www.dhsv.org.au Department of Human Services of Victoria: www.goforyourlife.vic.giv.au

www.rch.org.au , National Quality Standards Get up and Grow-Healthy Eating and Physical Activity for Early Childhood

Related to NQS Q.A: 2.2.1, 2.2.2

http://www.allergyfacts.org.au/

http://www.betterhealth.vic.gov.au/

http://www.dhsv.org.au/

http://www.goforyourlife.vic.giv.au/

http://www.rch.org.au/



7. EDUCATORS



Educators Policy

The recruitment, supervision and ongoing employment of educators is governed by the ECMS Human Resources Policies and Procedures. All educators hold some form of qualification approved by the Secretary of DEECD and included in the list

Services Licensing Operational Guide or ECA. ECMS has a commitment to the delivery of high quality early education and care and educators are a major contributor to this. Educators are expected to have a personal value set that is aligned with ECMS

The CEO, Executive Leadership Team and the Board that are providing the framework for educators to operate services determine centre policy and position descriptions. The educator structure aims to use and develop the skills of individual educators to the best of their ability, to ensure efficient teamwork and to promote job satisfaction. A pool of casual qualified relief staff are ECMS employees and will be the first port of call in times of cover absence before calling on agency relief staff. Accountability The Early Years Educators are accountable to the Early Years Advisors and Centre Directors. The Early Years Advisors are accountable to the Regional Managers and they in turn are accountable to the General Manager The CEO holds full accountability for ECMS service delivery and this position reports to the ECMS Board. (See attached Organisational Chart) The Educators

educators and the Nominated Supervisor. As is required by the Education and Care Services National Regulations 2011, the educators schedule ensures that there are adequate educators on duty at all times during the running

A registered certified supervisor is on duty at all times and at least two educators are on duty at all times. has an allocated Room Co-ordinator/Leader to ensure the smooth running of the program and transitions. An Educational Leader leads the development of the curriculum and fosters reflective practice among all educators. The ratio for children under three years of age is one educator to four children. The ratio for children over three is one educator to fifteen children. All educators hold a minimum qualification of a Certificate III equivalent qualification as included in the list of early childhood qualifications for





Education and Care Services National Regulations 2011 Regs 123, 137

Education and Care Services National Law Act 2010 Section -

Related to NQS Q.A - 4.1.1, 7.1.1, 7.1.2,7.1.3, 7.1.4, 7.1.5



Professional Development Policy

ECMS is committed to building the capabilities, talents and effectiveness of its

strategic goals and the aspirations of individuals. ECMS has a professional development policy to ensure that each employee can reach their full potential and that each educator has access to the training and professional development to further develop their knowledge and skills. Policy The ECMS Professional Development Policy can be found on the People & Culture Pages on the ECMS Extranet. Procedure Staff Reflective Practice Professional Development Reviews (RPPDR) are conducted on an annual basis for all employees at ECMS.

ct these reviews. For educators, this will be their nominated supervisor and for the nominated supervisor it will be the Early Years Advisor. Educators will participate in the setting of objectives that align with the ECMS Values and their own personal and professional objectives. Each staff member will be given an opportunity to identify and record training or other needs that will assist in the achievement of the identified goals. Educators will take part in regular non-contact time, catch up sessions (at least three times per term) with the nominated supervisors to track progress of objectives and professional goals that have been identified in the RPPDR. Internal and external training opportunities will be available through the year based on emerging issues across the organisation and the educator's objectives and interests.



8. OCCUPATIONAL HEALTH & SAFETY



Workplace Health, Safety Wellbeing (WHS) Overview

Health, Safety and Wellbeing considerations are an important part of our daily lives. Not only for our individual protection, but for the protection of others and the environment. In order to maintain a high level of knowledge and awareness, each ECMS service is issued with a copy of the OHS manual. (Red folder) and access to an electronic copy on the ECMS extranet at OHS resources: http://extranet.ecms.org.au/resources/category/35 Please refer to ECMS' Workplace Occupational Health and Safety Manual (Red folder) The WHS (WHS) Program. Content of the folder:

OHS policy

OHS Issue resolution

WHS & wellbeing committee

Risk management

ce kit

Hazard / injury Incident reporting

Injury management / Return to work

Evaluation and review

Our Commitment:

ECMS is committed to: ECMS 9s ECMS is committed to:

Preventing injury and illness occurring in ECMS workplaces.

Consulting and co-operating with employees on health, Safety and wellbeing issues directly as well as through their Health and Safety Representatives (HSRs) and employee Representative organisations on OH&S issues affecting them.

Achieving continuous improvement through the monitoring and review of measurable targets and objectives and improvement of health and safety management systems and initiatives.

Complying with all relevant health and safety legislation; and allocating adequate resources to maintain healthy, safe and supportive workplaces.

ECMS will meet its commitment to Health & Safety by:

Providing appropriate information and training for Coordinators/managers (including senior management) and employees to enable them to perform their OHS roles and responsibilities.

Holding all levels of management accountable for the health & safety of employees under their management.

Consistently applying ECMS OHS procedures, practices and other relevant policies in accordance with statutory requirements and accepted health and safety standards.

Reporting, recording and investigating accidents and incidents and acting to prevent re-occurrence.

http://extranet.ecms.org.au/resources/category/35



Reducing health, safety and wellbeing risks through a documented process of hazard identification, selection, implementation and review of risk controls.

Monitoring, reviewing and improving health, safety and wellbeing management systems.

ECMS employees, visitors, volunteers and contractors are required to:

Report hazards and incidents.

Participate in training.

Consult and cooperate with ECMS on safety related matters.

Follow safety instructions and observe the wearing of personal protective equipment as required.

Questions about ECMS WHS should be directed to your Supervisor, HSR or Workplace Health, Safety and Wellbeing Advisor



Occupational Health and Safety Act 2004,


National Law: Section 167, Reg 104,

www.worksafe.vic.gov.au

Related to NQS Q.A - 2.3.2,3.1.1, 3.1.2



Building Safety Checks and Maintenance of Buildings and Equipment Policy

To provide an environment, which is safe for the children, educators and the community at all times, regular safety checklists and checks will be completed to ensure buildings and equipment are safe for children and educators. Procedure The health and safety of all children is of major concern to all staff and parents using ECMS services.

Early Years Advisors in consultation with Nominated Supervisors and Regional Managers

to the compliance and maintenance requirements of all building that host/house ECMS early years services.

To ensure s and educators safety whilst in ECMS services, educators and nominated supervisors will monitor and maintain the indoor and outdoor environment and conduct regular safety inspections by:

Undertaking daily inspection of indoor and outdoor environment following a safety checklist, which covers the grounds as well as outdoor equipment and fixtures.

Completing a regular maintenance record and discussing this with the Early Years Advisors

Reporting any hazards to the nominated supervisors

Inspecting toys and equipment before each use

Discarding any broken or damaged toys/equipment that cannot be repaired

Replace equipment when necessary

Wash equipment regularly. All toys must be cleaned/washed before being returned to the storeroom

ECMS does not own any of the buildings that they operate from so require the property

were constructed prior to 2000 so may contain asbestos material. All ECMS services have a register which details;

If asbestos material present

Where it is located

The condition of the material

Action required

Audits conducted in 2014 have indicated that there is no risk to health or safety from exposure to asbestos. The audit program is an ongoing monitoring program conducted by the property owner.







National Law: Section 167, Reg 104,

www.worksafe.vic.gov.au

Related to NQS Q.A - 2.3.2,3.1.1, 3.1.2



Water Safety Policy

Children can drown in as little as a few centimetres of water, therefore it is essential that access is restricted by safety barriers, and that they are constantly supervised around water. Toddler pools, backyard ponds, bathtubs, the washing machine, buckets of water and even pet drinking bowls must be recognised as potential drowning hazards. Drowning is the second leading cause of death for children aged 0-14 years in Victoria. Infants and toddlers are the group most at risk of drowning. ECMS aims to educate children, educators and parents about the risks of playing with water. ECMS services aim to prevent and minimise any accidents relating to water play with the children. Procedure

ECMS believes water play is an essential sensory experience and an important learning

activity that promotes many domains of development, aids understanding of safety and

awareness of different elements.

In providing children with access to water play and activities involving water, including

bathing, washing, watering the garden or cleaning up, the educator will:

Ensure there is a clear and shared understanding of water use and water safety that

all staff, children and families are aware of

Ensure educators maintain close proximal supervision of children around activities

that contain water AT ALL TIMES

Ensure educators discu children so they develop

understandings and awareness of how to play with water safely

Always empty water troughs, buckets and containers immediately after use to

prevent accidents

Identify water risks in the building and conduct regular risk benefit checks




Education and Care Services National Regulations 2011-Reg 168 (2)(a)(iii)

National Law Act (2010)

Kids Safe Victoria-www.kidsafe.com.au, water safety victoria-www.watersafety.vic.gov.au

Related to NQS Q.A.2.3, 2.3.1, 2.3.2,Q.A 7



Storage and Handling of Hazardous Substances Policy

To ensure that all children are cared for in a safe environment at all times, children, educators and families are protected from the risk of potentially dangerous products.

