QUALITY AREA 6 – COLLABORATIVE PARTNERSHIPS WITH … · National Quality Standard (NQS) Quality Area 6: Collaborative Partnerships 6.1 Supportive relationships with families Respectful

QUALITYAREA6–COLLABORATIVEPARTNERSHIPSWITHFAMILIESAND

COMMUNITIES TableofContents

QUALITYAREA6–COLLABORATIVEPARTNERSHIPSWITHFAMILIESAND

COMMUNITIES..........................................................................................1

ENROLMENTPOLICY.................................................................................2

FAMILYCOMMUNICATIONPOLICY.........................................................10

PARENTQUESTIONNAIRE.................................................................14

GRIEVANCEPOLICY(FAMILIES)...............................................................17

NON-ENGLISHSPEAKINGBACKGROUNDPOLICY....................................25

OPENDOORPOLICY................................................................................28

ORIENTATIONOFFAMILIESPOLICY........................................................30

TRANSITION(ROOMANDSCHOOL)POLICY............................................34

DEVELOPMENTALMILESTONES–3-5YEARS....................................42

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ENROLMENTPOLICY Enrolment and orientation is an exciting and emotional time for children and families. It is

important to manage this time with sensitivity and support, building partnerships between

families and the Service. Such partnerships enable the Service and families to work toward

the common goal of promoting consistent quality outcomes for individual children and the

Service.

NationalQualityStandard(NQS)

QualityArea6:CollaborativePartnerships

6.1 Supportive relationships with

families

Respectful relationships with families are developed and

maintained and families are supported in their parenting role

6.1.1 Engagement with the service Families are supported from enrolment to be involved in their

service and contribute to service decisions

6.1.2 Parent views are respected The expertise, culture, values and beliefs of families are

respected and families share in decision-making about their

child’s learning and wellbeing.

6.1.3 Families are supported Current information is available to families about the service and

relevant community services and resources to support parenting

and family wellbeing.

6.2 Collaborative partnerships Collaborative partnerships enhance children’s inclusion, learning

and wellbeing.

6.2.3 Community and engagement The service builds relationships and engages with its community

EducationandCareServicesNationalRegulations

Children(EducationandCareServices)NationalLawNSW

77 Health, hygiene and safe food practices

78 Food and beverages

79 Service providing food and beverages

80 Weekly menu

88 Infectious diseases

90 Medical conditions policy

92 Medication record

93 Administration of medication

96 Self-administration of medication

97 Emergency and evacuation procedures

99 Children leaving the education and care service premises



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100 Risk assessment must be conducted before excursion

101 Conduct of risk assessment for excursion

102 Authorisation for excursions

157 Access for parents

160 Child enrolment records to be kept by approved provider and family day care educator

161 Authorisations to be kept in enrolment record

162 Health information to be kept in enrolment record

168 Education and care service must have policies and procedures

173 Prescribed information is to be displayed

177 Prescribed enrolment and other documents to be kept by approved provider

181 Confidentiality of records kept by approved provider

183 Storage of records and other documents

PURPOSE

We aim to ensure children and families receive a positive and informative enrolment and

orientation process that meets their individual needs. We strive to establish respectful and

supportive relationships between families and the Service to promote positive outcomes for

children whilst adhering to legislative requirements.

SCOPE

This policy applies to children, families, staff, management and visitors of the Service.

IMPLEMENTATION

Our Service accepts enrolments of children aged between 15 months- 6 years of age.

Enrolments will be accepted providing:

a) The maximum daily attendance does not exceed the licensed capacity of the

Service

b) A vacancy is available both for the booking required and the agreed number of

children is in accordance with the licensing requirements

c) The adult to child ratio is maintained in each room

Priority of Access guidelines

The Department of Family and Community Services and Indigenous Affairs have set priority of

access guidelines for all children’s services eligible for Child Care Subsidy. Every Child Care

Subsidy approved childcare service is required to abide by the guidelines which families will

be informed of during the enrolment process.



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The Priority Lists are used when there is a waiting list for the Service or when a number of

parents are applying for a limited number of vacant places. When families apply to join the

list they are asked a series of questions to determine their particular circumstances. A scoring

system is applied based on their responses. This determines their child’s place on the waiting

list. As places become available they are offered to those highest on the list as stated in the

guidelines above.

Families are required to pay an enrolment fee and two week bond which is calculated at full

fee to secure the position. Failure to pay the upfront fees will lead to the child not being

accepted. When 2 weeks’ notice of withdrawal is given, the bond will be refunded.

Children with disabilities will be enrolled, if in the opinion of management the Service can

meet the child's needs. Additional resources and funding may be required.

The Priority of Access levels, which the Service must follow when filling vacancies, include:

1. A child at risk of serious abuse of neglect.

2. A child of a single parent/guardian who satisfies, or of parents/guardians who both

satisfy the work/training/study test under Section 14 of the Family Assistance

Legislation Amendment (Child Care) Act 2010.

3. Any other child.

Within these three categories priority is also given to:

• Children in Aboriginal and Torres Strait Islander families

• Children in families, which include a disabled person

• Children in families on low income

• Children in families from culturally and linguistically diverse backgrounds

• Children in socially isolated families

• Children of single parents/guardian

Upon enrolment families will be informed of their priority and directed that if the Service has

no vacancies and their child’s position is a priority 3 under the Priority of Access Guidelines, it

may be required that their child leave or reduce their days in order to make a place for a

higher priority child.



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Enrolment

When a family has indicated their interest in enrolling their child in our Service, the following

will occur:

• Families will be invited to come on a tour of the Service.

o Families will be provided with a range of information about the Service which

will include: programming methods, menu, incursions, excursions, inclusion,

fees, policies, procedures, sun smart requirements, regulations for our State

and the licensing and assessment process, signing in and out procedure, the

National Quality Framework, room routines, educator qualifications,

introduction of educator in the room the child will be starting in and

educator and parent communication.

• Families are invited to ask questions and seek any further information they require.

• Families are given a copy of the Parent Handbook, which outlines the Service

operation and philosophy.

• Families will be provided with vacancies, a start date and a suitable time for the child

to be orientated to the Service.

• Families are informed of the Priority of Access guidelines and have their position

assessed as to how they place within this system. Any matters that are sensitive of

nature, such as discussing a child’s medical needs, Court Orders, parenting plans or

parenting orders, will be discussed privately with management. Families will be

required to bring any corresponding documents in relation to court orders, medical

needs or plans.

• Families will need to complete the enrolment form informing management of their

child’s interests, strengths and individual needs.

• If a family or child uses English as a second language, or speak another language at

home, we request that families provide us with some key words in the languages the

child speaks at this time so that educators can learn the words. Educators will

furthermore use visuals to assist the child to understand and be able to communicate

with others.

• Families will need to contact the Family Assistance Office to have their eligibility for

Child Care Subsidy assessed. Once these details have been confirmed, we can then

formalise the child’s enrolment and provide an accurate weekly fee for the family.