Principle In day-to-day operation in all ECMS services, the use of cleaning chemicals, which are potentially dangerous products, will be required to maintain healthy, clean and safe environments. ECMS will attempt to minimise the use of hazardous products wherever possible without jeopardising hygiene. All potentially hazardous products and chemicals will be stored in areas that are inaccessible to children. All cupboards and areas where chemicals are stored have large clear warning notices. Procedure Nominated supervisors and educators will be responsible for ensuring that potentially hazardous products, including plants and other objects, are inaccessible to children at all times. Educators will:

Ensure that soiled nappies and soiled clothing are inaccessible to children and in covered containers

Clearly label all detergents, cleaning products, chemicals and medications and ensure these are stored out of reach of children at all times

Safety Data Sheets (SDS) from the manufacturer will be displayed where the chemicals are stored and these will be annually checked and up to date

Ensure the chemical storage area is clearly labelled and marked as a hazard zone

The building and outdoor areas will be checked on a daily basis for any hazards including vermin, animal excrements (e.g. possums), foreign objects, rubbish or pests

Ensure that the when purchasing cleaning products that the least hazardous and most environmentally friendly product will be selected

Minimising the risk to children, educators and families To minimise the risk posed by hazardous products, ECMS will:

inform all educators of the products used and where they are stored

train educators and in handling, using, identifying and storing hazardous products on the premises

provide information and directions on how to correctly prepare/dilute hazardous products are clearly displayed



ensure use of correct personal protective equipment e.g. disposable gloves are worn when handling hazardous products.





Education and Care Services National Law Act 2010: Section 167

Related to NQS Q.A. 2, 3, 7



Smoking

Smoking is prohibited in all ECMS premises, both inside and outside the building and on footpaths in front of all ECMS Services.






Related to NQS Q.A. 1, 2, 3, 4, 5, 6, 7



9.



Supervision of Children Policy

ECMS has a supervision procedure that meets DEECD regulations and ensures that children are adequately supervised at all times by qualified Educators and there is adherence to the maintenance of the legal child/staff ratios Purpose ECMS Educators have a duty of care to actively care for, interact with and supervise the children in their care at all times whether they are indoors, outdoors, sleeping, using the toilets or on excursions. Every child in ECMS services will be in the care of an educator and that person is responsible for the safety and wellbeing of that child during the time they spend in ECMS care. Children will be supervised constantly, actively, positively, respectfully and diligently. Principle Active and purposeful interaction care and supervision The care and education offered at ECMS services involves meaningful, purposeful and careful interactions with children at all times. Every experience is a potential learning experience from nappy changing to reading. Children will be encouraged to explore, be curious and make decisions about what they do. Children will be supervised at all times, both inside and outside. They will be encouraged to use and explore the variety of spaces available to them and have a context and understanding of where they are, where the centre is in relation to the rest of the community. Constant supervision and the whereabouts of children at all times is critical part of the educator's duty of care.

Procedures Educators will:

monitor indoor and outdoor environments daily for hazards

arrange the environment to facilitate choices for children and ensure that their whereabouts is known to educators at all times

ensure that they are available and focused on the needs of the children at all times and be responsive and mindful in their care and supervision of children

behind a tree or hiding), educators are aware of where they are at all times be especially mindful of risks when children are engaged in activities such as

cooking and play that is in or near water be in close proximity to the children at all times to enable prompt intervention

to prevent injuries e.g. on climbing equipment to intervene when necessary to manage any inappropriate behaviour in order to

safeguard the children from psychological or physical harm. For further information refer to the Behaviour Management and Limits Guidelines

ensure that there is a balance of activities to allow for appropriate supervision and to ensure that educators resources are not stretched

build relationships with children and develop an understanding of their needs in terms of supervision, assistance and developmental stage and milestones

regularly account for each child especially at transition times, after a break, when moving indoors from outdoors and moving from one room to another

ensure children are accompanied by an adult at all times

Nominated Supervisor to regularly check sign in/out book is completed correctly

be aware of the people who have the authority to collect children and will only ever release children into the care of authorised people



Educator :

Educators will work together as a team and foster open and supportive communication whilst caring for children. ECMS Educators will:

inform each other before they leave an area they are supervising and inform each other when they return

seek support and advice from each other when supervising the children remind each other of service practices

continuously assess and review care and supervision practices of children to

Educator rosters:

The ECMS Educatorinteraction, care and supervision of children by ensuring that:

Child/Educators ratios are maintained at all times

Educators are available to meet and farewell children and families

Educator standards are maintained during break times Educators will inform their colleagues if and when they leave rooms

Programs and experiences are well supported by active supervision by ECMS Educators

Children are well cared and supervised at all times with particular attention to personal care i.e.

- toileting - nappy changing - eating and drinking - sleep/rest periods

In addition when planning excursions ECMS will only run an excursion if there is adequate staffing for the presenting needs of the children. This may mean higher child staff ratios at times.



Education and Care Services National Regulations 2011 Regs - 101,176,166,168

Education and Care Services National Law Act 2010 Section - 165-167,174

Related to NQS Q.A 1, 2, 3, 4, 5, 6, 7



Excursion Policy

ECMS will seek to provide children with access to a wide variety of educational experiences that will enhance and build on learning and development. Regular organisation of excursions within the local and wider community will be scheduled to promote learning and form connections to the local and broader community and society in which they live. Purpose The purpose of this policy is to facilitate a provision that will knowledge of the world around them and encourage a sense of community participation and belonging. Excursions will be based on their interests and needs of the children participating. Every child in ECMS services will be in the care of an educator and that person is responsible for the safety and wellbeing of that child during the time they spend in ECMS care. Children will be supervised constantly, actively, positively and diligently Principle

ECMS respects the rights, values and expectations of children and families and this will be considered when making decisions about excursions.

ECMS values and nurtures the uniqueness of each child, we will listen to children and include them in decision making about excursion activities

Staff will respond to the specific needs of all children, each child will be considered when evaluating the educational potential, assessment of risk and making decisions about excursions

Recognises that children are both vulnerable and capable, they will be taught to care ety and wellbeing while on regular outings and

excursions

Procedure Ensure that planning, evaluation and risk assessments are conducted before each

excursion Complete Excursion Request Form and submit to relevant manager at least 4 weeks

prior to excursion date (See Appendix 1) Inform families well in advance and obtain written consent from parent/guardian to

take children off the premises before they leave the service (see Appendix 2) Ensure a risk management plan is drawn up for each excursion and that this is

provided to the relevant manager prior to the excursion (see Appendix 3) Ensure all emergency contact details, full first aid kit, emergency medical

plans/permissions, plus medication (if required) and a full list of all children attending are taken on the excursion and kept with the Nominated Supervisor of the excursion

Ensure all children attending are clearly identifiable with name and contact detail badges of staff attending the excursion. Also that all children are wearing immediately identifiable attire for example same coloured hats or shirt

Ensure adequate child/staff ratios apply according to need. This may require higher staff to child ratios depending on individual children and the nature of the excursion



Education and Care Services National Regulations 2011 Regs- 165, 166, 167, 169

Education and Care Services National Law Act 2010 Section 77, 99 102, 121-124, 136

Related to NQS Q.A- 1; 2; 4.1; 5.1; 5.2; 6; 7.3



10. EMENTS



Clothing Policy

ECMS will ensure that children are comfortably and appropriately dressed throughout the day, especially in respect to weather conditions, play activities and safe sleeping guidelines. The ECMS Sun Protection Policy should be read in conjunction with this policy. Procedures Dressing for weather conditions

Parents are asked to provide a warm jacket and hat/beanie for children to wear outside in colder weather and summer hats, which are wide brimmed, or legionnaire style in the summer. Dressing for play

Clothes and shoes that allow children to feel comfortable and which are suitable for ay are encouraged. Children should wear shoes which enclose their

feet and allow a firm grip when climbing. Thongs, clogs and moccasins are not appropriate footwear. ECMS encourages children to play freely and to get involved in messy experiences such as art and craft, water play, sand play and digging in mud patches (occasionally with water). We ask that children never be sent in clothes that must be kept clean as a child who is worried about getting clothes dirty will be restricted in their play. The centre will provide protective smocks and aprons for the children to wear. If children are not comfortable

children to play safely. Clothes that fit properly, without being too loose or tight, allow children to move freely and comfortably and participate freely in experiences. Parents are asked not to dress children in clothing, such as long skirts, which may catch on climbing equipment. Dressing for safe sleeping

During rest/sleep time restrictive clothing and footwear will be removed. The educators will ensure that:

the room temperature is satisfactory for a comfortable rest

children do not rest near heaters, and

children are dressed warmly for rest/sleep time and checked regularly to see that

they are covered

Dressing for independence

Educators encourage children to dress and undress independently. Parents and guardians are asked to dress their child in clothes that allows them to practice and develop their self-help skills, for example:

Elasticised waist pants or skirts

Velcro strap shoes



No overalls, zips or belts For children who are not yet toilet trained, disposable or cloth nappies need to be

provided. A change of labelled clothing for all children is required.

Shoes for safe play and comfort

ECMS asks parents to dress their child in well fitting, safe, comfortable footwear, which allows them to run, jump, climb and ride bikes. In warmer weather, children should preferably wear closed toe sandals with a broad heel base for increased stability. The children may remove their shoes for playing e.g. in the sandpit. Children should not wear thongs, jiffies, or shoes with high heels. In colder weather children should wear closed footwear such as boots or sneakers. Leather shoes are preferable because they are durable and can breathe. Things to remember when choosing footwear:

A broad toe box- if the shoe is too shallow this can cause pressure on the toes

Footwear should fit the longer of the two feet and there should be approximately

8-10mm of room beyond the longest toe

The heel counter should be firm and feel snug as this helps to keep the heel and the

foot stable

A shock absorbing sole- to minimise jarring through the foot, leg and spine

Respect for children and families

Educators will convey respect for children and an appreciation of their individuality by building in opportunities for them to make choices in relation to getting dressed, and the

learning are the most important. Educators and families attitudes towards privacy and modesty when children are having their clothes changed or are dressing themselves. Older children will have access to safe comfortable and private spaces for dressing and changing. Educators will work with children and families to ensure that individual needs and preferences are understood and catered for. Respect is important in addressing issues about clothing with families. Educators will work with families to have a better understanding of their particular cultural traditions regarding clothing and understand that there may be a range of cultural and religious issues related to dress. Educators Model appropriate dress

Educators are required to wear sunhats and suns safe clothing while outside, and wear clothing and shoes that are safe, and that allow them to comfortably and easily interact with and care for the children. Parent(s)/guardians are requested to clearly name hats, shoes and other articles of

clothing. Clothes should be sturdy, washable and easily removable, particularly for those

children who are beginning toilet training. Clothing should be comfortable for a busy day

of art activities and outdoor play.




Sources and Further Reading: www.podiatrycare.com.au ,

SIDS and kids safe sleeping childcare kit

Sunsmart (Victoria)

www.raisingchildren.net.au

Related to NQS Q.A. 2

http://www.podiatrycare.com.au/

http://www.raisingchildren.net.au/



Jewellery

Jewellery is best left at home. It can pose a danger to children and staff in the daily activities of play and learning. No responsibility can or will be taken by educators for security of jewellery or any other valuables brought into the service from home.





Related to NQS Q.A. 1, 2, 3, 4, 5, 6, 7



Sun Smart Policy

ECMS policy has been developed to ensure the health, safety, and wellbeing of all children, educators, students and volunteers regarding healthy UV exposure balance. It has been designed to ensure that our children and Educators are protected by using a combination of sun protection measures and by providing a safe outdoor environment that provides shade at appropriate times. It is implemented throughout the year with sun protection measures used from 1st September until 30th April each year. Policy Objectives Children, educators, students and volunteers must be protected from the sun whilst playing and working outside. Outdoor play is developmentally important for all children and is encouraged all year round. We understand that Vitamin D is necessary for the development and maintenance of healthy bones and muscles and for general health. It is essential to ensure the children, educators, students and volunteers are always appropriately protected for outdoors. Overexposure to UV during childhood is a major risk factor in determining future skin cancer risk. Particular care is taken during the hours of 10.00am 2.00pm (11.00 am - 3.00 pm daylight savings time) and when the UV Rays are high. Educators access the daily SunSmart UV Alert at sunsmart.com.au to find out daily sun protection times and assist with the implementation of this policy. Procedure In relation to parents/guardians:

1. Be informed of the Sun Smart policy

2. Required to give authority for Educators to apply sunscreen to their children

3. Required to provide Broad-use if allergic to ECMS

4. Reinforce thmeetings.

In relation to children:

Sunscreen:

Broad-Spectrum 30+ UVA/UVB sunscreen will be supplied by ECMS

Is to be applied at least 15 minutes before going outside, where possible

Is to be applied twice a day and otherwise appropriate from September to April.

Is to be re-applied after playing in water

From 3 years of age, children are encouraged to apply their own sunscreen under supervision of Educators.

We recognise the special needs of infants and all babies under 12 months and that they be kept out of direct sun from September to April.



Clothing & Hats:

A wide brimmed hat or other hat that shades the face back of the neck must be worn whilst playing outside.

Children should wear clothes, which have a collar and sleeves to protect them from the sun.

Environment & Shade:

undercover area.

Program:

Teaching about skin care and ways to protect the skin from the sun will be

stage of development.

By providing children with protection from the harmful effects caused by

Edultraviolet radiation and the benefits of exposure to the sun for Vitamin D.**

Provide gross motor activities indoors and in undercover areas.

In relation to educators, volunteers and students:

Educators will be role models for the children and follow the procedure below:

Sunscreen

Educators and children will be supplied with sunscreen and there is expectation that it will be applied

Clothing:

Educators should wear a hat that protects the face and back of the neck whilst outdoors.

Educators should wear suitable clothing which has a collar and sleeves to protect them from the sun.

Environment:

Wherever possible, educators will remain undercover, or inside, between 11am and 3pm.

**Vitamin D is a hormone needed to regulate calcium levels in the blood. It is also necessary for the

development and maintenance of healthy bones, muscles and teeth. In Victoria from September to

April, most people should receive enough vitamin D simply by being active and outdoors for part of

each day. Generally a person only needs a few minutes of sun exposure mid-morning or mid-

afternoon, on most days of the week. People with naturally very dark brown or black skin need 3 - 6

times more sun exposure. (Victorian Cancer Council 2014)





Education and Care Services National Regulations 2011 Regs- 165, 166, 167, 169

Victorian Early Years Learning and Development Framework (VEYLDF)

National Early Years Learning Framework (EYLF)

Building Quality Standards Handbook (BQSH): Section 7.5.5 Shade Areas

Healthy Eating and Physical Activity Guidelines for Early Childhood Settings: Section 2: Physical

activity

Occupational Health and Safety Act 2004

SunSmart Victoria: www.sunsmart.com.au

Related to NQS Q.A- 2.3.2

http://www.sunsmart.com.au/



Sleep and Rest Policy

ECMS has a sleep and rest procedure that ensures that children are supported in their need to sleep and rest

Sleep/rest time depends upon the needs of individual children. Most children from birth to six years will need to sleep/rest. Sleep/Rest time is important as it also teaches children to learn to relax and to promote healthy bodies. Relaxation is a very important skill to learn from childhood. Staff will consult with parents to determine babies individual sleep/rest requirements, in order to promote continuity for the child between the Home and Centre environments: Procedure Children aged three - six years only sleep if they need to, only for as long as they need to. If children are having a very long sleep, more than 2 hours, we will open the blinds and make normal noises in the room, in order to awaken the children slowly and respectfully.

We will: Create a sleep/rest time environment which achieves a calm and relaxing atmosphere,

Staff members will remain with children whilst they settle to sleep/rest, and will monitor and supervise all sleeping/resting children within their care. It is a department requirement that sleeping children are diligently supervised by the Educators in that space during sleep time.

Provide a mattress/cot /linen for each child to sleep on (All cots meet the Australian Standard. There will be no more than 25mm gap between the sides and ends of the cot and mattress)

Wash bed linen weekly, between when soiled

Encourage each child to rest, if not sleep, for at least a short time

If children have reached a stage where sleeping during the day is not part of their routine, parents are encouraged to discuss this with Educators

Comfort those children who need it when they first wake up, wherever possible

Allow children to remain on their beds for as long as they need to, once awake

Spray and clean mattresses with warm soapy water on a weekly basis

Replace mattresses when damaged and/o



The centre follows the recommendation for safe sleeping for Babies from SIDS and Kids Health Promotion; this includes:

cot. Older babies, who can turn and move around the cot, will be placed in the cot on their backs, and then allowed to find their own comfortable sleeping position.

Make sure the babies do not get too hot, remove excess clothing and blankets.