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• Families will be invited to bring their child into the Service at a time that is convenient

in order to familiarise themselves with the environment and educators.

• It is a legal requirement that prior to the child starting at the Service we have all

corresponding documents including enrolment form, medical plans, birth certificate

or passport, immunisation status and any court orders.

• It is a requirement from Family Assistance Office that immunisation information is

continuous. Parents are reminded mid-way through the year to provide any

immunisation updates to the Service in order to continue receiving the childcare

subsidy.

• Families are required to provide current Australian Childhood Immunisation Register

(ACIR) History Statement which shows that the child is up to date with their

scheduled immunisations. The ACIR is national register administered by Medicare

that records details of vaccinations given to children.

• Unborn children may be placed on the waiting list to avoid the unfair allocation of

places that would occur if children could only be placed onto the list once born. If an

unborn child is placed on the waiting list, then it is the responsibility of the parent to

inform Management of the name and date of birth of the child within three months

after the expected birth date. If this information is not provided then the child and

family details will be removed from the list.

• It is the family’s responsibility to keep the Service informed of any changes to the

information recorded on the application form.

Families will be asked to provide the following information:

1. The full name, residential address, place of employment and contact telephone

number of a parent.


number of a person who may be contacted in case of an emergency concerning the

child if a parent is unable to be contacted. Parent must nominate who can be contact

in the case of an emergency or for the collection of the child.


number of any person authorised to collect the child from the Service. Parent must

nominate who can be contacted for the collection of the child.

4. The gender of the child.

5. Any court orders or parenting agreements regarding the child.



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6. The primary language spoken by the child; if the child has not learnt to speak, the

child’s family’s language.

7. The cultural background of the child.

8. Any special requirements notified by the family, including for example cultural or

religious requirements.

9. The needs of a child with a disability or with other additional needs.

10. A statement indicating parental permission for any medications to be administered to

the child whilst at the Service. Only a parent on the enrolment form can authorise the

administration of medication.

11. A statement indicating parental permission for any emergency medical hospital and

ambulance services.

12. The name and address and telephone number of the child’s doctor and the nearest

public hospital.

13. Excursion permission for regular occurring outings.

14. The child's Medicare number.

15. Specific healthcare needs of the child, including any medical condition including

allergies, including whether the child has been diagnosed as at risk of anaphylaxis.

16. Any medical management plan, anaphylaxis Medical Management Plan or Risk

Minimisation Plan to be followed with respect to a specific healthcare need, medical

condition or allergy.

17. Details of any dietary restrictions for the child.

18. The immunisation status of the child.

19. CRN for child and claimant.

20. Birth Certificate.

Enrolment Pack

Once the enrolment fee and bond has been paid, families will be provided with an enrolment

pack which consists of:

• Current fee structure and payment details

• Parent Handbook

• Information on how to access the National Quality Framework, National Quality

Standards and the Early Years Learning Framework documents

Orientation of the Service



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During the orientation of the Service, families will be:

• Given the Service enrolment form to be completed

• Provided with an outline of the Service policies which will include fees payment, sun

safety, illness and accident and medical authorisation

• Spoken to about the enrolment fee and bond

• Shown the signing in/out process

• Spoken to about appropriate clothing worn to the Service, including shoes

• Informed about children bring in toys from home

• Introduced to child's Educators

• Taken on a tour around the Service

• Discuss medical management plan and allergies completed on file (if applicable)

• Advised about the daily report and how parents can view this

• Introduced to the room routine and Service program. This included portfolios and the

observation cycle.

• Informed about Service communication – meetings, interviews, newsletters, emails

etc.

• About Hats and Sunscreen

• Able to set Family Goal’s for their child

• Confirm preferred method of communication

Management will ensure:

• Enrolment form is completed accurately and in its entirety

• Inform the Room leader of the new child who will be in the room, highlighting any

medical conditions, interests, needs and strengths

• Immunisation certificate and birth certificate have been sighted and photocopied

• Child is added to Storypark

• Child is added to Service’s medical characteristics sheet and distribute (if necessary)

• Enrolment lodged with DEEWR

• File for Child’s information created

• Families are provided with an orientation survey to complete within the first 6 weeks

of starting to gain feedback about the orientation and enrolment process.

• Child Care Subsidy explained to families



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• Provided with orientation survey to complete within first 6 weeks of starting to gain

feedback about orientation and enrolment process

Enrolment Record Keeping

• Our Record Keeping Policy outlines the information and authorisations that we will

include in all child enrolment records

On the child’s first day:

- The child and their family will be welcomed into their room for the first day.

- They will be greeted by one of the educators who will show them where to sign in

and out, discuss what is happening in the room, and show where the child’s locker is

located.

- Management will ensure the orientation checklist has been completed and all

required documents and information has been received from families.

Source

• The Business of Childcare, Karen Kearns 2004

• Education and Care Services National Regulation 2015

• National Education and Care Regulations

• Department of Human Services (Centrelink)

https://www.humanservices.gov.au/customer/services/centrelink/child-care-benefit

• Revised National Quality Standards

Review

Date Reviewed Modifications Next Policy Review Date

August 2017 Changes made to comply with Department of Human Services. Included information about benefits for families

September 2018

October 2017 Updated the references to comply with the revised National Quality Standard

September 2018



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FAMILYCOMMUNICATIONPOLICY Family participation is an important part of making the Service a true part of the community. We believe in creating an environment that is welcoming and inclusive and supports a sense of belonging for children, families and educators. NationalQualityStandard(NQS)QualityArea6:CollaborativePartnerships

6.1 Supportive relat ionships with

famil ies





6.1.2 Parent v iews are respected The expertise, culture, values and beliefs of families are



6.1.3 Famil ies are supported Current information is available to families about the service and



6.2 Col laborative partnerships Collaborative partnerships enhance children’s inclusion, learning

and wellbeing.

6.2.1 Transit ions Continuity of learning and transitions for each child are

supported by sharing information and clarifying responsibilities.

6.2.2 Access and part ic ipation Effective partnerships support children's access, inclusion and

participation in the program


RelatedPolicies Anti-Bias and Inclusion Policy Educational Program Policy Interactions with Children, Family and Staff Policy Open Door Policy PURPOSE We encourage family participation and open communication within our Service. Families are invited to attend parent information meetings, and assist with projects which works in collaboration with our open door policy. We aim to ensure open communication is concurrent through the enrolment and orientation process, policy review, feedback forms, parent committee, daily program, documentation, formal and informal meetings, emails and conversations. SCOPE



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This policy applies to children, families, staff, management and visitors of the Service. IMPLEMENTATION We understand the primary influence that families have in their children’s lives, and that effective relationships between educators and families are fundamental to achieve quality outcomes for children. Community partnerships that focus on active communication, consultation and collaboration also contribute to children’s learning and wellbeing. Positive relationships with families’ turns into a partnership as together we share a common goal and responsibility for reaching goals for children. We will provide regular information about the Service and continuous prospects for families to contribute in our curriculum. Management will ensure:

• Families are aware of our open door, unless such entry would pose a risk to the safety of children/educators or breach court orders regarding access to children.