Doonas and cot bumpers will not be used



Education and Care Services National Regulations 2011 Reg - 81

http://www.syh.com.au.SIDS and Kids (2005)

Fast Facts: Past Present and Future. Retrieved 31st Oct 2008 from http://www.sidsandkids.org

Australian Competition and Consumer Commission (ACCC) (2006)

Keeping baby safe a guide to nursery furniture. Retrieved Oct 31st 2008 from

http://www.accc.gov.au/content/index.phtml/itemld/655340

Related to NQS Q.A - 2.1.2, 2.1.3,2.1.4

http://www.syh.com.au/

http://www.sidsandkids.org/

http://www.accc.gov.au/content/index.phtml/itemld/655340



Toileting Independence Policy

ECMS is committed to ensuring that all services: Provide all children with the opportunity to attend early childhood services

regardless of the levels of their toileting independence Principle No pressure is placed on any child to use the toilet, but children who begin to show an interest in toileting are encouraged. Toileting is to be undertaken in a positive and rewarding manner in consultation with the parent(s)/guardian(s). Children will not be punished or in any way shamed or humiliated for lack of progress or accidents. Staff are responsible for the personal care of children during this time of developmental transition. Educator regarding toilet training education for children. This should occur concurrently at home and at ECMS. It is important that there is consistency in expectations for successful toilet training. Educator arly with parent(s)/guardian(s). Educators will encourage children to:

Manage their own toileting and changing where appropriate Flush the toilet after use

Wash their hands after using the toilet

Tell the staff if they have had a toileting accident Educators will:

Take the child back to the play area Spray area with disinfectant

Wash hands

Remember to interact appropriately, and reassure the child during this process

Record nappy/clothing changes to ensure that parents/guardians are kept informed

When a child is wet or soiled staff will:

Reassure the child that they have not done anything wrong

Place wet or soiled clothing into a plastic bag, and tie up the bag

el, staff should assist the child to develop independence by talking them through the required changing procedure

Collect a dry nappy, and clothing where needed

Take the child to change room / toilets Tell the child what they are going to do

Place paper towel on change mat

Where appropriate, place the child on the change mat

Put on rubber gloves Remove the soiled nappy and or clothing, rinse if required, and place in a plastic

bag to be sent home at the end of the session if required using warm wipes / washer, or if appropriate instruct,

or assist the child to do this Dispose of wipes / washer appropriately







www.earlychildhoodaustralia.org.au

Related to NQS Q.A - 1.13, 2.1.2, 2.3.1



11.



- Overview

All ECMS programs are based on strengths and interests. They are designed to be developmentally appropriate and informed by the National Early Years Learning Framework The programs are based on the belief that each child is unique and precious and that children learn and develop by exploring and interacting with their environment in a safe and secure space

development. Children have the freedom and choice to investigate, explore and discover their environment in a safe space. Children are encouraged to develop positive relationships with their peers with the assistance of educators. Educators work with all the children but have particular responsibility for children of a specific age. Program planning is the responsibility of all educators. Portfolios are used to

dialogue, written observations, learning stories, group projects and investigations and the interests of the children guide

plans on a daily basis. Educators will refer to The Early Years Learning Framework for Australia and the Victorian Early Years Learning and Development Framework as a guide when program planning. There is opportunity for parents to have input to this planning through regular

experiences. Activities include:

language and literature music and movement art and craft dramatic play science and maths experiences sensory motor activities activities to promote physical co-ordination and fine motor development

Services are organised into activity/experience areas that children can access at all times: books and puzzles, construction play and blocks, art and sensory materials, dramatic play and outdoors. Children are able to choose for themselves the learning experiences they would like to be involved in. Some activity areas are always available and may change

while other planned activities are initiated by educators at appropriate times during the day. Educators will support children in making choices, where appropriate. Children are encouraged to develop their independence through daily routines such as feeding, dressing, toileting and packing away.

foster secure bonds between children and educators developing a strong sense of trust

provide a stimulating and caring environment that encourages children to develop to their full potential



integrate children with additional needs develop a sense of fun and enjoyment develop positive self-esteem and confidence develop self-motivation and creativity develop and gain effective communication skills develop problem solving techniques, to question and be curious develop independence consolidate skills and acquire new ones show respect for others, peers and adults and to respect equipment provide equal access to the program provide freedom and choices within limits provide a balance between the need for active as well as passive play, indoor and

outdoor play, groups as well as individual experiences. Programs are displayed for parents/guardians interest and comment.

Portfolios are created and regularly updated by educators to document the stages of development and learning for each child during their time in the service. These portfolios are the property of the children and are available to parents/guardians at all times to see and contribute to.

ment and learning educators.

File notes may be recorded should there be a specific incident, conversation or interaction that might need documenting. These remain the property of ECMS and will be filed in the

d copy records for information and clarity Excursions Excursions are seen as part of the ECMS program. Please see Excursion Policy pg 50)

farm animals, puppet shows, drama workshops and music and movement sessions. The costs of these incursions are calculated into the term fees. Evaluation The program is evaluated on a daily basis through the observation of children by educators and through sharing discussion at educators meetings.

school readiness with the preschool teacher at any time throughout the year. Educators are encouraged to critically reflect on their own practice to continue to improve and ensure best practice. An open and honest approach is taken when reflecting in staff planning and meeting times.




Sources and Further Reading: The National Early Years Learning Framework for Australia, Victorian Early Years Learning and Development Framework Education and Care Services National Regulations 2011 Reg 73-76, Education and Care Services National Law 2010 Section 168 & 323

Related to NQS Q.A.1.1&1.2



12. POSITIVE GUIDANCE & HEALTH POLICIES



Positive Guidance Policy

Educators will set limits which allow the group or individual child to operate in a

All limits are explained to each child. Where there are any behavioural concerns, parents will be informed and a discussion time may be arranged. At no time is emotional or physical punishment used as a form of discipline Principles Children are encouraged to develop self-reliance, socially acceptable behaviour and awareness of themselves as part of a group of people. They are encouraged to resolve conflicts and have their needs met without the use of aggressive or destructive behaviour.

development. If further strategies are required, parents/guardians are involved in assisting educators

All children need a safe and secure environment and positive interaction with adults and other children

Encourage positive behaviour in all children ensuring that they are respected and valued as individuals, paying attention to their social, cultural and developmental influences

Role modelling and setting positive limits for behaviour is important for the safety and protection of children, others and the environment

Help children learn the outcomes of their behaviour and thus develop an understanding of how their actions affect others

Procedures educators aim to provide each child with clear

explanations as to why a particular behaviour is unacceptable and redirect the child to support them to find alternative acceptable behaviours. Limits are set with a gentle, firm and consistent approach. Redirection in a positive manner, to deter unacceptable behaviour as opposed to negative or physical direction, is of greater value to children.

to resolve their problems with one another.

Different strategies will be developed for different children to help them to work co-operatively and collaboratively with others, taking into account their temperament, age and understanding

Children are given opportunities to take on responsibilities and develop the ability to do things for themselves.

self-esteem is developed through encouraging self-help skills

Children are included in decision-making and the setting of limits and the deciding of consequences for behaviour. Natural and logical consequences are used to help children understand the reality of a situation

Ensure children are not put in a position where they feel frightened, ashamed, embarrassed, insecure, or isolated. For example, NEVER TIME OUT, instead, distract and redirect by moving to different environment and prompting engagement in activity and experiences

Acknowledge that it is the behaviour that is inappropriate and not the child;

Develop relationships with children that will help inform what the triggers might be

Children are encouraged to develop social skills that allow them to resolve conflicts without the use of aggressive or destructive behaviours.



In situations that require adult intervention and support, educators will provide the children with clear explanations as to why a particular behaviour is not respecting the rights of others. Children and educators work together to find alternative solutions.

Collaboration is encouraged between children, parents and educators to develop strategies to support age-appropriate social skills within each group of children.

When managing challenging behaviours staff will:

Discuss with the family/guardian the challenging behaviour displayed by the child

Consult with other services such as Preschool Field Officers, Inclusion Support Facilitator and Development Officer etc.

Discuss with parents referral for specialist assessment, additional adult support

Assess any training or support required for the staff or family/guardian, which could include advice from the Preschool Field Officer

Develop a behaviour guidance plan in consultation with the family/guardian that is clear and easy to follow by all staff, children family/guardian and/or volunteers working with the child

Refer the situation to the ECMS EYA if at any time additional support is required





www.earlychildhoodaustralia.org.au The DEECD Practice Notes 6 - 11 (Sourced August 2010).

Related to NQS Q.A - 1.13, 2.3.2, 2.3.3

http://www.earlychildhoodaustralia.org.au/



13. HEALTH POLICIES AND GUIDELINES



Health Policies & Guidelines

The following policies and guidelines have been established to protect all children and educators from cross infection and to protect the health and safety of children in our care. The welfare of the child always comes before the convenience of the parents. The risk of infection is high if children are brought to the centre when they are unwell but can be greatly reduced by appropriate use of preventive measures. Parents/guardians are asked to respect the welfare of other children by not sending their child/ren when they are unwell. The best place for children when they are unwell is at home.



General Health Management Policy

A child will not be permitted to attend the Centre if he/she is too sick to take part in daily activities, including outdoor activities. In the best interests of all children, staff and families ECMS strongly encourages families to keep children at home if they are unwell. Parents/guardians will be required to collect their child from the service if the child:

has 2 loose bowel motions within the day vomits once within the day has a temperature of 38O C or higher a yellow/green discharge from the eyes (possible conjunctivitis) has head lice is particularly upset and cannot be settled by educators shows any signs or symptoms of any illness identified on the School Exclusion List requires 1:1 care where this cannot be provided

All educators working with the children are required to have an up to date First Aid Certificate. Emergency contacts nominated by families should be able to collect child/ren at short notice. Parents/guardians are to inform the nominated supervisors of any changes in emergency contacts etc There may be other circumstances where parents/guardians are required to collect their child/ren from the service, not included in the list above. This will be at the discretion of the nominated supervisors or educators and will always be based on the safety and wellbeing of the child. Other matters are critical to infection control:

A child with a rash should have a medical certificate before coming to the centre A child who has watery stools should not be returned to the centre until he/she has

been free of the diarrhoea for 24 hours or has a medical certificate stating that the diarrhoea is not infectious. If however, the child has an allergy or condition which regularly causes diarrhoea, parents/guardians should inform educators.

A child who has been vomiting should be kept at home until 24 hours after the vomiting has stopped. Micro-organisms which cause vomiting and diarrhoea are highly contagious and will spread through the Centre very rapidly.

Contagious Conjunctivitis is an infection of the eyes, characterised by redness, a yellow discharge and watering. This condition requires medical treatment and children may not return to the centre until after 24 hours on the medication and the discharge has cleared.

Parents should be referred to a doctor if a child appears to the educators to have bronchitis.




Sources and Further Reading: Staying Healthy in Childcare 4th Ed, Guidelines for the control of Infectious Diseases-The Blue Book 2005, Education and Care Services National Regulations 2011 Reg 77,85,87,88,168

Related to NQS Q.A.2.1.1, 2.1.3, 2.1.4



Incidents Policy

Accidents/injuries to children and educators are to be recorded in the incident report book/folder/form. The nominated supervisors are to be informed of any event recorded on the form as soon as possible. Parents are to be informed of these incidents and sign the forms, to record their knowledge of the incident, ON THE DAY OF THE INCIDENT.

Incidents / Illness Records

An incident, injury, illness record is maintained by the Centre. The accident or injury incurred by the child or illness which becomes apparent while attending the Centre and the action which was taken by educators ll be required to sign the form when collecting the child. In the case of serious illness or accident, educators will attempt to contact the parent/guardian immediately. If emergency treatment is required, an ambulance will be arranged without delay. It is important that parents/guardians sign the authority for educators to seek treatment for children at a hospital or call a doctor and/or ambulance as emergency treatment may need to be given. Parents are requested to fill out the necessary information on ambulance subscription and treating doctor on the enrolment form. The incident, injury, illness record can be used for the following:

Accidents

Recording temperatures

Head lice and other infections

Behaviours such as child being sleepy, not well, biting, hitting etc. For serious incidents educators will complete the Serious Incident S101 and notify the Department.


Sources and Further Reading: Education and Care Services National Regulations 2011 Reg85-87,168

Related to NQS Q.A.2.1.4, 2.3.1, 2.3.22.3.3



Immunisation Policy

ECMS prefers children to be immunised, but accepts personal and cultural beliefs may prevent this. A conscientious objection form needs to be provided to ECMS if parents choose not to immunise their child.

Procedure It is preferred that children be immunised, however all children have access to the centre and children will be accepted with or without up to date immunisation. The nominated supervisor will explain to parents why we believe children should be immunised and will explain the possible dangers of children in group care not being immunised. When beginning at the centre parents of children who are not fully immunised will be informed that they will need to take the child out of the centre when there is an infectious disease and keep the child away until the centre is clear of the illness.

e coordinator of the c

coordinator each time children are immunised. To ensure we have curprocess:

Once a year we will carry out an immunisation audit. In August, each year parents

will be updated accordingly.

If immunisations are not current the nominated supervisors will assist parents to liaise with your Community Health Centre to make an appointment to update the

Educators will remind parents in the 12 weekly reviews to update immunisations if the child is required for their latest immunisations.

Refer to immunisation record which is completed for each child annually. This can also be done via Qikkids and a report maintained.


Sources and Further Reading: www.immunisehealth.gov.au, Australian Immunisation Handbook 8th Edition 2003, Education and Care Services National Regulations 2012 Reg-88,168

Related to NQS Q.A.2.1.1, 2.1.4,

http://www.immunisehealth.gov.au/



Exclusion Policy

Children who are not immunised will be automatically excluded from the centre if there is an outbreak of an infectious disease against which the child is not immunised, e.g. measles If there is an outbreak of an infectious disease or a suspected infectious disease then any child who has not been immunised must not attend the centre during the period stated, in accordance with the Victorian Department of Human Services Regulations. A list of diseases subject to exclusions is contained in the Department of Human Services Minimum Period of Exclusions Booklet.


Sources and Further Reading: www.immunisehealth.gov.au, Australian Immunisation Handbook 8th Edition 2003, Education and Care Services National Regulations 2012 Reg-88,168 Department of Human Services Minimum Period of Exclusion Booklet

Related to NQS Q.A.2.1.1, 2.1.4,




Health Information

Parents/guardians are required to inform Educators of any health-related problems. A

educators having the current information (eg, history of convulsions). Allergies or chronic conditions which the child may have should be discussed with educators, so that they are familiar with how they should attend to the child if necessary. This includes information regarding undiagnosed concerns where there is a referral ongoing or a waiting period for assessment. Medical plans, risk assessments and treatment processes must be in place for any diagnosed illness such as Epilepsy, Diabetes etc, BEFORE the child commences in the service. It is imperative that educators discuss any illness, medical condition or disability requiring treatment of a child during the process of enrolment.



Infectious Diseases

If a child is diagnosed as having an infectious disease, it is the parents/guardians responsibility to notify the nominated supervisors immediately. Parents/guardians will be notified of any cases of significant infectious diseases in the Centre. This information needs to be documented clearly with detail of diagnosis, time and date of notification. Educators play a key role in prevention of cross infection in the centre and hand washing is of the utmost importance. The guidelines of the Department of Human Services are followed by all educators. In dealing with blood, disposable gloves are to be used or if this is not immediately practical a barrier between the hand and the wound should be improvised eg. a piece of cloth.



HIV/ AIDS and Hepatitis

nominated supervisors of these

infections. This information will be confidential and not distributed to educators and families as a whole.


Sources and Further Reading: www.immunisehealth.gov.au, Department of Human Services Minimum Period of Exclusions Booklet (see Appendix 3) Education and Care Services National Regulations 2011 Reg-88,168

Related to NQS Q.A.2.1.1, 2.1.4




Prevention and Treatment of Asthma Policy

Parents/guardians of children with Asthma are required to ensure that the Centre nominated supervisors is given an Asthma information Sheet with written permission concerning the administering of medication. This must be completed and returned to ECMS immediately Asthma. A health and medication form is required to be completed on enrolment. When necessary, the treatment of Asthma will be administered according to the Asthma Foundation guidelines. All educators have attended an Asthma Accreditation Course. Rationale Studies show (Rubinfield, A.R. Pitman Health Information Series) that most fatal attacks of Asthma develop over a period of hours and that fatality has been due to long term symptoms. It is therefore imperative that educators be kept informed of each individual

attack and failing this, equip educators with the necessary tools to deal with a potentially life threatening situation.

Procedure Parents/guardians are required to inform educators information should either be written on the enrolment form on commencement or should the condition develop or change after the child has started, by informing the nominated supervisors verbally and in writing. The parent/guardian will then be asked to fill out an Asthma Information Sheet in conjunction with their medical practitioner, outlining the type of asthma, trigger factors and an emergency treatment action plan. Appropriate medication and parental permission to administer medicine when necessary should be provided. Any medication required by the child diagnosed with Asthma must be available at the service whenever the child attends


Sources and Further Reading: The Asthma Foundation of Victoria www.asthma.org.au, Asthma action plan, Education and Care Services National Regulations 2011 Reg-90-96,168

Related to NQS Q.A.2.1.1,2.1.4

http://www.asthma.org.au/



Anaphylaxis Emergency Management Procedure Policy

ECMS aims to Anaphylaxis and its management through education and training of all educators at the centre. As stated in Education and Care Services National Regulations 2011, all educators will have current first aid and anaphylaxis management training. The centre has a risk minimisation plan and checklist in place to ensure all educators are aware of correct procedures when caring for children at risk of an anaphylactic reaction.

ANAPHYLAXIS is a severe life threatening allergic reaction. Anaphylaxis requires very specific treatment and must be considered as a serious condition as even the slightest contact with a known allergen can cause a serious reaction that can result in death. Up to 1-2% of the general population are at risk of Anaphylaxis. The most common cases in

ough the reaction can develop within minutes after exposure to the allergen, there is usually enough time to treat life-threatening reactions with adrenaline (Auto Injector Device). It is impossible to completely prevent reactions occurring, despite taking all precautions.

Policy Objectives

Children have a higher incidence of anaphylaxis than adults, at the rate of approximately 2-7% in children and 1-2% in adults. Children with Anaphylaxis at 5 years of age are more likely to have the condition throughout adulthood. Therefore:

All educators must be aware of and recognise symptoms.

All educators must be trained and able to administer Auto Injector Device.

Purpose The aim of this policy is to:

Minimise the risk of an anaphylactic reaction occurring while a child is at the centre. Ensure that educators respond appropriately to an anaphylactic reaction by

initiating appropriate treatment including administering an Auto Injector Device Ensure educators are aware of risk minimisation plan and checklist procedures.

Principles

An assessment of the potential for accidental exposure to allergens while children at risk of Anaphylaxis are at the centre will be conducted and a risk minimisation plan will be developed in consultation with educators and families.