• Educators provide information to families regarding the content and operation of the educational program; in relation to their child and that a copy of the educational program is available for inspection at the education and care service.

• Families have access to their child’s developmental records outlining their strengths, needs and interests and developmental progress against the framework.

• A weekly menu, which accurately describes the food and beverages provided each day, is displayed in a place accessible to parents.

• Families are notified of any incident, injury, trauma or illness that occurs for their child whilst at the Service.

• The early childhood environment has an administrative space that is adequate for the purpose of consulting with parents and for conducting private conversations and meetings.

• Families are notified of changes to Service policies and National Regulations. • The current Education and Care Services National Regulations is available for parents

to access • The enrolment and orientation process provides families with information about the

philosophy, policies and practices of the Service. • A Parent Committee is created to encourage family involvement in the Service.

Nominated Supervisor will:

• Inform families about the processes for providing feedback and making complaints.

• Be available for families on arrival and pick up to pass on feedback and information about their child’s participation in the curriculum.

• Encourage families to be involved in the curriculum, providing feedback, visiting the Service, bringing in items from the home environment and giving feedback on children’s emerging interests and needs.

• Endorse continuous open and direct two-way communication with families, assisting them to feel associated with their children’s experiences, developing trust and collaboration.



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• Provide families with a range of communication methods which will include: emails, verbal communication, communal signage in the Service, newsletters, Daily Report, Family Involvement Wall, sign-in sheets, Notice Board and notes sent home.

• Use a communication book with families when required (for example: Behaviour guidance and inclusion support plans).

Families will: • Provide accurate information on enrolment and medical information forms during

the enrolment. • Process and notify educators when any information changes. • Be requested to contribute to the quality improvement progression within the

Service. • Be encouraged to attend children’s excursions to help meet required ratios and to

support their children’s knowledge of and engagement in their community. • Be invited to assist with working bees held at the service. • Be invited to events held periodically to help families network and develop

friendships in the local community. • Be asked to review the centre policies, children’s goals and routines. • Be asked to complete ‘A Family Weekend’ template, which is then used in the daily

curriculum.

Parent Communication Our Service aims to provide as many outlets as possible for family/service communication.

These include:

• Face to face.

• A monthly newsletter which will be put in the children’s cubbies to be taken home and also sent via email.

• A communications book in the service’s foyer.

• A notice board displaying upcoming events and notices.

• Regular informal meetings with parents and the opportunity to plan formal meetings if necessary.

• A Suggestions Box in the foyer where parents can anonymously (or give their names if desired) make suggestions to improve the service.

• Short surveys regarding the service’s philosophy and how you feel your child/ren feel about the service.

• Each family will be allocated a ‘pocket’ where private correspondence between educators, the nominated supervisor or approved provider and the family can take place.

If necessary, educators have support and access to translation services to provide this

information for non-English speaking families.



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Parental and Family Involvement

• Families are welcome to visit at any time of the day.

• Families are encouraged to make suggestions and offer critique on our program,

philosophy, management and food menu.

• Families are encouraged to share aspects of their culture with the educators and

children as well as appropriate experiences.

• Families are invited to participate in the service’s daily routine by helping out with

activities such as craft, the preparation of morning tea, special activities and afternoon tea.

• A family/staff committee will be established to set goals for the service, help write

and implement policies and help to meet aims of the NQF Assessment process.

• Minutes of regular educator/parents meetings will be kept aside for either side to

make suggestions.



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Parents wi l l be asked to complete a questionnaire annual ly in order to gain information regarding their sat isfact ion with the service:

ParentQuestionnaire Dear Parent We wish to provide your child/ren with the highest level of care. In order to do this, we would like your opinion on how you feel the Service is being run and how our programs and our philosophy is helping your child develop. It would help us if you provided us with your thoughts on what our Service’s strengths and weaknesses are so we can work to improve these. Attached is a questionnaire which asks your opinion of some important educational issues. It would help us if you could answer these as honestly as possible. Your responses will be kept private and confidential. Please return completed survey by_________________ Thank you for your participation. ___________________________ Nominated Supervisor We would like to thank you for taking the time to respond to these questions.

This form should be returned to the office by ______________



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Parent Survey Strongly Agree

Agree Disagree Don’t Know

1. I feel welcomed in the Service. 2. The Service takes my concerns seriously. 3. The Service provides helpful information. 4. I feel as though I can talk to the educators about my child’s progress.

5. The Service values my help and interest. 6. Teachers provide a challenging and stimulating environment for my child.

7. Teachers care if my child is not doing as well as he/she can.

8. The Service has a safe and secure environment. 9. The Service is always looking for ways to improve what it does.

10. The educators regularly praise children. 11. The children are the Service’s main focus. 12. I share in the education of my child. 13. I receive adequate notice of Service events. 14. Newsletters are regular and informative. 15. The Service’s aims are to improve the quality of learning and teaching.

What do you see as the strengths of the Service? How do you see the Service could be improved? In what ways would you like to be more involved in the Service? What other comments would you like to make (if any)



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Source

• Australian Children’s Education & Care Quality Authority. • Guide to the Education and Care Services National Law and the Education and Care

Services National Regulations • ECA Code of Ethics. • Guide to the National Quality Standard. • Early Years Learning Framework for Australia: Belonging, Being and Becoming, 2009 • Raising Children Network – Involving parents in school and child care

http://raisingchildren.net. au/articles/involving parents in school and_ childcare.html • Revised National Quality Standard

Continued on the next page:

Review Pol icy

Reviewed

Modif icat ions Next Review

Date

October 2017 Updated the references to comply with the revised National Quality Standard

April 2018

April 2018 Minor terminology and grammatical adjustments made to further support understanding and implementation Included the list of related policies

April 2019



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GRIEVANCEPOLICY(FAMILIES)

Feedback from families, educators, staff and the wider community is fundamental in creating

an evolving service working towards the highest standard of care.

It is foreseeable that feedback will include divergent views, which may result in complaints.

This Policy details our Service’s procedures for receiving and managing informal and formal

complaints. Parents and Educators can lodge a grievance with management with the

understanding that it will be managed conscientiously and confidentially.




famil ies







and wellbeing.


Children(EducationandCareServices)NationalLawNSW

168 Education and care service must have policies and procedure

173 Prescribed information to be displayed

176 Time to notify certain information to Regulatory Authority

PURPOSE

We aim to investigate all complaints and grievances with a high standard of equity and

fairness. We will ensure that all persons making a complaint are guided by the following

policy values:

• Procedural fairness and natural justice

• Code of ethics and conduct

• Culture free from discrimination and harassment

• Transparent policies and procedures

• Opportunities for further investigation

• Adhering to our Service philosophy



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Procedural fairness and natural justice

Our Service believes in procedural fairness and natural justice that govern the strategies and

practices, which include:

• The right to be heard fairly

• The right to an unbiased decision made by an objective decision maker

• The right to have the decision based on relevant evidence.