Educators caring for children at risk of Anaphylaxis will attend Anaphylaxis management training and this training will be updated annually.

It is the responsibility of the centre to ensure that all educators are trained in Anaphylaxis management and that they are aware that they are responsible for the administration of Auto Injector Devices in the case of an emergency.

A child who has been prescribed an Auto Injector Device cannot attend the centre or its programs without that Auto Injector Device.

Ongoing communication between parents/guardians and educators regarding the

be encouraged. An ambulance contact card will be displayed next to telephones.



Procedures Educators responsible for the child at risk of anaphylaxis will ensure that:

The enrolment checklist for children at risk of Anaphylaxis is completed

health care need, allergy or medical condition is developed in consultation with the parent prior to the child attending.

Anaphylaxis Action Plan is visible to all Educators and displayed clearly

This action plan is followed in the event of an allergic reaction which may progress to anaphylaxis

Where a child who has not been diagnosed as allergic, but appears to be having anaphylactic reaction the following action will be taken:

1. An ambulance is called immediately by dialling 000

2. First aid procedures are commenced

3. Parent/guardian is contacted

4. Emergency contacts are notified if parent/guardian cannot be reached

Auto Injector Device administration procedures using an Auto Injector Device

A egular basis, preferably quarterly.

As part of the enrolment procedures, prior to a child attending the centre, any

A medical management plan signed by a doctor must also be provided.

Parents/guardians pa complete Auto Injector Device kit when the child attends the centre.

Auto Injector Device kit is stored in a location that is known to all Educators, including relief Educators; is easily accessible to adults; inaccessible to children; and stored away from direct sources of heat.

Auto Injector Device kit for each child at risk of anaphylaxis is carried by a trained adult on any excursion that the child attends.

Auto Injector Device expiry date is regularly checked. (The manufacturer of the kit will only guarantee the effectiveness of the Auto Injector Device to the end of the nominated expiry month.)

Information is provided to the centre about allergies and Anaphylaxis.

Prevention of anaphylaxis Points to consider:

Know and avoid all the causes.

No food sharing or swapping.

Children only to be given food prepared at and/or for the centre (except in certain cases where child has food provided by parents from home as agreed with the ECMS Nominated Supervisors and Food Nominated Supervisors).

Ensure all carers and relievers are aware of the children with specific food allergies and the emergency management plan.

Discourage parents from bringing in food.

Use of canola, olive oil or vegetable oils.

If containers brought into centre from parents (e.g. ice cream or margarine or butter) they must be re-washed thoroughly before use. Do not assume they have been washed correctly. Check boxes brought in by parents - do not use boxes that



have had nut products in them (e.g. Egg cartons, fruit and nut, cornflakes etc) as there may be some residue left.

Use of shaving creams only after checking ingredients or ringing the manufacturer if uncertain.

Use of Sunscreen only to be used after checking label for ingredients or ringing manufacturer - may contain peanut oil.

Use of Face paints after checking label for ingredients or ringing manufacturer.

Birthday cakes brought into ECMS must be in line with the food policy.

Ensure tables and bench tops are washed down after eating.

All children need to be closely supervised at meal and snack times and consume food in specified areas. To minimise risk, children should not wander around the centre with food.

Anaphylactic child It is parent's responsibility to notify ECMS of children's allergies, reactions and

treatment.

Following identification of children with allergies, parents must complete an Allergy/Dietary Requirements form and an Action Plan for Anaphylaxis which must include the following:

Clear identification of the child (Photo)

Documentation of the allergic triggers

Documentation of the first aid response including any prescribed medication

Identification and contact details of the parents and medical doctor who has signed the form.

An in-date Auto Injector Device must be left at ECMS at all times (provided by parents) The labelled Auto Injector Device must be placed in a small insulated container:

Clearly marked with the child's name

Containing list of symptoms the child is likely to experience

Containing instructions on when and how to use the Auto Injector Device

Instructions on how and when to ring an ambulance - what to say etc.

Parents must replace the Auto Injector Device before expiry date. This is the parent's responsibility.

Child's doctor must complete Management Plan for Anaphylaxis Form.

What to do if a reaction occurs

If a child shows signs and symptoms of Anaphylaxis, it is important to react quickly.

If in any doubt give Auto Injector Device, according to directions.

Keep used Auto Injector Device for ambulance.

Ring ambulance (even if child seems to have recovered it is important that they go to hospital as they can have a delayed reaction)

The first person you speak to will not be medically trained, so state clearly the problem. Say "WE HAVE A CHILD WITH A LIFE THREATENING ALLERGY REQUIRING ADRENALIN AND A MICA AMBULANCE".



Stay with the child

The nominated supervisors or Second in Charge to go to hospital with child

Ring parents; ask them to ring the ambulance to find out which hospital the child has been taken to.

Think about what is happening and write down reactions, look at clock to see time it happened, how long a reaction took to happen, what were the symptoms, how they responded to Auto Injector Device etc.

How to administer the Auto Injector Device - the Auto Injector Device auto-injector

Administer into thigh only

Take grey cap off

The black part of the Auto Injector Device must go into the child's leg

Keep your thumb out of the way; hold the Auto Injector Device with your fingers and thumb around it to minimise the risk of injecting yourself

With the other hand pinch the flesh together to ensure you have muscle to inject into.

Inject into the fleshy part of the thigh, halfway along the thigh

The Auto Injector Device is only a single dose so you must get it right the first time

Restrain the child. This may require two people, one to hold the child, one to administer the injection. Do not be concerned with how hard you hold the child down to restrain them - save their life first.

Push the Auto Injector Device in VERY firmly or it will not work

Hold the injection in for 10 seconds, count to ten as a guide.

Do not pull the Auto Injector Device out to see if the needle has been activated.

The child will be pain from both the injection and the force with which it is administered.

After removing the Auto Injector Device massage the site of the injection - wear gloves in case of blood.

Note the time of the Auto Injector Device injection

In the container the Auto Injector Device is stored in keep:

Disposable gloves

The Auto Injector Device

A pen and notebook

Permanent marker

Refer to:

Schedule 1 Risk Minimisation Plan for Anaphylaxis

Schedule 2 Enrolment Checklist for Children at risk of Anaphylaxis




Sources and Further Reading: The Asthma Foundation of Victoria www.asthma.org.au Anaphylaxis Australia The Australasian Society of Clinical Immunology and Allergy (ASCIA) Department of Education and Early Childhood Development, model policy 2008 Education and Care Services National Regulations 2011 Reg 168, 94

Related to NQS Q.A.2.1.1, 2.1.4, 2.3.3



Death of a Child Policy

Objective The Educator will ensure immediate and appropriate action is taken to notify relevant authorities in the event of the death of a child. Procedures

Attempt CPR

Call an Ambulance (000)

Contact the Licensee immediately

Nominated Supervisors will call parents and arrange to meet at the Hospital

Medical staff will advise parents

Contact Insurance Company

Notify Victoria Police

Notify the Secretary of the Department of Education and Early Childhood

Development

Educator and Nominated Supervisors should complete a death

report form (critical incident report) recording all relevant information surrounding

the circumstances of the death in addition to an incident / accident form and

forward a copy to the licensee immediately.

The Centre, through community resources, will provide counselling and support to

the educator, nominated supervisors, family and other staff

members concerned.

Review and Evaluation This policy will be reviewed at least annually. Family and Educator feedback will be considered in the review process. Changes in legislation, regulations, NQS and standards will be considered. Any changes to this policy will be communicated to families and educators verbally and in writing (Notice Boards and Newsletters)


Sources and Further Reading: Education and Care Services National Regulations 2011

Related to NQS Q.A.5.2.2



Medication Policy

Administering medication to children at the request of their parents is a task that requires attention to detail, meticulous record keeping, team

work and communication with children and families

Medication (including prescription, over-the-counter and homeopathic medications) will not be administered to a child without authorisation by a parent or person with the authority to consent to administration of medical attention to the child. In the case of an emergency educators will seek verbal consent from a parent/guardian, or in the event they are not contactable, a registered medical practitioner or medical emergency services if t In the case of an anaphylaxis or asthma emergency, medication may be administered to a child without authorisation in accordance with the Asthma Foundation Guidelines

parent and emergency services will be contacted as soon as possible and relevant documentation completed.

reach and at the recommended temperature. Prescribed Medications Children may only be given prescribed medication at the service if:

They are prescribed by a medical practitioner and are in the original container

Parents/guardians complete and sign the Medication Book each day, specifying the dose to be given and the time.

The service will not administer the first dose of any prescribed medication Over-the-Counter Medications Policy

Children may be given any medication that is not prescribed by a medical practitioner, i.e., any medication or cream/lotion that has a dosage limit listed on the container.

The medication must be written in the book as per the prescribed medication policy above.

Over-the-counter medications that are not age appropriate must be accompanied

to be given and the dosage.

Over-the-Counter medications will only be given for TWO DAYS consecutively in

medication, dose and time to be given.

The limit to the administering of over-the-counter medications has been designed to avoid the responsibility of the inappropriate use of medication with young children.