SCOPE


IMPLEMENTATION

Grievances can transpire in any workplace. Handling them appropriately is imperative for

sustaining a safe, healthy, harmonious and productive work environment. The Grievance

Policy ensures that all persons are presented with procedures that:

• Value the opportunity to be heard

• Promote conflict resolution

• Encourage the development of harmonious partnerships

• Ensure that conflicts and grievances are mediated fairly

• Are transparent and equitable.

Definit ions

Complaint: An issue of a negligible nature that can be resolved within 24 hours, and does

not require a comprehensive investigation. Complaints include a manifestation of

discontentment, such as poor service, and any verbal or written complaint directly related to

the Centre (including general and notifiable complaints). Complaints do not include staff,

industrial or employment matters, occupational health and safety matters (except associated

with the safety of children).

Complaints and Grievances Register: Records information about complaints and

grievances received at the Service, along with the outcomes. This register must be kept in a

secure file, accessible only to educators and Department of Early Childhood Education and

Care. The register can provide valuable information to the Approved Provider and Nominated

Supervisor of the service to ensure children and family’s needs are being met.



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Gr ievance: A grievance is a formal statement of complaint that cannot be addressed

immediately and involves matters of a more serious nature. For example: If the service is in

breach of a regulation causing injury or possible harm to a child.

Mediator: A person who attempts to make people involved in a conflict come to an

agreement.

Mediat ion: An attempt to bring about a peaceful settlement or compromise between

disputants through the objective intervention of a neutral party.

Notif iable complaint: A complaint that alleges a breach of the Regulation and Law,

National Quality Standards or alleges that the health, safety or wellbeing of a child at the

service may have been compromised. Any complaint of this nature must be reported by the

Approved Provider or Nominated Supervisor to the Department of Early Childhood Education

and Care within 24 hours of the complaint being made – (Section 174[2] [b], Regulation

176[2][b]).

If the Director is unsure whether the matter is a notifiable complaint, it is good practice to

contact The Department of Early Childhood Education and Care for confirmation. Written

reports must include:

- Details of the event or incident

- The name of the person who initially made the complaint

- If appropriate, the name of the child concerned and the condition of the child,

including a medical or incident report (where relevant)

- Contact details of a nominated member of the Grievances Subcommittee

- Any other relevant information

Written notification of complaints must be submitted using the appropriate forms, which can

be found on the ACECQA website: www.acecqa.gov.au and logged using NQA ITS (National

Quality Agenda IT System).

Ser ious incident: An incident resulting in the death of a child, or an injury, trauma or

illness for which the attention of a registered medical practitioner, emergency services or

hospital is sought or should have been sought. This also includes an incident in which a child



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appears to be missing, cannot be accounted for, is removed from the Service in contravention

of the Regulations or is mistakenly locked in/out of the Service premises (Regulation 12).

A serious incident should be documented in an Incident, Injury, Trauma and Illness Record

(sample form available on the ACECQA website) as soon as possible and within 24 hours of

the incident. The Regulatory Authority must be notified within 24 hours of a serious incident

occurring at the Service (Regulation 176(2)(a)). Records are required to be retained for the

periods specified in Regulation 183.

Pr ivacy and Confidentia l ity

• Management and Educators will adhere to our Privacy and Confidentiality Policy

when dealing with grievances. However, if a grievance involves a staff member or

child protection issues, a government agency may need to be informed.

Confl ict of Interest

It is important for the complainant to feel confident in:

• Being heard fairly

• An unbiased decision making process

Should a conflict of interest arise during a grievance or complaints that involve the Approved

Provider, Nominated Supervisor or other Management will be nominated as an alternative

mediator.

Our Service may also engage the resources of an Independent Conflict Resolution Service to

assist with the mediation of a dispute. We will ensure that throughout the conflict resolution

process the services Code of Conduct must be adhered to.

The Approved Provider/ Nominated Supervisor will:

• Treat all grievances seriously and as a priority

• Ensure grievances remain confidential

• Ensure grievances reflect procedural fairness and natural justice

• Discuss the issue with the complainant within 24 hours of receiving the verbal or written

complaint

• Investigate and document the grievance fairly and impartially. This will consist of:

- Reviewing the circumstances and facts of the complaint (or breach) and inviting all

affected parties to provide information where appropriate and pertinent.



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- Discussing the nature of the complaint (or breach) and giving an educator, staff

member, volunteer or visitor an opportunity to respond.

- Permitting them to have a support person present during the consultation (for

example: Union Representative, however this does not include a lawyer acting in a

professional capacity)

- Providing the employee with a clear written statement outlining the outcome of the

investigation.

• Advise the complainant and all affected parties of the outcome within 7 working days of

receiving the verbal or written complaint.

- Management will provide a written response outlining the outcome and provide a

copy to all parties involved.

- If a written agreement about the resolution of the complaint is prepared, all parties

will ensure the outcomes accurately reflect the resolution.

• Should management decide not to proceed with the investigation after initial enquiries, a

written notification outlining the reasoning will be provided to the complainant.

• Keep appropriate records of the investigation and outcome, and store those records in

accordance with our Privacy and Confidentiality Policy and Record Keeping and Retention

Policy.

• Monitor ongoing behaviour and provide support as required.

• Ensure the parties are protected from victimisation and bullying.

• Request feedback on the grievance process using a feedback form.

• Track complaints to identify recurring issues within the Service.

• Notify the Department of Education and Communities within 24 hours if a complaint

alleges the safety, health or wellbeing of a child is being compromised.

Families will:

• Be informed of our duty of care to ensure that all persons are provided with a high

level of equity and fairness in relation to grievances and complaints management and

procedures. The grievance procedure for families ensures fair opportunity for all

stakeholders to be heard and promotes effective conflict resolution within our

Service.

• Attempt to discuss their grievances with the relevant Educator associated with a

particular child and/or family.

• Communicate (preferably in writing) any concerns they may have.



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• Raise any unresolved concerns with the Approved Provider or Nominated Supervisor.

• Maintain confidentiality at all times.

The Educators will:

• Listen to the family’s view of what has happened.

• Clarify and confirm the grievance, documenting all the facts prior to the investigation.

• Encourage and support the family to seek a balanced understanding of the issue.

• Discuss possible resolutions available to the family. These would include external

support options.

• Stimulate, encourage, and assist the family to determine a preferred way of solving

the issue.

• Record the meeting, confirming the details with the family at the end of the meeting.

• Maintain confidentiality at all times.

If the grievance cannot be resolved, it is to be referred to the Nominated Supervisor who will

investigate further:

• If appropriate, collect relevant written evidence. This evidence will be treated in strict

confidence

• Ensure evidence is kept in a secure and confidential place.

• Involve the Approved Provider or Licensee in the conflict resolution if necessary.

• Should it be necessary to interview relevant people concerning the grievance, their

involvement should be kept to the minimum necessary to establish the facts.

• They must also be made aware that the matter is to be kept confidential.

Should the grievance be lodged against another person(s), these person(s) will be interviewed

separately and impartially. Individuals must be given the opportunity to respond fully to the

allegations and may have another person present, as a support person, if they wish. If after

investigation, it is concluded that the grievance is substantiated:

• Both parties will be told of the decision and the reason for it.

• Immediate and appropriate steps will be taken to prevent the grievance from

recurring.

• If after investigation, it is concluded that the grievance is not substantiated both

parties will be told of the decision and the reason.



23

• The family will be informed that if they are not satisfied with any decision relating to

the grievance procedure that they should consult with an external body for further

advice such as the Department of Education and Communities.

• If the grievance is of a serious nature, the Nominated Supervisor is responsible to

inform the Department of Education and Communities.

Evaluation

To ensure complaints and grievances are handled appropriately, the Nominated Supervisor

will

• Evaluate each individual complaint and grievance as recorded in the Complaints and

Grievance Register to assess the satisfaction resolution that has been achieved.

• Review the effectives of the service policy and procedures to ensure all complaints

and grievances have been handled fairly and professionally.

• Consider Feedback from Staff, Educators and Families regarding the policy and

procedure.

Source • Education and Care Services National Regulation

• National Quality Standards

• ACECQA

• Human Rights and Equal Opportunities Commission


Review Date

Reviewed

Modif icat ions Next Pol icy

Review Date

August 2017 Changes made with the addition to

- Definitions of terminology to ensure a

clear understanding when dealing with a

compliant and grievance.

- Families Responsibilities

- Evaluation of complaints and grievances

August 2018

October 2017 Updated the references to comply with the revised August 2018



24

National Quality Standard

August 2018 Minor changes to text August, 2019



25

NON-ENGLISHSPEAKINGBACKGROUNDPOLICY Everyone has the right to be treated equally and with respect. By helping children to appreciate and accept differences and similarities, we can help them to learn to make decisions on the basis of individual choice. NationalQualityStandard(NQS)QualityArea6:CollaborativePartnerships


famil ies








6.1.3 Famil ies are supported Current information is available to families about the service and




and wellbeing.


RelatedPoliciesProgramming Policy

Multicultural Policy

Family Communication Policy

Interaction with Children, Family and Staff Policy

Respect for Children Policy

PURPOSE

Diversity enriches life and culture. We aim to provide and promote a Service where children

can realise their full potential regardless of gender, race and cultural background. We believe

in honouring diversity, striving to engage in respectful interactions with children, Educators

and families. This will be reflective in our relationships with children and their families and in

our resources.

SCOPE




26

IMPLEMENTATION

Culturally and Linguistically Diverse (CALD)/Non-English Speaking Background (NESB). The

term “culturally and linguistically diverse” (CALD) is commonly used to describe people who

have a cultural heritage different from that of the majority of people from the dominant

Anglo Australian culture, replacing the previously used term of people from a “non-English

speaking background” (NESB).

Management/Nominated Supervisor will ensure:

• Enrolment and Orientation information can be translated into the family’s home

language.

• If any family of a child enrolled at the Service is not fluent with the English language,

policies and other Service information will be provided to that family in a language

that is readily understood by the family.

• An interpreting service is accessible to ensure clear communication between the

service and family. Support from interpreting services is available if communication is

difficult between staff, children and families.

- Translating and Interpreting Service 131 450

- Website: www.tisnational.gov.au

• General information, resources and support can be obtained from the Department of

Family and/or Community Services relative to your State.

• Families have the opportunity to influence and shape the Service, to review Service

policies and contribute to Service decisions with language not being a barrier or

hindrance in the process.

• Information, including brochures and factsheets are available to families about

Community Services and resources to support parenting and family wellbeing in their

chosen language.

• The expertise of families is recognised, encouraging them to participate in decision

making about their child’s learning and wellbeing that are respectful to the family’s

cultural background.

• Families have opportunities and support to be involved in the program and in Service

activities presented in a way that is not limited to English speaking families.



27

Educators will:

• Provide a program and environment that is inclusive of all children and families,

promoting to children the importance of showing acceptance of different and diverse

cultural practice including home language.

• Explore different cultures within the Service and encourage children to learn about

other cultures as well as their own.

• Consider the cultural and linguistic backgrounds of all the children in the program

training themselves with common words to assist the child and family.

• Be aware of interpretations of body language that may vary across cultures.

• Pronounce and spell children’s name correctly.

• Find out which festivals are important to the children and family to include in the

program.

• Use books, posters and resources incorporating various languages into the Service.

• Be aware of taking a tokenistic approach when celebrating cultural diversity.

• Embed cultural diversity within the program.

Source

• Australian Children’s Education & Care Quality Authority. • Guide to the Education and Care Services National Law and the Education and Care

Services National Regulations. • ECA Code of Ethics. • Guide to the National Quality Standard. • Exploring Multiculturalism, Anti-Bias and Social Justice in Children’s Services. Miriam

Giu • Revised National Quality Standards

Review

Pol icy

Reviewed

Modif icat ions Next Review

Date

February 2017 Minor terminology changes made, ensuring diversity

is embedded with the service program

February 2018

October 2017 Updated references to comply with the revised

National Quality Standard

February 2018

February

2018

Added ‘related policies’ list February 2019



28

OPENDOORPOLICY We value and pride ourselves on our partnership with families. We believe families are children’s first teachers and therefore we embrace parents, guardians and family involvement within our Service. Participation by parents, guardians and families conveys a positive impression to children and allows them to feel supported as well as a sense of belonging. We believe in offering an open door policy in which families are welcome to visit the Service when it is convenient for them. NationalQualityStandard(NQS)QualityArea6:CollaborativePartnerships


families





6.1.2 Parent views ae respected The expertise, culture, values and beliefs of families are







and wellbeing.


PURPOSE To ensure the best care for children and families, we believe it is important to provide them with the opportunity to visit our facilities and participate in our program at a time that is appropriate for them. We encourage families to join in on our learning activities and celebrate events and special days with us. SCOPE This policy applies to children, families, staff, management and visitors of the Service. IMPLEMENTATION We operate with an open door policy, where families are welcome to visit our Service anytime during operating hours. There are many opportunities for family involvement. We recognise that time is valuable to all families, which is why we accommodate many forms of participation and contribution. Management and Educators will ensure:

• Families are always welcome to spend time in the Service and share special moments with their children.

• Families are conscious of our open door policy and are welcome to join in learning activities, celebrate events and special days held at the Service.