Educators should inform the Nominated Supervisors of all over-the-counter medications brought into the Centre.

Procedure

The Nominated Supervisor/Educators in day to day charge will:

Inform families of the policy and procedures and provide guidance in completing forms and records

Discuss with families the individual procedures for administering medication, including self-administration by a child over pre-school age

Ensure that information relating to an individual child is not revealed or communicated, directly or indirectly, other than when necessary for medical treatment

Maintain and store medication records safely and securely for three years after the

Parents/guardians will:

Authorise medication administration and hand medication directly to an educator

Complete all necessary documentation required under the Education and Care Service law and regulations

Discuss individual procedures for administering medication, including self-administration by a child over pre-school age with the FDC Educator/Nominated Supervisor

Notify the service of any special medical treatment or consideration required for their child, and where necessary, in consultation with educators, develop appropriate medical management, medication attachment and risk minimisation plans

In conjunction with parents/guardians, the educators will:

develop a medical management plan that clearly outlines the actions to be followed in the event of an incident relating to the child

develop a risk minimisation plan thspecific health care need, allergy or medical condition included

ensure practices and procedures in relation to the safe handling, preparation, consumption of food are developed and implemented

ensure practices and procedures to ensure that parents are notified of any known allergens that pose a risk to the child and strategies for minimising the risks are developed and implemented and where relevant

ensuring that all educators and volunteers can identify management plan and the location of this plan is clearly visible and accessible to all staff at all times

ensure that the child does not attend without their prescribed medication

Medication will only be administered:

From its original container (whether prescribed or non-prescribed) before the expiry or use-by date

In accordance with any instructions attached to the medication or provided by a registered medical practitioner.

For prescribed medications, from a container that bears the original label with the name of the child to whom it is prescribed.

The medication record (Appendix 4 and Appendix 5) will include:

The name of the child



The authorisation to administer medication (including, if applicable, self-administration), signed by a parent or a person named in the child's enrolment record as authorised to consent to administration of medication

The name of the medication to be administered

The time and date the medication was last administered

The time and date, or the circumstances under which, the medication should be next administered

The dosage of the medication to be administered;

The manner in which the medication is to be administered;

If the medication is administered to the child

The dosage that was administered

The manner in which the medication was administered

The time and date the medication was administered

The name and signature of the person who administered the medication

The name and signature of the person who checked the identity of the child, dosage and the administration

A child who self-administers medication will complete the self-administration medication record (Appendix 6)

A Medication Attachment (Appendix 7authorise emergency/in response to symptoms and/or regular/ongoing administration or self-administration of medication

The medication record will be completed whenever medication is administered in an emergency or in response to symptoms; parent/guardian will be informed according to the medication attachment and will sign the authorisation when collecting the child

The parent/guardian will complete the medication record for each day and time that regular/ongoing medication is to be administered




Sources and Further Reading: National Prescribing Service www.nps.org.au, Therapeutic Goods Administration 2007. Scheduling of medicines and poisons: National Drugs and Poisons Schedule Committee www.tga.gov.au Education and Care Services National Regulations 2011 Regs 93-96

-Model policies and practices 2nd edition, Staying Healthy in Childcare: Preventing Infectious Disease in Child Care Education and Care Services National Regulations 2011.Regs 90-96

Guide to the Education and Care Services National Law and Education and Care Services National Regulations 2011

Guide to the National Quality Standard


National Health and Medical Research Council (NHMRC), Staying Healthy in Child Care, 4th edition; http://www.nhmrc.gov.au/guidelines/publications/ch43 Email; [email protected] or telephone 02 6269 1080.

Related to NQS Q.A.2.1.1, 2.1.4, 4.1, 5.2.3, 6.1

http://www.nps.org.au/

http://www.tga.gov.au/


http://www.nhmrc.gov.au/guidelines/publications/ch43

mailto:[email protected]



Paracetamol Policy

Educators will only administer Paracetamol if designated indications are present. If a child develops an extremely high temperature (i.e. 39O C, normal range being 35 O

- 37.7 O C), then paracetamol may be given to reduce the risk of febrile convulsions.

Parents will be required to collect their child from the centre.

Permission to administer paracetamol may be granted by parents/guardians through a written fax or by verbal permission (telephone) or by signing the medication book. Paracetamol will only be given if it is suspected that the child is at serious risk.

Policy Created Date: July 2014 Policy Review Date: July 2015 Sources and Further Reading:

-Model policies and practices 2nd edition, Staying Healthy in Childcare: Preventing Infectious Disease in Child Care Education and Care Services National Regulations 2012 Regs 93-96 Related to NQS Q.A.2.1.1, 2.1.4



Dental Care Policy

ECMS is committed to encouraging the promotion of dental health and hygiene. This policy will provide guidelines for staff to promote and educate children and families about oral health and its importance Procedures

1. Dental and Oral Health

ECMS will promote good dental and oral hygiene behaviour by encouraging children to: Eat well, supporting the principles of healthy eating

Drink well, serving children water or milk at morning tea, lunchtime and

afternoon tea

Clean well, reinforcing to children and parents the value of good oral hygiene

and tooth brushing

Stay well, providing information to parents regarding the importance of regular

dental check-ups.

2. Brushing teeth

A improving their oral health. To maintain oral health, children need to be encouraged to develop healthy daily habits. These habits include tooth brushing every morning and before bed at night. An adult needs to assist with cleaning each day (for children up to the age of 8-10 years old). ECMS encourages children at the centre to brush their teeth in a group environment and stores toothbrushes in separate containers to prevent cross infection. Educators will encourage children to brush their teeth at home through the cprograms, experiences and discussions with the children.

3. Dummies and bottles

Early childhood dental caries is an oral disease affecting young children who

o are regularly put to bed with a bottle of fluid other than water, or

o have food or other substances regularly placed on their dummy or,

o carry and suck from a bottle of fluid other than water throughout the

day

ECMS will discourage the above practices, in order to prevent early childhood dental caries.

4. Education

ECMS will promote good oral health and hygiene through the provision of educational material, including:

o dental health tip sheets

o health displays



o brochures and posters

o talks by dental professionals and

o information on local pre-school community dental services

5. Prevention of Dental Trauma

ECMS will seek to prevent and manage any dental trauma in children at all services by:

o Ensuring all permanent Educators have current first aid training to be able to

deal with a dental emergency and apply first aid for a dental injury

o Reporting to the parents any sign of tooth caries, accident, injury or

suspected injury to teeth and gums



and Early Childhood Development),

Association, Dental health services Victoria Education and Care Services National Regulations 2011 Reg77

Related to NQS Q.A.2.1.1,2.1.3,2.1.4,2.2.1



14. CHILD PROTECTION



Child Protection Policy

All children have the right to be protected from harm or mistreatment (UN Convention on the Rights of the Child Article 19). Children have the right to feel safe and be safe all of the time, to live a full and productive life in an environment that builds confidence, friendships, security and happiness.

ECMS as an organisation and early childhood educators, employees and volunteers as

individuals have a duty of care and ethical responsibility to protect children from any form of abuse, physical or emotional, risk of abuse, and neglect.

Purpose The purpose of this policy it to clarify responsibilities of all educators in relation to suspected child abuse and neglect. In all instances confidentiality is obligatory. Although Early Years Educators are not mandated, ECMS implements a Mandatory Reporting Policy and all educators employed by ECMS will understand and act in

2005, Section 182. Definition of Abuse and Neglect

Physical abuse of, or non-accidental or unexplained injury to, a child.

A disclosure of sexual abuse by a child or witness, or a combination of factors suggesting the likelihood of sexual abuse - for example the child showing concerning behaviours and/or sexualised behaviours outside the normal realm of development for that child.

Emotional abuse and ill treatment of a child affecting the child's stability and healthy development.

Persistent neglect, poor care or lack of appropriate supervision, where there is a likelihood of harm to the child, or the child's stability and development.

Persistent family violence or parental substance misuse, psychiatric illness or intellectual disability - where there is a likelihood of harm to the child or the child's stability and development.

Reasonable grounds include:

The stability or development.

The harm or risk of harm is persistent and entrenched and is likely to have a serious

arents cannot or will not protect the child from harm.

The Law

any instance of possible or known child abuse. Educators within ECMS are not mandated under this Act, however if any educator is concerned that a child is in need of protection because the child has suffered, or is likely to suffer, significant harm as a result of physical injury, emotional or sexual abuse and neglect

protected, or are unlikely to protect, the child from such harm, they will make a notification to Child Protection Services



Procedures If Educators have any concerns about abuse they will consult with their nominated supervisor them in making the decision to report the concerns to Child Protection Services.