29

• Families are provided with information about special days and events they may want to participate in. For example: - Disco - Easter Hat Parade - Mother’s Day - Father’s Day - Open Day - Grandparents Day - Graduation - Christmas Celebrations - Excursions/Incursions - Cultural visits - Story Time - Cooking Experience - Parent lead learning experiences

Families can: • Visit the Service at all times. This may include visiting their already enrolled child or as

an enquiry prior to enrolment. • Participate in our program by sharing their skills with the children. This may include

playing an instrument, telling a story, sharing cultural traditions, cooking experiences, workshops etc.

• Make an appointment with management to discuss their child. This may include the child’s progress, concerns, setting goals, etc.

• Donate recyclable material that can be used within our early childhood program. • Discuss any changes that have occurred in the child’s life, such as changes in family

circumstances, moving to a new house, death of a family or friend etc. • Attend any Service events and celebrations that are organised throughout the year. • Share ideas and thoughts about the Service. • Remain informed about what is happening within the Service through discussions,

newsletters, social media etc.

Source • Australian Children’s Education & Care Quality Authority. (2014). • Guide to the Education and Care Services National Law and the Education and Care

Services National Regulations 2015. • ECA Code of Ethics. • Guide to the National Quality Standard. • Revised National Quality Standards

Review Date Reviewed Modifications Next Policy Review

Date October 2017 Updated references to comply with the revised

National Quality Standard August 2018



30

ORIENTATIONOFFAMILIESPOLICYEnrolment and orientation is an exciting and emotional time for children and families. It is

important to manage this time with sensitivity and support, building partnerships between

families and the Service. Such partnerships enable the Service and families to work toward

the common goal of promoting consistent quality outcomes for individual children and the

Service.




families





6.1.2 Parent views ae respected The expertise, culture, values and beliefs of families are







and wellbeing.



Children(EducationandCareServices)NationalLaw

160 Child enrolment records to be kept by approved provider and family day care educator

161 Authorisations to be kept in enrolment record

162 Health information to be kept in enrolment record

177 Prescribed enrolment and other documents to be kept by approved provider

181 Confidentiality of records kept by approved provider

183 Storage of records and other documents

PURPOSE

We aim to ensure children and families are provided with an orientation procedure that

allows the family to transition into the Service positively and informatively, meeting the



31

children and families’ individual needs. We strive to establish respectful and supportive

relationships between families and the Service to promote positive outcomes for children

whilst adhering to legislative requirements.

SCOPE


IMPLEMENTATION

Orientation is an important process for children, families and Educators to gain vital

information about the individual child’s needs and interests. To enable children to feel safe

and secure, and to set the foundations for a trusting partnership, we feel that it is necessary

for the family to attend an orientation visit. This visit assists the child to adjust to a new

setting and helps to make the transition from home to the Service composed.

During orientation, Educators will discuss the following requirements in order to gain a better

understanding in supporting the family:

• The cultural and/or linguistic background for families from non-English speaking

backgrounds (external support may be required)

• The family’s needs in relation to work or other commitments

• The family’s previous knowledge or experience of other children’s services

• Any additional needs of the child and/or their family

• The child’s age

• Any court orders that are applicable to the child

• Service philosophy and curriculum

Management will ensure:

• The orientation process is well organised, flexible and informative

• The child and family visit the Service and familiarise themselves with the environment.

The child may participate in the activities and experiences if they feel comfortable.

• The family and child/children are introduced to the Educators in the room

• To create a welcoming environment and interact positively with the child and family

• The child and family is respected at all times, acknowledging the individuality of each

parenting style.



32

• To encourage families to ring, email or visit the Service as often as they like once

enrolment has commenced

• The child is allocated a Focus Educator

• Families are reassured if the child is distressed over a long period of time, the

educators will contact them.

• Support agencies are contacted for children with additional needs

• Families know how to provide feedback.

Educators will:

• Greet children and families upon arrival

• Discuss with families the best transition process for the child

• Encourage families to say good-bye to the child when dropping off

• Phone families if the child remains distressed

• Encourage families to stay as long as they need to in order to reassure their child

• Seek information about the child and family throughout the orientation process.

• Create a welcoming and inviting environment

During the orientation of the Service, families will be:

• Given the Service enrolment form to be completed

• Provided with an outline of the Service policies which will include fees payment, sun

safety, illness and accident and medical authorisation

• Provided with a Parent Handbook

• Spoken to about the enrolment fee and bond

• Shown the signing in/out process

• Spoken to about appropriate clothing worn to the Service, including shoes

• Informed about children bringing in toys from home

• Introduced to the child's Educators

• Taken on a tour around the Service

• Discuss medical management plan and allergies completed on file (if applicable)

• Advised about the daily report/journal and how parents can view this

• Introduced to the room routine and Service program. This includes portfolios (If

applicable) and the observation cycle.



33

• Informed about Service communication – meetings, interviews, newsletters, emails

etc.

• Informed about wearing sun safe Hats and application of Sunscreen

• Able to set Family Goal’s for their child

• Asked to confirm their preferred method of communication.

Room Transition

• Children will only be transitioned when they are ready in all aspects of their

development and in accordance with their age

• Room transitions will occur once there is a vacant position for the child

• Management will consult with families when a child is transitioning to the next room,

discussing their expectations and requirement to ensure the child settles into their

new environment.

• Management and Educators aim to ensure the transition between rooms is positive

and smooth, communicating with families about how the transition is progressing.

Source

• The Business of Childcare, Karen Kearns 2004

• Education and Care Services National Regulation 2015

• National Quality Standard (NQS)

• Managing Emergency Situations in Education and Care Services


Review

Date Reviewed Modifications Next Policy Review Date

October 2017 Updated references to comply with the revised National Quality Standard

November 2018



34

TRANSITION(ROOMANDSCHOOL)POLICY Transitions are times when children move between and adapt to different spaces or places and with different people, experiences, expectations and routines. The term encompasses regular transitions across a day and those that occur at significant times in children’s lives

such as starting in an education and care service or starting full-time school (EYLF, p. 16).




families





6.1.2 Parent views are respected The expertise, culture, values and beliefs of families are







and wellbeing.

PURPOSE

Effective transition practices have, as their base, a commitment to building secure, respectful and reciprocal relationships. One outcome of such relationships is that all participants regard

themselves, and other participants, as valued members of the school community. (Dockett & Perry, 2001)

All staff at My Little Feet aim to ensure that the process of transitioning children into the next room is done so with careful consideration of relevant factors including developmental readiness, familiarity with staff members and communication with parents.

Our Service aims to liaise with local schools to develop a smooth and comprehensive transition to school for all children. We will support children and families by strengthening the

development and delivery of transition programs and provide a shared understanding between our Service and local primary schools about what is important for children and their families during the transition to school process.

We believe it is vital to enhance children’s social and emotional development to ensure a successful transition to school. By developing these skills, abilities and promoting their



35

creativity and individuality, we promote children’s ability to become confident and successful learners.

SCOPE

This policy applies to staff, management and visitors.

IMPLEMENTATION

Children are challenged with several transitional changes during early childhood. This includes

orientating children into early childhood, transitioning between routines and rooms, and then transitioning into primary school. Children respond in different ways to transitions - some with confidence and others with hesitation. Children’s confidence will be enhanced when

changes happen gradually and when time is prioritised to support these transitions with sensitivity, planning and preparation.

Room Transitions: When the decision is made to transition children up to the next room, there are a few factors that are taken into consideration. Children being developmentally ready, family approval and

if there is a place available for the child in the next group are all considered before the transition takes place. Children will not be moved just because they have had a birthday.

The orientation process for children moving into the next room involves consultation with families to ensure that the process is positive for both the child and the family. We ensure that throughout the process the staff will work in partnership with the families to support the

child through the transition. Educators wi l l :

• Discuss the move with parents; • Explain the orientation process to parents; • Talk to the child about the move to the next room and the orientation process;

• Introduce the parents and child their new carers; • Give any developmental records to the Group Leader in the new Studio; and • Discuss orientation times with the Group Leader from the new Studio.

Each day the child will spend a small amount of time in the new studio (staff to child ratio is

to be maintained at all times). This time will gradually increase, depending on the child’s mood and reaction to the new room. By the end of orientation a child should have completed activities, eaten lunch and rested in the new Studio.

The orientation process should meet the children’s and parent’s needs.

• The Group Leader from the new Studio will:

o Give the parents of the child a tour of the Studio; o Discuss any concerns the parents might have regarding their child’s care;



36

o Provide parents with information on room routine, philosophies, etc.; o Explain the program goals of the new Studio;

o Offer a parent interview to discuss any concerns; o Show parents the information pockets, toilets, bathroom and the Studio

Information Board; and

o Introduce any staff member in the Studio with whom parents are not already familiar.

Transition to School Program:

This first experience children have of school has a great impact on their progress and future schooling (Margetts, K. 2007). For many children the change of setting and sense of moving on acts as a stimulus for development but if they find this change too abrupt there is a risk

that the child will regress (Bennett, J 2007). Transition to school should be prepared for in an understanding, calm, organised and knowledgeable manner. We acknowledge the critical role we as Educators have in providing an educational environment that supports children’s

wellbeing, promotes equity and celebrates diversity. Our transition to school program is developed in collaboration with all stakeholders and ensures children are active participants in their transition to school.

For children attending school the following year, our ‘Transition to School Program’ provides additional activities and experiences to help prepare them for a smooth transition to a

primary school environment. This program refers to daily-programmed activities and experiences that are implemented throughout the year, encouraging the developmental skills that are optimal for children to retain before commencing school.

As Early Childhood Educators who are instrumental in influencing children’s learning patterns for later life, it is our responsibility to set them on a course that will inspire investigation, exploration, problem solving, questioning, discovery and challenges.

To ensure the transition to school is a positive experience for children and families, we will implement a range of activities and experiences that may include, but is not limited to:

• Visits by children to local primary school setting

• Family information sessions

• Visits from Primary school teachers and/or Principals

• Exchanging information about a child’s individual strengths and needs

• Networking with Educators, Primary school teachers and Principals

• Developing children’s talking and listening skills

• Alphabet and number recognition

• Shapes and colour recognition

• Social and emotional enhancement



37

• Pre-writing development

• Name writing and recognition

• Concentrating on the task at hand

• Determination when faced with complications

• Responding positively to new situations

• Taking responsibility for their own behaviour

• Developing the communication skills necessary for group or individual play

• Developing positive feelings about themselves and others

• Experiencing a sense of self-satisfaction resulting from achievement.

• Experiencing eating from lunch boxes, as we educate children about different foods

eaten at recess and lunch and to open different foods.

Preparing Children as they transition to School

There are many unique differences in the school environment which children should become

familiar with as they prepare to transition to school. This includes:

• Having one teacher for the majority of the day

• Toileting without supervision

• Wearing uniforms

• Transport

• Sitting at a desk

• Responsibility of own belongings

• Listening to instructions

• Specific focused lessons

• A school bell or siren indicating set breaks

• Negotiating a large playground

• Homework- home reading

• The canteen or tuck shop

• Before and After School Care

Management will:

• Establish methods across our Service to ensure there is continuity of learning when

children transition to school.



38

• Advocate for ‘Ready’ by ensuring schools are ready for our children to transition into

their environment.

• Discuss expectations with families for their child as they prepare to transition to

school.

• Work in partnership with families to ensure children’s transition to school is positive,

informed and enhances individual development.

• Be aware of critical cut off dates with various Education Departments to

accommodate children with a disability or developmental delay into new educational

settings and share this information with families.

• Support and advocate for enhanced transition programs for children with a disability

or developmental delay with feeder primary schools.

• Be flexible and ensure transition programs are tailored to the specific needs of all

children in our Service.

Educators will:

• Incorporate transition to school into the daily program by encouraging children to

think and talk about school by exploring various elements of primary school. (This

may include uniforms, eating packed lunches, talking about school and how a school

environment is different.)

• Talk with children about starting school, respecting any concerns and communicating

these to families.

• Ensure children are active participants in their transition to school.

• Communicate with families to ensure we meet the individual strengths and needs of

all children and families.

• Consider family priorities and any concerns about the transition process. Each

family’s cultural and linguistic needs will be respected, along with family diversity.

• Develop a program to ensure a smooth transition for children from the education and

care environment to the school environment. The program requires both parent and

educator support for the child. This cooperation will ensure the best possible

environment for children’s transition.

• Contemplate the individual rest or sleep needs of children in the months leading up

to the transitioning to school and whether a reduction in sleep times may prepare

some children for the longer school day routine. Children will continue to have rest



39

periods and quiet activities during the day. Beds will be available for any child who

requires rest or sleep.

• Discuss children’s development, strengths and competencies for transition to school

with families.

• Support each family’s decision about when to send children to school, within the

guidelines of the Queensland Department of Education and Training.

• Develop an information package for families about transition to school. This will

include information how to support their child/children and what to expect with the

transition process. This package will be reviewed annually to meet the needs of the

families and to integrate efficient information from local schools.

• Be supported to access and attend professional development opportunities to ensure

current knowledge and practice regarding transition to school.

• Facilitate relationships and networking with local schools to support children and

families with the transition process and to open lines of communication. The

importance of school preparation through school visits, orientation days and meeting

the Kindergarten teachers will be regularly promoted.

• Facilitate each child’s development as a capable learner through open ended learning

experiences.

• Effectively evaluate our Service’s transition program.

• Be flexible and responsive to the needs of children and families.

• Take into account contextual aspects of community, and of individual families and

children within that community.

(Adapted from Transitions to School: Perceptions, Expectations and Experiences by Sue

Dockett and Bob Perry.)

Continuation of learning and development: Queensland kindergarten learning outcomes companion.