As an ECMS employee:

It is your responsibility to report a belief, based on reasonable grounds that a child is in need of protection from physical or sexual abuse when you form this belief in the course of your work at ECMS

You must make your report without unnecessary delay

You are required to report each time you become aware of any further reasonable grounds for your belief

You do not have to be able to prove that the abuse has occurred

It is your personal responsibility to report - it is not the responsibility of your supervisor, principal, senior or boss

Families Act, 2005

How to handle suspected abuse or neglect If a child discloses abuse or neglect affecting him/herself;

Stay calm- this is important so that the child will feel reassured and secure

Provide privacy- if/when possible take the child aside so that others do not hear

Listen to and support the child

Praise the child for speaking out

DO NOT promise the child to keep it a secret

Ask open-ended questions. Give the child the opportunity to talk

Do not lead the child with suggestions on what you think might be happening

Start each of your responses with what the child has already said to you, for example; Child Educator: -

.

Confidentiality Other than for the purposes of making a report and as provided in this Policy, educators, who are or who become, aware of possible abuse or neglect must maintain strict confidentiality at all times. Steps prior to making a notification In many cases of suspected abuse, the behavioral and physical indicators may be vague or minor. In these circumstances, when the worker is considering that a child is exhibiting some of the indicators of suspected abuse, it is important to consider that it may be as a result of an accident or other stresses. If the educator is uncertain or has any concerns they seek support and guidance from the EYA or Manager before deciding to act or not. If appropriate, talk informally and casually with the child and parents about the physical and /or behavioral indicators. If you believe that the indicators are clearly suggestive of abuse, then consult with your local Child Protection Services or ChildFIRST, which may in turn, result in a report.



HOW TO MAKE A NOTIFICATION

1. The Educator is required to telephone the following Child Protection Services according to area:

2. Ask to speak to the INTAKE WORKER regarding a REPORT. name 3. The following information needs to be provided to the intake worker, where possible:

State your name, the organization you work for and the address of the service

ge, sex, aboriginality, ethnic background and address

The reason for the report. Detail your protective concerns in a factual and specific manner

Your specific relationship/role with the child concerned

Family composition name of parents and their address

Parental status (i.e, single parent, guardian, foster carer etc)

Current state of child's custody e.g. any family law court access conditions in place

Siblings' names, sex and ages

Other adults in the house that you might know about

Other people or agencies involved in the care and/or support of the child and family (i.e. MCHN, ChildFIRST, disability services, schools for older siblings etc)

Any concerns you might know about regarding the protective workesafety in visiting the home (e.g. aggressive dogs, firearms, violence)

The time the child is due to be collected and/or the best time to find the parents at home

Whether the family knows the notification is being made

4. The educators may feel a responsibility to tell the parents that they have or will be making a notification. This decision will be made in consultation with the nominated supervisors service development managers. Consideration will be given as to whether the disclosure is in the best interests of the child, the parent and the working relationship. It is critical to assess if the disclosure will place the child at further risk. EDUCATORS ARE UNDER NO LEGAL OBLIGATION TO TELL THE PARENTS OF A NOTIFICATION.

Northern and western suburban LGAs 1300 664 977 Banyule, Brimbank, Darebin, Hobsons Bay, Hume, Maribyrnong, Melbourne, Melton, Moonee Valley, Moreland, Nillumbik, Whittlesea, Wyndham, Yarra.

Eastern suburban LGAs 1300 360 391

Boroondara, Knox, Manningham, Maroondah, Monash, Whitehorse, Yarra Ranges. Southern suburban LGAs 1300 655 795 Bayside, Cardinia, Casey, Frankston, Glen Eira, Greater Dandenong, Kingston, Mornington Peninsula, Port Phillip, Stonnington.



In cases of suspected sexual abuse or severe physical injury, DO NOT inform the parent of your intention to notify. Who informs the parents? If the family is to be notified of the report, the nominated supervisor/EYA will do this, generally in a private office subject to any safety concerns. Any educator who was involved in preparing the report would not generally be present. What happens after the notification? It is important that all educators continue to work in a professional manner with the parents. The nominated supervisor/EYA will keep the educators informed of what happens after the notification process and remain up to date with the Child Protection intervention Keeping Documentation All observations of a protective nature need to be documented, including the recording of behavioural and physical indicators, dates, times, phone calls to parents/agencies and any conversations and comments made by the child. This information needs to remain impartial and unbiased as it may be required at a later date for court evidence.

Use a formal recordin

Date your notes. Sign your notes. State the time of documentation and time of consultations. State the name of each person, including educators and other children, involved in the report.

Clearly document first hand observations. If it is second-hand information, state that. eg. 21/03/14 Educators told me this morning that Billie

progress notes.

Give precise information. Not interpretation.

Document the observed behavioural symptoms and injuries.

Draw the injuries on a body chart.

Write clearly and do not use white out. Cross out mistakes, initial and date.

If another person witnessed an incident, behaviour or other indicators of abuse or neglect, they should write up their own documentation independently. There is no rule against discussing the matter with another educator, where this might assist in understanding or working with the affected child.





Child wise Publication A parents guide to choosing Child Safe Organisations Education and Care Services National Regulations 2011

Guide to the Education and Care Services National Law and Education and Care Services National Regulations 2011

Guide to the National Quality Standard


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

www.dhs.vic.gov.au/for-service-providers/children,-youth-and-families/child-protection A step-by-step guide to making a report to Child Protection or Child FIRST Child FIRST fact sheet Providing support to vulnerable children and their families: Information sharing authorised by the Children, Youth and Families Act 2005

Related to NQS Q.A.2.3, 5.1, 5.2, 6.2, 6.3, 7.1.2, 7.5.1, 7.3


http://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/protecting_children_protocol27_5_10.pdf

http://www.dhs.vic.gov.au/for-service-providers/children,-youth-and-families/child-protection

http://www.dhs.vic.gov.au/for-service-providers/children,-youth-and-families/child-protection

http://www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/flowchart_mandatory_reporting27_5_10.pdf

http://www.dhs.vic.gov.au/__data/assets/pdf_file/0003/586371/ecec_child_first.pdf

http://www.dhs.vic.gov.au/__data/assets/pdf_file/0011/587594/out-of-home-care-managers-workers-guide.pdf

http://www.dhs.vic.gov.au/__data/assets/pdf_file/0011/587594/out-of-home-care-managers-workers-guide.pdf



15. EMERGENCY MANAGEMENT PROCEDURE



Emergency Management Plan

ECMS services have a responsibility to protect the health, safety and wellbeing of children, staff, parents/guardians, volunteers, students and visitors. To minimise the possibility of harm from a serious incident or external threat each ECMS service will develop an Emergency Management Plan that is based on the risks, needs and resources relevant to that service and/or site. DEECD requires every early childhood facility in Victoria to have an Emergency

The purpose of the EMP is to:

Reduce the likelihood of emergencies and critical incidents.

Minimise the impact of these events on children and young people, staff, volunteers and visitors.

Facilitate the return of the workplace to normal operations as soon as possible.

Provide staff with the tools that, if faced with an emergency situation, will enable them to manage.

ECMS will:

Ensure that each service and site has an EMP that is reviewed annually, after any incident and when new information that could affect the plan becomes available.

Support employees and families to develop and implement the plan.

Ensure that services have the equipment and resources to implement their emergency management plan

Ensure all staff are aware of and familiar with the EMP for the service in which they work

A hard copy of the plan is available to staff

The Nominated Supervisor will: Develop, in collab DEECD

Emergency Management Plan template. New Template 2013

Conduct, in collaboration with staff and families, a risk assessment that considers:

Fire internal and external Severe weather, storm water damage and floor Chemical or hazardous materials spill Intruders, criminal and violent incidents Nearby explosions Bomb threats Child or staff death [other]

Ensure that an updated copy of the EMP is forwarded to DEECD, EYA/Manager, at least annually and an updated copy is kept on the premises at all times. The EMP will include a Critical Incident Closure Policy that contains a risk assessment of the service, regulatory obligations, a communication plan and the strategies to be used to disseminate information about closure. Inform and educate staff, families and children about the EMP.

Ensure that different elements of the EMP are practised regularly.

http://www.eduweb.vic.gov.au/edulibrary/public/schadmin/Management/emergencymanplan.pdf

http://www.eduweb.vic.gov.au/edulibrary/public/schadmin/Management/emergencymanplan.pdf



Educators and other staff will contribute to the:

Risk assessment and planning processes

Conduct regular (monthly) practice runs of the plan, document and evaluate outcomes

Review and update

Implement any changes required

Effective planning and management of emergencies helps minimise trauma and distress to those within the facilities and allows teaching, learning and care services to be maintained or resumed as a priority.



Education and Care Services National Law 2010

Education and Care National Regulations 2011: Regulations 85 87, 97, 98, 99, 160, 161,168, 177, 178

Information Privacy Act 2000

Health Records Act 2001 DEECD Emergency Management Guidelines October 2010 www.education.vic.gov.au VMIA Community Service Organisation Insurance http://www.vmia.vic.gov.au/ Guide to the Education and Care Services National Law and Education and Care Services National Regulations 2011 Guide to the National Quality Standard http://www.acecqa.gov.au/links-and-resources/national-quality-framework-resources/

Related to NQS Q.A:

http://www.education.vic.gov.au/

http://www.vmia.vic.gov.au/


Documents

Operational Policies Procedures Manual Policies and... · The social, emotional, physical, intellectual and language development of children is enhanced with well-grounded theories