This resource helps teachers assess, reflect and make evidence based judgments about children’s learning progress. The plan is used to promote continuity of learning. Families

contribute to the transition statement, which provides a snapshot of each child’s learning. To enable this information to be shared with feeder primary schools, parents must complete a Transition Statement consent form.

When a child is not ready to transition to school



40

We understand that all children are unique and achieve milestones in their own time. Families have expectations about what they think their child should be able to do. They may ask Educators their opinion on specific skills such as pre-writing skills, numbers, social and emotional development etc. We need to be mindful that current research does not recommend creating check lists for ‘readiness’ for school rather, each child’s transition should be unique, secure and respectful and be in collaboration with families, educators, community and other professionals. (Dockett & Perry, 2013)

We believe that Early Childhood Educators have professional insight to assist families in making the decision about a child’s transition to school as they have developed trusting and supportive relationships over time. However, prior to speaking with families about their personal views, Educators will discuss their thoughts with management about the child’s individual strengths and needs and any recommendation about beginning school will be communicated with families during a scheduled meeting. Our staff will adhere to confidentiality at all times.

QUEENSLAND (QLD)

• From 2017 it is compulsory for all children to undertake Prep full time. Children must

turn 5 by 30 June the year they start Prep.

• Queensland Government – Department of Education and Training

http://www.deta.qld.gov.au/earlychildhood/about/successful-transitions/index.html

https://www.qld.gov.au/education/schools/find/enrolment/pages/age.html

Continua of learning and development Queensland kindergarten learning guideline

companion

https://www.qcaa.qld.edu.au/downloads/p_10/qklg_companion.pdf

Source

• A Policy Brief about Rethinking School Readiness- The Royal Children’s Hospital

Melbourne

• Australian Children’s Education & Care Quality Authority. (2014).

• Australian Research Alliance for Children & Youth – School Readiness –Various school

readiness papers –

https://www.aracy.org.au

• Connections – A resource for early childhood educators about children’s wellbeing

• Continuity of Learning- A resource to support effective transition to school and school



41

age care. Research Institute for Professional Practice, Learning and Education Charles

Sturt University. 2011

• ECA Code of Ethics

• Guide to the Education and Care Services National Law and the Education and Care

Services National Regulations 2015.

• Guide to the National Quality Standard

• National Quality Standard Professional Learning Program Newsletter No.70 –

Transitions: Moving in, moving up and moving on

• Sharing our Journey: School Readiness. Rachel Mielekamp

• Transition to School Resource

http://www.transitiontoschoolresource.org.au/tts-content/considering-when-to-

start-school

• Transitions to school: Perceptions, expectation, experiences. Dockett, S., & Perry, B.

(2007)

• Transition to School: Position Statement (Educational Transitions and Change (ETC)

Research Group, 2011)

• Revised National Quality Standard

Review

Date Reviewed Modifications Next Policy Review

Date August 2017 Major changes made to policy, identifying varying

aspects of transitioning children to school and discussing with families if a child is not ready to start formal schooling.

August 2018

October 2017 Updated references to comply with the revised National Quality Standard

August 2018



42

DEVELOPMENTALMILESTONES–3-5YearsChild’s Name: Age: Date:

Educator Name:

DEVELOPMENTAL

AREA OBSERVED LINK TO EYLF & NQS COMMENTS

Physical Dresses and undresses with little help

Hops, jumps and runs with ease Climbs steps with alternating feet Gallops and skips by leading with one

foot Transfers weight forward to throw

ball Attempts to catch ball with hands Climbs playground equipment with

increasing agility Holds crayon/pencil etc. between

thumb and first two fingers Exhibits hand preference Imitates variety of shapes in drawing,

e.g. circles Independently cuts paper with

scissors Toilet themselves Feeds self with minimum spills Dresses/undresses with minimal

assistance Walks and runs more smoothly Enjoys learning simple rhythm and

movement routines Develops ability to toilet train at

night

EYLF Outcome 3: Children have a strong sense of wellbeing - Children take increasing responsibility for their own health and physical wellbeing. E.g. “Promote continuity of children’s personal health and hygiene by sharing ownership of routines and schedules with children, families and the community.” (p.32) NQS: Areas 1, 2, 3, 5, 6

Social Enjoys playing with other children May have a particular friend Shares, smiles and cooperates with

peers Jointly manipulates objects with one

or two other peers Develops independence and social

skills they will use for learning and getting on with others at preschool and school

EYLF Outcome 1: Children have a strong sense of identity - Children learn to interact in relation to others with care, empathy and respect. E.g.” express a wide range of emotions, thoughts and views constructively.” (p.24)



43

NQS: Areas 1, 5, 6

Emotional Understands when someone is hurt and comforts them

Attains gender stability (sure she/he is a girl/boy)

May show stronger preference for same-sex playmates

May enforce gender-role norms with peers

May show bouts of aggression with peers

Likes to give and receive affection from parents

May praise themselves and be boastful

EYLF Outcome 2: Children are connected with and contribute to their world - Children respond to diversity with respect. E.g. “plan experiences and provide resources that broaden children’s perspectives and encourage appreciation of diversity.” (p.27) NQS: Areas 1, 2, 5, 6

Cognitive Understands opposites (e.g. big/little) and positional words (middle, end)

Uses objects and materials to build or construct things, e.g. block tower, puzzle, clay, sand and water

Builds tower eight to ten blocks Answers simple questions Counts five to ten things Has a longer attention span Talks to self during play - to help

guide what he/she does Follows simple instructions Follows simple rules and enjoys

helping May write some numbers and

letters Engages in dramatic play, taking

on pretend character roles Recalls events correctly Counts by rote, having

memorised numbers Touches objects to count -

starting to understand relationship between numbers and objects

Can recount a recent story Copies letters and may write

some unprompted Can match and name some

EYLF Outcome 5: Children are effective communicators - Children express ideas and make meaning using a range of media. E.g. “use language and engage in play to imagine and create roles, scripts, and ideas.” (p.42) NQS: Areas 1, 5



44

colours

Language Speaks in sentences and use many different words

Answers simple questions Asks many questions Tells stories Talks constantly Enjoys talking and may like to

experiment with new words Uses adult forms of speech Takes part in conversations Enjoys jokes, rhymes and stories Will assert self with words

EYLF Outcome 5: Children are effective communicators - Children use information and communication technologies to access information, investigate ideas and represent their thinking. E.g. “Provide children with access to a range of technologies.” (p.44) NQS: Areas 1, 5, 6, 7

Seek advice if Is not understood by others Has a speech fluency problem or

stammering Is not playing with other children Is not able to have a conversation Is not able to go to the toilet or wash

him/herself

NQS: Areas 1,5,6,7

Documents

QUALITY AREA 6 – COLLABORATIVE PARTNERSHIPS WITH … · National Quality Standard (NQS) Quality Area 6: Collaborative Partnerships 6.1 Supportive relationships with families Respectful